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Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

Author

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  • Ping-Han Cheng

    (Science Education Center, National Taiwan Normal University, Taipei 116, Taiwan)

  • Ting-Kuang Yeh

    (Department of Earth Science, National Taiwan Normal University, Taipei 116, Taiwan
    Institute of Marine Environmental Science and Technology, National Taiwan Normal University, Taipei 116, Taiwan)

  • Yen-Kai Chao

    (Graduate Institute of Science Education, National Taiwan Normal University, Taipei 116, Taiwan)

  • Jing Lin

    (Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China)

  • Chun-Yen Chang

    (Science Education Center, National Taiwan Normal University, Taipei 116, Taiwan
    Department of Earth Science, National Taiwan Normal University, Taipei 116, Taiwan
    Graduate Institute of Science Education, National Taiwan Normal University, Taipei 116, Taiwan)

Abstract

In learning based on socio-scientific issues, teachers primarily use role playing in situation learning to promote students’ knowledge and responsibility and to teach them how to reach a consensus in multirole scenarios. However, if participants only engage with the material from the perspective of having one role, they will ignore comprehensive information on said issue. Therefore, the roles students play during multirole situational learning lead to diversity biases in learning results. To help participants enhance their competencies related to issues and eliminate learning gaps, we developed an issue-based board game named Water Ark based on the following four design ideas: multirole simulation, reflective goal, systemic situation, and interactions of society. The results indicated that after playing the game, participants’ knowledge and responsibility regarding water resource adaptation improved significantly. Furthermore, the findings revealed that the gap between the learning outcomes of participants with different roles in the game was not statistically significant, except in terms of students’ personal willingness to act. Thus, these design ideas could improve the utility of board games for learning about socio-scientific issues with multirole scenarios.

Suggested Citation

  • Ping-Han Cheng & Ting-Kuang Yeh & Yen-Kai Chao & Jing Lin & Chun-Yen Chang, 2020. "Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios," Sustainability, MDPI, vol. 12(5), pages 1-20, March.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:5:p:2139-:d:330736
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    References listed on IDEAS

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    1. Jason S. Wu & Joey J. Lee, 2015. "Climate change games as tools for education and engagement," Nature Climate Change, Nature, vol. 5(5), pages 413-418, May.
    2. Yi-Kai Juan & Tseng-Wei Chao, 2015. "Game-Based Learning for Green Building Education," Sustainability, MDPI, vol. 7(5), pages 1-17, May.
    3. Ping-Han Cheng & Ting-Kuang Yeh & Jen-Che Tsai & Ching-Rong Lin & Chun-Yen Chang, 2019. "Development of an Issue-Situation-Based Board Game: A Systemic Learning Environment for Water Resource Adaptation Education," Sustainability, MDPI, vol. 11(5), pages 1-17, March.
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    Cited by:

    1. Nicolas Gratiot & Jérémie Klein & Marceau Challet & Olivier Dangles & Serge Janicot & Miriam Candelas & Géraldine Sarret & Géremy Panthou & Benoît Hingray & Nicolas Champollion & Julien Montillaud & P, 2023. "A transition support system to build decarbonization scenarios in the academic community," Post-Print hal-04126329, HAL.
    2. Teen-Hang Meen & Charles Tijus & Jui-Che Tu, 2020. "Selected Papers from the Eurasian Conference on Educational Innovation 2020," Sustainability, MDPI, vol. 12(15), pages 1-5, July.
    3. Roberto Di Paolo & Veronica Pizziol, 2024. "Gamification and Sustainable Water Use: The Case of the BLUTUBE Educational Program," Simulation & Gaming, , vol. 55(3), pages 391-417, June.

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