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Misinformation about climate change is a consequential societal issue, causing polarization and reduced support for climate action. However, the seriousness of the problem does not preclude non-serious solutions. There are numerous potential benefits to humor as a strategy to counter misinformation, such as attracting attention and engaging disengaged audiences. This paper describes a humorous serious game--"Cranky Uncle"--developed in the U.S. to inoculate players against climate misinformation. The game combines psychological research into active inoculation, critical-thinking work on misleading rhetorical techniques, communication research into cartoon debunking, and gamification. The game's cartoon humor and the creative potential of active inoculation lends it to classroom applications; educators have thus used classroom activities to complement the game in order to improve students' climate literacy and critical-thinking abilities. We present several qualitative U.S.-based case studies, in formal English-speaking tertiary classrooms and informal public education settings, to illustrate the utility of a humorous, game-based approach to building resilience against climate misinformation. The approaches adopted in our case studies are offered as a model for other educators looking to use interactive games to teach critical thinking.

The last couple of years have brought a rise in the number of institutional repositories throughout the world and within UK Higher Education institutions, with the majority of these repositories being devoted to research output. Repositories containing teaching and learning material are less common and the workflows and business processes surrounding these types of repositories were unclear. The user motivations to contributing to and downloading from repositories were also unknown. This article reports on two studies: a widescale survey carried out with HE staff to identify barriers and incentives to contributing to teaching material repositories; and interviews carried out as part of a workflow study at Loughborough University, to identify existing practice in the creation and sharing of teaching material. Confusion is reported with regard to the difference between a Virtual Learning Environment (VLE) and a repository. However, many different purposes of a teaching and learning material repository are highlighted. This article discusses how repositories could successfully interoperate with other institutional applications and highlights the benefits of teaching material repositories to the user, through scenarios. Recommendations relating to the key aspects of the design and implementation of a repository service are outlined. (Contains 2 tables and 2 figures.)