TY - JOUR
T1 - Board game design
T2 - an educational tool for understanding environmental issues
AU - Parekh, Priyanka
AU - Gee, Elisabeth
AU - Tran, Kelly
AU - Aguilera, Earl
AU - Pérez Cortés, Luis E.
AU - Kessner, Taylor
AU - Siyahhan, Sinem
N1 - Funding Information:
This work was supported by National Science Foundation [grant number: 1623558].
Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - Framing, implementing, and engaging youth in authentic scientific inquiry are highly valued in science education; however, we have very limited knowledge of the nature and use of tools that accomplish these. Therefore, we proposed that board game design is a meaningful tool for engaging youth in understanding environmental issues. We reported findings from an educational board game design workshop based on real world issues for teens aged 13–17 years conducted at a large public library Makerspace. Using qualitative methods, we analysed the teens’ process of making one such game, Pollutaplop, to understand its merits and argued that board game design nurtured the development of tools for inquiry. In response to the recent surge of interest in creating tools for learning about natural systems, we found that designing board games in authentic contexts engaged youth in building models as well as systems thinking. Intent gamers, including youth, might be well positioned to appreciate the complexities of both games and the contexts they are set in.
AB - Framing, implementing, and engaging youth in authentic scientific inquiry are highly valued in science education; however, we have very limited knowledge of the nature and use of tools that accomplish these. Therefore, we proposed that board game design is a meaningful tool for engaging youth in understanding environmental issues. We reported findings from an educational board game design workshop based on real world issues for teens aged 13–17 years conducted at a large public library Makerspace. Using qualitative methods, we analysed the teens’ process of making one such game, Pollutaplop, to understand its merits and argued that board game design nurtured the development of tools for inquiry. In response to the recent surge of interest in creating tools for learning about natural systems, we found that designing board games in authentic contexts engaged youth in building models as well as systems thinking. Intent gamers, including youth, might be well positioned to appreciate the complexities of both games and the contexts they are set in.
KW - Game design
KW - learning tools
KW - model building
KW - systems thinking
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U2 - 10.1080/09500693.2021.1956701
DO - 10.1080/09500693.2021.1956701
M3 - Article
AN - SCOPUS:85113758647
SN - 0950-0693
VL - 43
SP - 2148
EP - 2168
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 13
ER -