Adapting to climate change through play? Didactically effective elements of a business simulation game

Datos Bibliográficos

ID22166707
AutoresSophie Fischer (0000-0002-8012-5967, Technical University of Applied Sciences Würzburg-Schweinfurt, autor de correspondencia), Michael Göhlich (0000-0002-7701-1475, Friedrich-Alexander-Universität Erlangen-Nürnberg), Jan Schmitt (0000-0003-4537-7680, Technical University of Applied Sciences Würzburg-Schweinfurt)
Año2024
Volumen9
Fecha de publicación2024-03-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2024.1303107
OpenAlexW4392992454
IdiomaEN
Citas recibidas1
Referencias citadas42

Introduction The negative consequences of climate change are widespread and have a global impact. An industrialized region of Germany must adapt to the effects of climate change and comply with political regulations. Previous studies indicate that economic actors who are not directly affected by climate change approach climate change mitigation and adaptation primarily based on legal requirements and often feel discouraged by the absence of data-based reports. Addressing this challenge, game-based learning emerges as a promising pathway. Methods To examine game-based learning’s applicability and potential for climate adaptation, we developed a business simulation game, simultaneously identifying didactically effective elements for managers who would participate in it. Using expert interviews and focus groups, we conducted a qualitative study with three HR developers from larger companies and nine managers and founders of startups to develop a business simulation game on climate adaptation. Based on the Grounded Theory methodology, theoretical coding was used to analyze the qualitative data. Results The derived core categories indicate that personnel development in companies is evolving in response to economic changes. Individual resources such as motivation (especially for managers), personnel and time play a crucial role in establishing a business game as an educational offering. The identified game elements can also be used theoretically and practically in the development of other educational games. Discussion We discussed common human resource development measures in companies and compared them with more innovative approaches such as a simulation game. The study underscores the importance of innovative approaches, such as game-based learning, in fostering climate adaptation efforts among economic actors. By integrating theoretical insights with practical applications, our findings provide valuable guidance for the development of educational games aimed at addressing complex challenges like climate change. Further research and implementation of such approaches are essential for promoting proactive climate adaptation strategies within industrialized regions and beyond

Business · Business simulation · Climate change · Knowledge management · Computer Science · Creativity in Education and Neuroscience · Digital Games and Media · Educational Games and Gamification · Geology · Oceanography