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Role-play simulations for climate change adaptation education and engagement

Author

Listed:
  • Danya Rumore

    (Environmental Dispute Resolution Program, Wallace Stegner Center, S.J. Quinney College of Law, University of Utah
    University of Utah)

  • Todd Schenk

    (Urban Affairs and Planning, School of Public and International Affairs, Virginia Tech)

  • Lawrence Susskind

    (Massachusetts Institute of Technology)

Abstract

In order to effectively adapt to climate change, public officials and other stakeholders need to rapidly enhance their understanding of local risks and their ability to collaboratively and adaptively respond to them. We argue that science-based role-play simulation exercises — a type of 'serious game' involving face-to-face mock decision-making — have considerable potential as education and engagement tools for enhancing readiness to adapt. Prior research suggests role-play simulations and other serious games can foster public learning and encourage collective action in public policy-making contexts. However, the effectiveness of such exercises in the context of climate change adaptation education and engagement has heretofore been underexplored. We share results from two research projects that demonstrate the effectiveness of role-play simulations in cultivating climate change adaptation literacy, enhancing collaborative capacity and facilitating social learning. Based on our findings, we suggest such exercises should be more widely embraced as part of adaptation professionals' education and engagement toolkits.

Suggested Citation

  • Danya Rumore & Todd Schenk & Lawrence Susskind, 2016. "Role-play simulations for climate change adaptation education and engagement," Nature Climate Change, Nature, vol. 6(8), pages 745-750, August.
  • Handle: RePEc:nat:natcli:v:6:y:2016:i:8:d:10.1038_nclimate3084
    DOI: 10.1038/nclimate3084
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    Citations

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    Cited by:

    1. Victoria Wibeck & Tina‐Simone Neset, 2020. "Focus groups and serious gaming in climate change communication research—A methodological review," Wiley Interdisciplinary Reviews: Climate Change, John Wiley & Sons, vol. 11(5), September.
    2. Qiao Hu & Zhenghong Tang & Martha Shulski & Natalie Umphlett & Tarik Abdel-Monem & Frank E. Uhlarik, 2018. "An examination of midwestern US cities’ preparedness for climate change and extreme hazards," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 94(2), pages 777-800, November.
    3. Melanie Feeney & Therese Grohnert & Wim Gijselaers & Pim Martens, 2023. "Organizations, Learning, and Sustainability: A Cross-Disciplinary Review and Research Agenda," Journal of Business Ethics, Springer, vol. 184(1), pages 217-235, April.
    4. Tina-Simone Neset & Lotta Andersson & Ola Uhrqvist & Carlo Navarra, 2020. "Serious Gaming for Climate Adaptation—Assessing the Potential and Challenges of a Digital Serious Game for Urban Climate Adaptation," Sustainability, MDPI, vol. 12(5), pages 1-18, February.
    5. Olugbemi Mosunmola Aroke & Behzad Esmaeili & Sojung Claire Kim, 2021. "Impact of Climate Change on Transportation Infrastructure: Comparing Perception Differences between the US Public and the Department of Transportation (DOT) Professionals," Sustainability, MDPI, vol. 13(21), pages 1-19, October.
    6. Gissi, Elena & Garramone, Vito, 2018. "Learning on ecosystem services co-production in decision-making from role-playing simulation: Comparative analysis from Southeast Europe," Ecosystem Services, Elsevier, vol. 34(PB), pages 228-253.
    7. Lisette Beek & Manjana Milkoreit & Linda Prokopy & Jason B. Reed & Joost Vervoort & Arjan Wardekker & Roberta Weiner, 2022. "The effects of serious gaming on risk perceptions of climate tipping points," Climatic Change, Springer, vol. 170(3), pages 1-23, February.
    8. Robert-Jan Den Haan & Mascha C. Van der Voort, 2018. "On Evaluating Social Learning Outcomes of Serious Games to Collaboratively Address Sustainability Problems: A Literature Review," Sustainability, MDPI, vol. 10(12), pages 1-26, December.
    9. Powdthavee, Nattavudh, 2021. "Education and pro-environmental attitudes and behaviours: A nonparametric regression discontinuity analysis of a major schooling reform in England and Wales," Ecological Economics, Elsevier, vol. 181(C).
    10. Powdthavee, Nattavudh, 2020. "The Causal Effect of Education on Climate Literacy and Pro-Environmental Behaviours: Evidence from a Nationwide Natural Experiment," IZA Discussion Papers 13210, Institute of Labor Economics (IZA).
    11. Antonio-José Moreno-Guerrero & Carmen Rodríguez-Jiménez & Gerardo Gómez-García & Magdalena Ramos Navas-Parejo, 2020. "Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training," Sustainability, MDPI, vol. 12(6), pages 1-14, March.
    12. Tse-Hui Teh, 2019. "Playing for the Future: Using Codesign Games to Explore Alternative Sanitation Systems in London," Urban Planning, Cogitatio Press, vol. 4(4), pages 126-138.
    13. Tallgauer, Maximilian & Schank, Christoph, 2024. "Challenging the growth-prosperity Nexus: Redefining undergraduate economics education for the Anthropocene," Ecological Economics, Elsevier, vol. 216(C).

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