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Impact of gameplay vs. reading on mental models of social-ecological systems

Impact of gameplay vs. reading on mental models of social-ecological systems

Authors :
Diana Reckien
Grace H. Bachman
Joey J. Lee
Tanya O'Garra
Stephanie Pfirman
Elizabeth Bachrach Simon
Jessica Brunacini
UT-I-ITC-PLUS
Faculty of Geo-Information Science and Earth Observation
Department of Urban and Regional Planning and Geo-Information Management
Source :
Ecology and Society, Vol 26, Iss 2, p 25 (2021), Ecology and society, 26(2):25. The Resilience Alliance
Publication Year :
2021

Abstract

Climate change is a highly complex social-ecological problem characterized by system-type dynamics that are important to communicate in a variety of settings, ranging from formal education to decision makers to informal education of the general public. Educational games are one approach that may enhance systems thinking skills. This study used a randomized controlled experiment to compare the impact on the mental models of participants of an educational card game vs. an illustrated article about the Arctic social-ecological system. A total of 41 participants (game: n = 20; reading: n = 21) created pre- and post-intervention mental models of the system, based on a "fuzzy cognitive mapping" approach. Maps were analyzed using network statistics. Both reading the article and playing the game resulted in measurable increases in systems understanding. The group reading the article perceived a more complex system after the intervention, with overall learning gains approximately twice those of the game players. However, game players demonstrated similar learning gains as article readers regarding the climate system, actions both causing environmental problems and protecting the Arctic, as well as the importance of the base- and mid-levels of the food chain. These findings contribute to the growing evidence showing that games are important resources to include as strategies for building capacity to understand and steward sustainable social-ecological systems, in both formal and informal education.

Details

Language :
English
ISSN :
17083087
Volume :
26
Issue :
2
Database :
OpenAIRE
Journal :
Ecology and society
Accession number :
edsair.doi.dedup.....443250aff24497d07be3911c55de9d33
Full Text :
https://doi.org/10.5751/es-12425-260225