References
- Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Richard, M., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Addison Wesley Longman, Inc.
- Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits (Vol. 140). National Academies Press.
- Bogost, I. (2010). Persuasive games: The expressive power of videogames. MIT Press.
- Born, D. (2019). Bearing witness? Polar bears as icons for climate change communication in National Geographic. Environmental Communication, 13(5), 649–663. https://doi.org/10.1080/17524032.2018.1435557
- Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., and Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192.
- Carraggi, M. (2016). How Many Democrats, Republicans in Boston? Here's a breakdown of the 382,946 registered voters in Boston. Feb 29, 2016 10:24 pm ET. Retrieved from https://patch.com/massachusetts/boston/how-many-democrats-republicans-boston-0
- Charsky, D. (2010). From edutainment to serious games: A change in the use of game characteristics. Games and Culture, 5(2), 177–198. https://doi.org/10.1177/1555412009354727
- Deaton, J. (2015). Can games be a game-changer for climate? (Op-Ed). LiveScience. December 24, 2015. Retrieved from https://www.livescience.com/53207-can-climate-change-game-change-minds.html
- Depping, A. E., Mandryk, R. L., Johanson, C., Bowey, J. T., & Thomson, S. C. (2016, October). Trust me: Social games are better than social icebreakers at building trust. In Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play (pp. 116–129).
- Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1), 21–31.
- Dörner, R., Göbel, S., Effelsberg, W., & Wiemeyer, J. (2016). Serious games. Springer International Publishing.
- Dugan, A. (2014). Americans most likely to say global warming is exaggerated. Gallup, Politics, March 17, 2014. Retrieved from https://news.gallup.com/poll/167960/americans-likely-say-global-warming-exaggerated.aspx
- Eisenack, K. (2013). A climate change board game for interdisciplinary communication and education. Simulation & Gaming, 44(2-3), 328–348.
- Entertainment Software Association (ESA). (2019). 2019 essential facts about the computer and video game industry. Retrieved from https://www.theesa.com/wp-content/uploads/2019/05/ESA_Essential_facts_2019_final.pdf/
- Evalu-ATE. (2015). The retrospective pretest method for evaluating training. Retrieved from http://www.evalu-ate.org/wp-content/uploads/formidable/Dec2015_webinar-handout-2.pdf
- Forrest, S. P., III, & Peterson, T. O. (2006). It's called andragogy. Academy of Management Learning & Education, 5(1), 113–122.
- Games for Change. (2016). Games for change. Retrieved from http://www.gamesforchange.org
- Gee, J. P. (2007). Good video games + good learning: Collected essays on video games, learning, and literacy. Peter Lang.
- Gladwell, M. (2000). The tipping point: How little things can make a big difference. Little, Brown and Company.
- Griepp, M. (2018). Hobby games top $1.5 billion in 2017. Retrieved from https://icv2.com/articles/news/view/41016/hobby-games-top-15-billion
- Griggs, L., Barney, S., Brown-Sederberg, J., Collins, E., Keith, S., & Iannacci, L. (2009). Varying pedagogy to address student multiple intelligences. Human Architecture, 7(1), 55–60.
- Hamilton, L. C. (2015). Polar facts in the age of polarization. Polar Geography, 38(2), 89–106. https://doi.org/10.1080/1088937X.2015.1051158
- Hamilton, L. C. (2016). Where is the North Pole? An election-year survey on global change. National Issue Brief 107. Carsey Institute, University of New Hampshire. Retrieved from http://scholars.unh.edu/carsey/285
- Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House.
- Inglis, H. J., Dawson, K. L., & Nishioka, R. Y. (2014). Sticky learning: How neuroscience supports teaching that's remembered. Augsburg Fortress Publishers.
- Intergovernmental Panel on Climate Change (IPCC). (2014). TOPIC 2 future climate changes, risks and impacts. Climate Change 2014 Synthesis Report Fifth Assessment Report. Retrieved from https://ar5-syr.ipcc.ch/topic_futurechanges.php
- Kato, P. M. (2010). Video games in health care: Closing the gap. Review of General Psychology, 14(2), 113–121. https://doi.org/10.1037/a0019441
- Klatt, J., & Taylor-Powell, E. (2005 Synthesis of literature relative to the retrospective pretest design [Paper presentation]. Presentation to the 2005 Joint CES/AEA Conference, Toronto, October 29, 2005 Session Title: More on Retrospective Pre-Test: Developing a Taxonomy of Best Practice Uses.
