<scp>EQUILIBRIUM</scp> game: a virtual field trip through a complex system

Neuwirth, Christian

doi:10.1002/sdr.1650

Cited by 2 publications

(3 citation statements)

References 20 publications

(20 reference statements)

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“…These findings are consistent with Forrester [58] and Sterman [20], who consider simulation essential for learning systems thinking. It adds weight to various initiatives and reported benefits of simulation for environmental learning [34,[47][48][49][50][51][52][53][54]93]. This has important policy implications for ESD.…”

Section: Discussionmentioning

confidence: 99%

“…System dynamics models and simulations have frequently been employed for the purpose of environmental education [47,48]. There are flight simulators for sustainability [49] and climate change [50], simulation-based learning environments to teach sustainability [51,52], and interactive simulation-based games to explore sustainability [53]. System Dynamics models and simulations have also been used to try to explain why renewable resources are so often over-utilised; this is because of faulty reasoning and systematic misperceptions of the dynamics of complex systems [40].…”

Section: Insights and Relevant Work From The Field Of Systems Dynamicsmentioning

confidence: 99%

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An Empirical Study of the Impact of Systems Thinking and Simulation on Sustainability Education

2021

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Education for sustainable development (ESD) is considered vital to the success of the United Nations’ sustainable development goals. Systems thinking has been identified as a core competency that must be included in ESD. However, systems thinking-orientated ESD learning tools, established methods of the assessment of sustainability skills, and formal trials to demonstrate the effectiveness of such learning tools are all lacking. This research presents a randomised controlled trial (n = 106) to investigate whether an innovative online sustainability learning tool that incorporates two factors, systems thinking and system dynamics simulation, increases the understanding of a specific sustainability problem. A further aim was to investigate whether these factors also support the transfer of knowledge to a second problem with a similar systemic structure. The effects of the two factors were tested separately and in combination using a two-by-two factorial study design. ANOVA and related inferential statistical techniques were used to analyse the effect of the factors on sustainability understanding. Cohen’s d effect sizes were also calculated. Simulation alone was found to increase ESD learning outcomes significantly, and also to support the transfer of skills, although less significantly. Qualitative feedback was also gathered from participants, most of whom reported finding systems thinking and simulation very helpful.

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Section: Discussionmentioning

confidence: 99%

Section: Insights and Relevant Work From The Field Of Systems Dynamicsmentioning

confidence: 99%

An Empirical Study of the Impact of Systems Thinking and Simulation on Sustainability Education

2021

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“…Simulations allow students to observe and manipulate systems, experience their often-non-intuitive behavior, and try out different approaches for affecting and/or improving that behavior. Integration of simulations into teaching allows theoretical lessons to be demonstrated and experienced by the students [2][3][4]. Giving the students a goal within a simulation can create a "game" which both motivates thinking and increases enjoyment and engagement [5,6].…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning in Virtual Realities

McManus,

Gralla

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Immersive simulations are powerful teaching tools, particularly useful for subjects where a holistic understanding of a complex system is necessary. The authors have used several 6-hour table-top simulations to teach process improvement and engineering courses at Northeastern, George Washington, and Loyola Marymount universities. The pandemic forced a natural experiment. On-line versions of the simulations were created in commercially available software which recreated the experience of the in-person simulations directly, with almost all actions, lessons, discussion and planning sessions preserved. More than 120 students participated in the on-line simulations in 2020 and 2021. Before and after the pandemic (and during it, in hybrid classes), a large "control" group of students participated in the in-person simulations. Extensive data was collected including self-reported student learning, instructor evaluations of student performance and data from the simulations themselves. On-line simulations were assessed by students to be less effective overall by a small but statistically significant amount, but on most specific aspects of learning, and on student outcomes, there was no significant difference between them and the in-person versions. The existing difference depended on the degree of immersion in the simulation; fully immersive simulations were assessed to be fully as effective as in-person simulations. The virtual simulations were more work to facilitate. The overall experience is a proof-of-concept that virtual simulations can take the place of even complex inperson simulations with little loss of pedagogical effectiveness. The challenge is now to refine the simulations so that the need for faculty facilitation is reduced, and the level of immersion increased.

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EQUILIBRIUM game: a virtual field trip through a complex system

Cited by 2 publications

References 20 publications

An Empirical Study of the Impact of Systems Thinking and Simulation on Sustainability Education

An Empirical Study of the Impact of Systems Thinking and Simulation on Sustainability Education

Experiential Learning in Virtual Realities

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