Make it Green: An Educational Board Game on Solutions for Climate Change for Grade 7 Students

Year 2024, Volume: 7 Issue: 1, 10 - 38, 31.01.2024

Mary Joyce Dela Cruz , Neil Gabriel Dela Guardia Nicole Jamandra Erickson Del Mundo , Shanin Lee

https://doi.org/10.55290/steam.1349238

Abstract

Climate change is a global issue with wide-ranging effects on ecological, social, and economic systems, emphasizing the need for climate change literacy and awareness to implement effective adaptation and mitigation strategies. Employing gamification, mainly through board games, offers a communication and educational method to enhance both literacy and awareness surrounding climate change. This study aimed to develop an educational board game illustrating the concept of climate change and its consequence in the community. The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model served as the instructional design for game development, and the game underwent evaluation by game designers, science educators, earth science specialists, and environmental sustainability associate. To test its effectiveness, the researchers conducted a pretest-posttest evaluation involving 70 Grade 7 students from Caloocan City Science High School who voluntarily participated in the study. The results showed that the average scores of the posttest were higher than compared to the pretest. This implies that the students have improved their knowledge and awareness after playing the game. The findings of this study show that the board game Make it Green could be used as a teaching aid for climate change.

Keywords

Tabletop game, Renewable and non-renewable resources, Environmental awareness, Gamification, Sustainability

Supporting Institution

Caloocan City Science High School

Project Number

N/A

Thanks

Researchers would like to express their sincerest gratitude for the contributions of the following: Mr. Marc Reuben K. Cuento and Mr. Thomas Regala, game designers, who have graciously helped in making the game more interesting and interactive; Mr. John Michael Timosa, science educator, for his assistance in gathering experts to evaluate Make it Green; Mr. Mark Anthony Lim, Mr. Michael A. Magbanua and Mr. Roy R. Piloneo, science educators in University of the East Manila; Mr. Jastine Kent E. Florungco, MAEd and Mr. Rodrigo M. Narvaez, earth science educators in La Consolacion College Caloocan; Ms. Jean Jardaleza Mijares, Ateneo Institute of Sustainability Associate; Ms. Monique Anne B. Tizon, Mr. John Alfred C. Pelenio, Mr. Anthony Guiller E. Urbano, Mr Eligio C. Obille Jr., science education associates and specialist in University of the Philippines National Institute for Science and Mathematics Education Development, for evaluating Make it Green and validating research instruments; Ms. Ma. Janna Dela Cruz, statistician, for her guidance concerning the statistics and data of the study. Lastly, to Dr. Jocelyn M. Alinab for giving the researchers the opportunity to conduct their study and for her support in this endeavor. The team would also like to express gratitude to Chrisrence Patio, Aaron Mayao, Stephanie Reinne Cena, Xandara Francisco, Miguel Casey Ilaw, and Kiedis Tuliao.

