Role-Playing Game and Learning for Young People About Sustainable Development Stakes: An Experiment in Transferring and Adapting Interdisciplinary Scientific Knowledge

Abstract

The study refers to the interactions between socio-economic and natural dynamics in an island biosphere reserve by using companion modelling. This approach provides scientific results and involves interdisciplinarity. In the second phase of the study, we transferred knowledge by adapting the main research output, a role-playing game, to young people. Our goal was to introduce interactions between social and ecological systems, coastal dynamics and integrated management. Adapting the game required close collaboration between the scientists and educators in order to transform both its substance and form and to run it with an easy-to-handle ergonomic platform.

Usability of Computerised Gaming Simulation for Experiential Learning

“…In some cases, this reduces the number of facilitators needed to run the game. This is the case, for example, with the games Motte-Piquet and Djolibois [34,41], which require only one facilitator thanks to their userfriendly computer interface for entering players' actions. The initial versions of these games, however, required three or more facilitators.…”

Participatory modeling for transition governance: Linking methods to process phases

“…Their approach stresses the importance of providing stakeholders the freedom to develop their own conceptual framework, including the definition of issues and goals, upon which the design of the role playing game and the agent based model can build. Besides its application in specific case studies, companion modeling can also be applied as an educational approach by providing young people a learning environment for social-ecological dynamics (Gourmelon et al, 2011).…”

Investigating Students’ Attitudes Towards Listening and Speaking in the English Classroom at Al Istiqlal University: An Action Research

“…Students are encouraged to be involved and take part actively in the learning speaking tasks. These are some features of a good role-play: (1) It is based on a familiar situation and relevant to real world context so students can speak naturally, (2) The group of characters does not exceed 3-4 members and it takes 4-7 minutes, and (3) It fosters students" critical thinking and creativity, and (4) It gives extensive speaking practice to all the students ( Gourmelon,et al, 2011;Krish , 2001;Pravan 2008). Teachers all the time are concerned about facilitating language acquisition.…”