The Hubbert game: a board game designed to teach the dynamics of resource depletion (original) (raw)
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Hydrology and Earth System Sciences, 2012
In recent years simulations have become an important part of teaching activities. The 5 reasons behind the popularity of simulation games are twofold. On the one hand, emerging theories on how people learn have called for an experienced-based learning approach. On the other hand, the demand for water management professionals has changed. Three important developments are having considerable consequences for water management programmes, which educate and train these professionals. These 10 20 for learners and teachers. Challenges of using simulations games include the demands it places on the teacher. Setting up the simulation game, facilitating the delivery and ensuring that learning objectives are achieved requires considerable knowledge and experience as well as considerable time-inputs of the teacher. Moreover, simulation games usually incorporate a case-based learning model, which may neglect or 25 underemphasize theories and conceptualization. For simulations to be effective they have to be embedded in this larger theoretical and conceptual framework. Simulations, 3064 HESSD 9, 3063-3085, 2012 Abstract HESSD 9, 3063-3085, 2012 Water management simulation games and the construction of knowledge M. Rusca et al. Title Page Abstract 9, 3063-3085, 2012 Water management simulation games and the construction of knowledge M. Rusca et al. Title Page Abstract 9, 3063-3085, 2012 Water management simulation games and the construction of knowledge M. Rusca et al. Title Page Abstract HESSD 9, 3063-3085, 2012 Water management simulation games and the construction of knowledge M. Rusca et al. Title Page Abstract 9, 3063-3085, 2012 Water management simulation games and the construction of knowledge M. Rusca et al. Title Page Abstract HESSD 9, 3063-3085, 2012 Water management simulation games and the construction of knowledge M. Rusca et al. Title Page Abstract HESSD 9, 3063-3085, 2012
Overexploitation is the phenomenon that occurs when an economic resource is exploited at a rate faster than it can be regenerated by natural processes. It affects both renewable and non-renewable resources. Overexploitation, and the related effect of “overshoot,” may lead to the complete destruction of the resource being exploited and the collapse of the economic system exploiting it. Nevertheless, overexploitation is common in the economy, although its mechanisms and consequences are often unknown to the public and to decision makers. The present paper aims at providing a tool to disseminate the concept of overexploitation by simulating it using the technique of “gamification.” We created a simple boardgame based on a system dynamics model that maintains the basic elements that generate overexploitation. The game is called the “Moby Dick Game” and it is inspired by the whaling cycle of the 19th century. Other versions of the game can be used to simulate, for instance, oil extractio...
A digital game about water use as a teaching-learning tool in elementary school
Ambiente E Agua - An Interdisciplinary Journal of Applied Science, 2020
With the emergence of Information and Communication Technologies (ICTs), there was also the development of specific technologies applied to Environmental Education which are used by teachers. In this context, several softwares for teaching/learning were developed, with educational games aiming at stimulating student’s knowledge skills using amusement among the available modalities. In Brazil, several digital games have been created to meet the demands set out in the National Water Resources Policies (Law 9433/97) and Environmental Education (Law 9795/99), which states in its Article 2 that Environmental Education must be present at all levels of education. The present study characterized the profile of students of Elementary School II on the issue of water and verified the satisfaction of the digital game on the part of the students, identifying suggestions and ideas as to the benefits that the practice of digital gaming can offer in the classroom and in teaching practice. The study...
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2012
Participatory modeling and role-playing games have been successfully implemented for a few decades as tools for social learning and supporting water management and governance. However engaging the stakeholders and scientists in building a dedicated playable model is a repetitive, lengthy and costly process, furthermore not easily transferable. The Wat-A-Game (WAG) methodological toolkit provides generic components ("bricks"), methodological guidelines, training sessions and online support to managers, technicians or teachers who wish to become autonomous in developing and using such approach. With WAG, process managers and other stakeholders can easily assembly land plot cards, hydrographic units, actions and role cards, and let physical water drops (marbles), clean or dirty, flow, be captured and used. Many scales can be addressed and even interlinked. Policies can be tested. WAG is free. WAG has been extended in South Africa (2007-2010) for a process discussing the Catch...
Irrigania – a web-based game about sharing water resources
For teaching about collaboration and conflicts with regard to shared water resources, various types of games offer valuable opportunities. Single-player computer games often give much power to the player and ignore the fact that the best for some group might be difficult to achieve in reality if the individuals have their own interests. Here we present a new game called Irrigania, which aims at representing water conflicts among several actors in a simplified way. While simple in its rules, this game illustrates several gametheoretical situations typical for water-related conflicts. The game has been implemented as a web-based computer game, which allows easy application in classes. First classroom applications of the game indicated that, despite the simple rules, interesting patterns can evolve when playing the game in a class. These patterns can be used to discuss game theoretical considerations related to water resource sharing.
Serious games on environmental management
Sustainable Cities and Society, 2017
Serious environmental management games can improve understanding of practical environmental sustainability challenges by offering opportunities to obtain first-hand experiences that may be otherwise too costly, difficult or dangerous to reproduce in reality. Game-based learning (GBL) has been found to increase soft skills, such as critical thinking, creative problem solving and teamwork, as well as to improve cognitive development, learning retention and social learning, which are important for future environmental researchers and professionals. Environmental management games can be applied in educational settings to promote awareness about sustainable resource planning and management among citizens who are increasingly exposed to products of the information age. This paper provides an overview of game-based learning and the state of serious games (SG) for environmental management, offering insight into their potential as effective tools in facilitating environmental education. SGs have been shown to possess numerous qualities that have been connected with improved learning experiences and cognitive development, but research must continue to study the SGs' efficacy. Shortcomings found with games reviewed
The game to promote the capability of reducing, reuse and recycling waste
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This work aims to raise awareness of environmental problems through interactive means, which, today, are much more appealing than the traditional ones to the academic community. To better inform community members of the importance of the 3Rs – Reduce, Reuse and Recycle, it was decided to develop an interactive 3D game, accessible through the Word Wide Web. This game includes 3 different activities which can be played in any order: solid waste recycling, saving water, and saving electricity. A small group of people evaluated the games; all participants were familiar with video games. It should be noted that the tests carried out focused only on the usability and interactivity of the game – the impact of the game at the 3Rs level – Reduce, Reuse and Recycle – has not been tested yet. The game makes the user more aware of the physical space where he moves (the school), showing his progress in real time. At the end of the game, the user is presented with the total time he took to finish...