References

• Adachi, P. J. C., & Willoughby, T. (2013, January 24). More than just fun and games: The longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades - journal of youth and adolescence. SpringerLink.
• Chapter 1. renewable energy overview - OAS. (n.d.). Retrieved October 5, 2022, from https://www.oas.org/dsd/publications/unit/oea79e/ch05.htm
• Chiarello, F. & Castellano, M. G. (2016). Board games and board game design as learning tools for complex scientific concepts: some experiences. International Journal of Game-Based Learning (IJGBL), 6(2), 1-14. http://doi.org/10.4018/IJGBL.2016040101
• Chiarello, F., & Castellano, M. G. (2016, October). Board games creation as motivating and learning tool for STEM. In ECGBL 2017 11th European Conference on Game-Based Learning (p. 71-78). Academic Conferences and publishing limited.
• Climate Change Commission (2018. Climate change and the Philippines executive Brief - Niccdies. Retrieved September 20, 2022, from https://niccdies.climate.gov.ph/files/documents/Climate%20Change%20and%20the%20Philippines%20Executive%20Brief%202018-01.pdf
• Corner, A., Roberts, O., Chiari, S., Völler, S., Mayrhuber, E., Mandl, S., & Monson, K. (2015). How do young people engage with climate change? The role of knowledge, values, message framing, and trusted communicators. Wiley Interdisciplinary Reviews: Climate Change, 6(5), 523–534. doi:10.1002/wcc.353
• Cruz, R. V. O., Alino, P. M., Cabrera, O. C., David, C. P. C., David, L. T., Lansigan, F. P., ... & Villanoy, C. L. (2017). Philippine climate change assessment: impacts, vulnerabilities, and adaptation. The Oscar M. Lopez Center for Climate Change Adaptation and Disaster Risk Management Foundation.
• Dunning, D. (2011). The Dunning–Kruger effect: On being ignorant of one's own ignorance. In Advances in experimental social psychology (Vol. 44, pp. 247-296). Academic Press.
• Fauville, G., Queiroz, A. C. M., & Bailenson, J. N. (2020). Virtual reality as a promising tool to promote climate change awareness. Technology and health, 91-108.
• Fuchs, K. (2023). Consciousness Toward Environmental Sustainability, Tourism Education, and the Dunning‐Kruger Effect. Tourism: An International Interdisciplinary Journal, 71(1), 211-216.
• Gerber, A., Ulrich, M., Wäger, F. X., Roca-Puigròs, M., Gonçalves, J. S., & Wäger, P. (2021). Games on climate change: identifying development potentials through advanced classification and game characteristics mapping. Sustainability, 13(4), 1997.
• Glen, S. (n.d.). "Cronbach’s Alpha: Definition, Interpretation, SPSS". StatisticsHowTo.com: Elementary Statistics for the rest of us!. https://www.statisticshowto.com/probability-and-statistics/statistics-definitions/cronbachs-alpha-spss/
• Hanus, M. D., & Fox, J. (2014, September 15). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education. Retrieved October 5, 2022, from https://www.sciencedirect.com/science/article/abs/pii/S0360131514002000
• Huotari, K., & Hamari, J. (2016, January 15). A definition for gamification: Anchoring gamification in the service marketing literature - electronic markets.
• Kim, T. K. (2015). T test as a parametric statistic. Korean journal of anesthesiology, 68(6), 540-546.
• Kwok, R. (2019). Can climate change games boost public understanding? Proceedings of the National Academy of Sciences, 116(16), 7602-7604.
• Lawsin, N. L., & Garcia, G. (2017, May). Development of digital courseware in Teaching Transmission Genetics. Lee, T. M., Markowitz, E. M., Howe, P. D., Ko, C.-Y., & Leiserowitz, A. A. (2015, July 27). Predictors of public climate change awareness and risk perception around the world. Nature News.
• Lloyd, S., & Nakamura, T. (2022). Public perceptions of renewable energy in the Philippines. Sustainability, 14(16), 9906.
• Malik, T. G., & Alam, R. (2019, March). Comparative analysis between pre- test/post-test model and post-test only model in achieving the learning outcomes.
• Markus, K. A., & Smith, K. M. (2012, December 27). Content validity. SAGE Research Methods. (Vols. 1-0). SAGE Publications, Inc., https://dx.doi.org/10.4135/9781412961288
• Marshall, N. A., Park, S., Howden, S. M., Dowd, A. B., & Jakku, E. S. (2013, February 6). Climate change awareness is associated with enhanced adaptive capacity. Agricultural Systems. Retrieved September 20, 2022, from https://www.sciencedirect.com/science/article/abs/pii/S0308521X1300005X
• McIver, D., Fitzsimmons, S., & Flanagan, D. (2015). Instructional design as knowledge management. Journal Of Management Education, 40(1), 47-75. doi:10.1177/1052562915587583
• Noda, S., Shirotsuki, K. & Nakao, M. The effectiveness of intervention with board games: a systematic review. BioPsychoSocial Med 13, 22 (2019). https://doi.org/10.1186/s13030-019-0164-1
• NASA. (2022, July 18). Climate change adaptation and mitigation. NASA. https://climate.nasa.gov/solutions/adaptation-mitigation/
• Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642. https://doi.org/10.1080/13504622.2011.637157
• Ojala, M., & Lakew, Y. (2017). Young people and climate change communication. Oxford Research Encyclopedia of Climate Science. https://doi.org/10.1093/acrefore/9780190228620.013.408
• PAGASA, 2018: Observed and Projected Climate Change in the Philippines. Philippine Atmospheric, Geophysical and Astronomical Services Administration, Quezon City, Philippines, 36 pp.
• Prion, S., Haerling, K.A. (2014). Making sense of methods and measurement: Spearman-Rho ranked-ordered coefficient. Clin. Simul. Nurs. 10 (10) 535–536. https://doi.org/10.1016/j.ecns.2014.07.005
• Ratnasari, Dewie & Nazir, Faisal & Husein Zilullah Toresano, La Ode & Pawiro, Supriyanto & Soejoko, Djarwani. (2016). The correlation between effective renal plasma flow (ERPF) and glomerular filtration rate (GFR) with renal scintigraphy 99m Tc-DTPA study. Journal of Physics: Conference Series. 694. 012062. 10.1088/1742-6596/694/1/012062.
• Renewable resources. National Geographic Society. (n.d.). Retrieved October 5, 2022, from https://education.nationalgeographic.org/resource/renewable-resources/
• 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
• Scurati, G. W., Ferrise, F., & Bertoni, M. (2020). Sustainability awareness in organizations through gamification and serious games: A systematic mapping. DS 101: Proceedings of NordDesign 2020, Lyngby, Denmark, 12th-14th August 2020, 1-10.
• Selala, Malekeng Sylvester & Senzanje, Aidan & Dhavu, Khumbulani. (2019). Requirements for sustainable operation and maintenance of rural small-scale water infrastructure in Limpopo Province, South Africa. Water SA. 45. 291. https://doi.org/10.4314/wsa.v45i2.16
• Terano, Harold Jan. (2015). Development and acceptabillity of the simplified text with workbook in differential equations as instructional material for engineering.
• Tety, J. L. (2016). Role of instructional materials in academic performance in ... - core. CORE. https://core.ac.uk/download/pdf/83632862.pdf
• The UN Campaign for Individual Action. (n.d.) United Nations. https://www.un.org/actnow The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
• United Nations. (n.d.). What is climate change? United Nations. Retrieved September 20, 2022, from https://www.un.org/en/climatechange/what-is-climate-change
• Wu, J. S., & Lee, J. J. (2015, April 23). Climate change games as tools for education and Engagement. Nature News. Retrieved October 3, 2022, from https://www.nature.com/articles/nclimate2566
• Wynes, S., & Nicholas, K. A. (2017). The climate mitigation gap: education and government recommendations miss the most effective individual actions. Environmental Research Letters, 12(7), 074024.
• Zou, K. H., et al. (2003). Correlation and Simple Linear Regression, RSNA. Radiology 227, 617–628. https://doi.org/10.1148/radiol.2273011499