Energy and water resource simulations for U.S. geography undergraduates

ABSTRACT

This paper describes environmental systems games developed for energy and water resource use designed to be adaptable from high school to undergraduate use. Two of the games are computer simulations with adjustable levels of difficulty that can be done in a computer lab or as a homework assignment. The third is a peer-to-peer roleplayer game designed for an immersive in-class simulation. For the energy and the peer-to-peer water games, we describe (1) the overall strategy or story line adopted, (2) the manner in which the game is played by students in a classroom setting, (3) the use of scientific literature in conceptualizing and parameterizing the game, and (4) possible game extensions. Preliminary data from use at the undergraduate level shows that the games are very well-received by students and, consistent with other research on quasi-experimental simulations, likely enhance learning outcomes.

KEYWORDS:

• Active-based pedagogy
• computer games
• constructivist learning

Acknowledgments

This material is based upon work supported by the National Science Foundation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the United States National Science Foundation [1009925].