- Lee, J. (2020). Games can teach about climate change and motivate ecofriendly actions. School Library Journal. Retrieved from https://www.slj.com/?detailStory=games-teach-about-climate-change-and-can-alter-behavior
- Leiserowitz, A., Smith, N., Marlon, J. R. (2010). Americans’ knowledge of climate change. Yale University, Yale Project on Climate Change Communication. Retrieved from http://environment.yale.edu/climate-communication-OFF/files/ClimateChangeKnowledge2010.pdf.
- Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Rosenthal, S. (2015). Climate change in the American mind. Yale Program on Climate Change Communication.
- Loewenstein, G., Weber, E. U., Hsee, C. K., & Welch, N. (2001). Risk as feelings. Psychological Bulletin, 127(2), 267–286. https://doi.org/10.1037/0033-2909.127.2.267
- Maibach, E., Leiserowitz, A., Rosenthal, S., Roser-Renouf, C., Cutler, M. (2016). Is there a climate "spiral of silence" in America: March 2016. Yale University and George Mason University, Yale Program on Climate Change Communication. Retrieved from http://climatecommunication.yale.edu/wp-content/uploads/2016/09/Climate-Spiral-Silence-March-2016.pdf
- Martindale, R. C., & Weiss, A. M. (2019). “Taphonomy: Dead and fossilized”: A new board game designed to teach college undergraduate students about the process of fossilization. Journal of Geoscience Education, 68(3), 265–285.
- McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Penguin.
- Mendler de Suarez, J., Suarez, P., & Bachofen, C. (2012). Games for a new climate: Experiencing the complexity of future risks. Boston University, The Frederick S. Pardee Center for the Study of the Longer-Range Future. Retrieved from https://scienceimpact.mit.edu/sites/default/files/documents/%20Games%20for%20a%20New%20Climate-%20Experiencing%20the%20Complexity%20of%20Future%20Risks.pdf
- Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
- National Oceanic and Atmospheric Administration (NOAA). (2018). Arctic report card: Update for 2018 – Effects of persistent Arctic warming continue to mount. Retrieved from https://www.arctic.noaa.gov/Report-Card/Report-Card-2018
- National Oceanic and Atmospheric Administration (NOAA). (2020). 2019 was 2nd hottest year on record for Earth say NOAA, NASA. January 15, 2020. Retrieved from https://www.noaa.gov/news/2019-was-2nd-hottest-year-on-record-for-earth-say-noaa-nasa
- Newzoo. (2019). Global games market report 2019: Free edition. Newzoo. Retrieved from https://newzoo.com/products/reports/global-games-market-report/
- Nicole, H. (2016). Survey results #1: Who are we? The Daily Worker Placement. Retrieved from http://dailyworkerplacement.com/2016/02/19/survey-results-1-who-are-we/
- O’Neill, S., & Nicholson-Cole, S. (2009). “Fear won't do it” promoting positive engagement with climate change through visual and iconic representations. Science Communication, 30(3), 355–379. https://doi.org/10.1177/1075547008329201
- Ouariachi, T., Olvera-Lobo, M. D., & Gutiérrez-Pérez, J. (2017). Analyzing climate change communication through online games: Development and application of validated criteria. Science Communication, 39(1), 10–44. https://doi.org/10.1177/1075547016687998
- Ouariachi, T., Olvera-Lobo, M. D., Gutiérrez-Pérez, J., & Maibach, E. (2019). A framework for climate change engagement through video games. Environmental Education Research, 25(5), 701–716. https://doi.org/10.1080/13504622.2018.1545156
- Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023
- Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603–622. https://doi.org/10.1016/j.compedu.2009.04.001
- Panagiotopoulos, A. (2019). 10 insights on gamers’ political views (According to Facebook Data). January 11, 2019. Retrieved from https://spacecommune.com/10-insights-on-gamers-political-views-according-to-facebook-data/
- Partnership for 21st Century Skills. (2015). P21: Partnership for 21st century skills. Retrieved from http://www.p21.org
- Petranek, C. (1994). A maturation in experiential learning: Principles of simulation and gaming. Simulation & Gaming, 25(4), 513–523.
- Pew Internet. (2015). Gaming and gamers. Pew Research Center. Retrieved from https://www.pewinternet.org/2015/12/15/gaming-and-gamers/
- Pfirman, S. (2009). Changes in the North. Chapter 2. In G. Schmidt & J. Wolfe (Eds.), Climate change: Picturing the science. WW Norton & Company.
- Pfirman, S. (2018). The Polar Hub. Retrieved from https://thepolarhub.org/
- Prensky, M. (2007). Digital game based learning. Paragon House.
