TY - JOUR
T1 - Design ideas for an issue-situation-based board game involving multirole scenarios
AU - Cheng, Ping Han
AU - Yeh, Ting Kuang
AU - Chao, Yen Kai
AU - Lin, Jing
AU - Chang, Chun Yen
N1 - Funding Information:
Funding: This work was financially supported by the National Science Council of Taiwan under contracts the MOST107-2634-F-008-003, National Taiwan Normal University Subsidy for Talent Promotion Program (MOST 108-2511-H-003 -036 -MY3), and the “Institute for Research Excellence in Learning Sciences” of the National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan. It was also supported by Beijing Normal University Education Foundation (grant no. 50006004) into this study.
Publisher Copyright:
© 2020 by the authors.
PY - 2020/3/1
Y1 - 2020/3/1
N2 - 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 namedWater 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.
AB - 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 namedWater 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.
KW - Issue-situation-based board game
KW - Multirole situational learning
KW - Reflective goal
KW - Socio-scientific issue
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U2 - 10.3390/su12052139
DO - 10.3390/su12052139
M3 - Article
AN - SCOPUS:85082662855
SN - 2071-1050
VL - 12
JO - Sustainability
JF - Sustainability
IS - 5
M1 - 2139
ER -