Using Games as an Exploratory-Learning Activity before Instruction to Teach Students how to Cooperatively Govern Shared Resources
Grade Level at Time of Presentation
Senior
Major
Psychology
Institution 25-26
University of Louisville
KY House District #
41
KY Senate District #
19
Faculty Advisor/ Mentor
Dr. Marci DeCaro; Dr. Daniel DeCaro
Department
Department of Psychological and Brain Sciences
Abstract
Using Games as an Exploratory-Learning Activity before Instruction to Teach Students how to Cooperatively Govern Shared Resources
Kyisha Walter, Oluwadamilola Jeboda1, Marci S. DeCaro1, Daniel A. DeCaro1,2
1Department of Psychological and Brain Sciences, University of Louisville
2Department of Urban and Public Affairs, University of Louisville
Social-ecological dilemmas occur when groups must balance individual self-interest with group interests when there are limited resources. However, the general population lacks critical understanding to manage these dilemmas, which contributes to inequality and ecological degradation. Prior research has used social-dilemma games to teach students and citizens about ecological and social aspects of social dilemmas. The current research examined whether experiential gameplay before instruction benefits students’ conceptual understanding more than traditional, lesson-first instruction. Participants (N=160) were randomly assigned to one of two conditions. In the Lesson-First condition (n=80), participants received a lesson in the form of an instructional video before playing the game twice. In the Explore-First condition (n=80), participants played the game before the lesson, then played again. On a posttest, participants in the Explore-First condition showed higher understanding of both social and ecological dimensions of social dilemmas, and transfer to new dilemmas. Using games specifically to expose students to critical features of a complex social-ecological before instruction may increase student learning outcomes beyond traditional game-based approaches.
Using Games as an Exploratory-Learning Activity before Instruction to Teach Students how to Cooperatively Govern Shared Resources
Using Games as an Exploratory-Learning Activity before Instruction to Teach Students how to Cooperatively Govern Shared Resources
Kyisha Walter, Oluwadamilola Jeboda1, Marci S. DeCaro1, Daniel A. DeCaro1,2
1Department of Psychological and Brain Sciences, University of Louisville
2Department of Urban and Public Affairs, University of Louisville
Social-ecological dilemmas occur when groups must balance individual self-interest with group interests when there are limited resources. However, the general population lacks critical understanding to manage these dilemmas, which contributes to inequality and ecological degradation. Prior research has used social-dilemma games to teach students and citizens about ecological and social aspects of social dilemmas. The current research examined whether experiential gameplay before instruction benefits students’ conceptual understanding more than traditional, lesson-first instruction. Participants (N=160) were randomly assigned to one of two conditions. In the Lesson-First condition (n=80), participants received a lesson in the form of an instructional video before playing the game twice. In the Explore-First condition (n=80), participants played the game before the lesson, then played again. On a posttest, participants in the Explore-First condition showed higher understanding of both social and ecological dimensions of social dilemmas, and transfer to new dilemmas. Using games specifically to expose students to critical features of a complex social-ecological before instruction may increase student learning outcomes beyond traditional game-based approaches.