Green Economy
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This document outlines the design of a board game to teach sustainable development. The game is intended for elementary school children to understand how sustainable development works. It will have rules, characters, and resources for players to engage with as they work towards the game's objectives. The design draws from learning theories like constructivism and flow to make the game educational yet fun. It will start simply and get more complex over multiple stages. Players will make choices that impact their access to resources and abilities to win in order to learn lessons about sustainability. The game prototype will allow testing and improving the design based on playability and learning outcomes.
Green Economy
- 1. Green Economy Liping Liu Wilian Gatti Jr Xingru Lai
- 2. Project A board/card or other hands-on (non-digital game) game prototype that will provide opportunities to play with rules, context, characters, and so forth as the players engage in this game. This game should allow players to understand how possibilities are created and transformed in a game. I would also like it to be easy to reproduce as I would like to use it in multiple contexts with multiple groups.
- 3. Idea Theme: sustainable development Important for future generations (children in elementary school) identifies as a target group for our intervention. Sustainable development: "incompatibility between continuous economic growth and environmental conservation" (Veiga, 2005, p.189).
- 4. Learning Theories Flow (Csikszentmihalyi, 1993） ● Clear goals and immediate feedback ● Focused concentration ● Equilibrium between challenge and personal skills ● The feeling of control ● Sense of growth and of being part of some greater entity ● Time distortion ● Merging of action and awareness ● Self-rewarding experience
- 5. Learning Theories Constructivism ● Interaction among players ● A social process
- 6. Learning Theories Cognitive foundations of game-based learning Situatedness Transfer of learning Information design Interaction design
- 8. Design
- 9. Design and Learning Theories Cognitivism Learning is situated in a meaningful and relevant context Our theme grounded on sustainable development: Different elements to reproduce the sustainable development (Resources) Prior knowledge plays an important role in learning Procedures based on well-known board games (Procedures) Learning should be organized from simple to complex order Concept of stages and evolution of a “society” to reach the final objective (Objectives) Logical thinking/Process and organize information Strategy to win the game and change in final goals (Outcome. Bring together: Rules, Procedures, Boundaries, Resources, and Conflict)
- 10. Design and Learning Theories Constructivism Learning is a social process Rules provide opportunities to players’ interactions (Rules: negotiations/agreements) Learners construct their own meaning through interaction with and interpretation of the environment Struggles to access resources and to win the game (Conflict) Lessons learned about sustainable development (Outcomes)
- 11. Stage ONE * A factory = 2 minera+1 Tech+G$1 (leading to G$1 & -1EP each turn) * An army = 1 mineral+1 Tech+G$2 * one factory on one land * A land = G$1/army & -1EP * Army for attack = -2EP * Chance cards = Possibilities * Negotiation among players What’s New at the Stage TWO * Building A new factory = 2 clean energy+1 researcher+G$4 (Leading to G$1 & +2EP each turn) * Upgrade an old factory=1 tech+ 2 researcher+2 clean energy+G$3 (Leading to G$2 & +2EP each turn)
- 12. New Look
- 13. Lessons Learned From Design to Theory = theory in practice Importance of diversity in a project team = richer brainstorms Importance of prototyping (play fast) = test, fail, improve, and test again Keep simple = a playable game