- Priest, S. (2016). Communicating climate change: The path forward. Springer.
- Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
- Reckien, D., & Eisenack, K. (2010). Urban sprawl: Using a game to sensitize stakeholders to the interdependencies among actors’ preferences. Simulation & Gaming, 41(2), 260–277.
- Reckien, D., & Eisenack, K. (2013). Climate change gaming on board and screen: A review. Simulation & Gaming, 44(2-3), 253–271. https://doi.org/10.1177/1046878113480867
- Reckien, D., & Petkova, E. P. (2019). Who is responsible for climate change adaptation? Environmental Research Letters, 14(1), 014010. https://doi.org/10.1088/1748-9326/aaf07a
- Ricci, K. E., Salas, E., & Cannon-Bowers, J. A. (1996). Do computer-based games facilitate knowledge acquisition and retention? Military Psychology, 8(4), 295–307. https://doi.org/10.1207/s15327876mp0804_3
- Rosenstiel, T., Sonderman, J., Loker, K., Tran, M., Tompson, T., Benz, J. (2014). The personal news cycle. The Media Insight Project. Retrieved from http://www.apnorc.org/PDFs/Media%20Insight/News%20Cycle/The_Personal_News_Cycle_Final.pdf
- Shaffer, D. W., & Gee, J. P. (2008). How computer games help children learn. Macmillan.
- Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In Assessment in game-based learning (pp. 43–58). Springer.
- Simmons, B. (2011, August 31-September 1 2011). Climate change education in the formal K-12 setting: Lessons learned from environmental education [Paper presentation]. Paper Presented at Board on Science Education Workshop on Climate Change Education in Elementary School through the First Two Years of College, Washington, D.C. Retrieved from http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072565.pdf.
- Soekarjo, M., & van Oostendorp, H. (2015). Measuring effectiveness of persuasive games using an informative control condition. International Journal of Serious Games, 2(2), 37–56. https://doi.org/10.17083/ijsg.v2i2.74
- Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), 19–29. https://doi.org/10.3102/0013189X035008019
- Stokes, B., O’Shea, G., Walden, N., Nasso, F., Mariutto, G., Hill, A., & Burak, A. (2016). Impact with games: A fragmented field. ETC Press. http://gameimpact.net/reports/fragmented-field
- Tans, P., Keeling, R. (2017). Recent monthly average Mauna Loa CO2, National Oceanic and Atmospheric Administration Earth System Research Laboratory. Retrieved from http://www.esrl.noaa.gov/gmd/ccgg/trends/
- Turrin, M., Pfirman, S., & Hamilton, L. (2020). Polar fun and games. Current: The Journal of Marine Education, 34(1), 9. https://doi.org/10.5334/cjme.43
- Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68–77. https://doi.org/10.1016/j.compedu.2008.06.008
- Van Pelt, S. C., Haasnoot, M., Arts, B., Ludwig, F., Swart, R., & Biesbroek, R. (2015). Communicating climate (change) uncertainties: Simulation games as boundary objects. Environmental Science & Policy, 45, 41–52. https://doi.org/10.1016/j.envsci.2014.09.004
- Velada, R., & Caetano, A. (2007). Training transfer: The mediating role of perception of learning. Journal of European Industrial Training, 31(4), 283–296. https://doi.org/10.1108/03090590710746441
- Vos, N., Van Der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56(1), 127–137.
- Wilson, K. A., Bedwell, W. L., Lazzara, E. H., Salas, E., Burke, C. S., Estock, J. L., Orvis, K. L., & Conkey, C. (2009). Relationships between game attributes and learning outcomes: Review and research proposals. Simulation & Gaming, 40(2), 217–266. https://doi.org/10.1177/1046878108321866
- Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311
- Wouters, P., & Van Oostendorp, H. (2013). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412–425.
- Wu, J. S., & Lee, J. J. (2015). Climate change games as tools for education and engagement. Nature Climate Change, 5(5), 413–418. https://doi.org/10.1038/nclimate2566
- Young, A., Khalil, K. A., & Wharton, J. (2018). Empathy for animals: A review of the existing literature. Curator: The Museum Journal, 61(2), 327–343. https://doi.org/10.1111/cura.12257
- Zaval, L., & Cornwell, J. F. (2016). Cognitive biases, non-rational judgments, and public perceptions of climate change. In Oxford research encyclopedia of climate science. Retrieved from, https://oxfordre.com/view/10.1093/acrefore/9780190228620.001.0001/acrefore-9780190228620-e-304.
- Zec, M., Porter, W. (2017). Tree. Retrieved from https://www.treeofficial.com/