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Scaffolded progression from household to community to regional to global systems in a climate change game

Design · All designs
Evidence · 1 claim (1 mixed) · 1 study (1 causal), q4 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The game sequences five activities so that users "focus on increasingly more complex environments and systems," starting with background-knowledge questions, then household conservation, then community conservation, then an extended tutorial linking the problem to climate change, and finally a regional water-management simulation. The authors state the modules were created so students "could easily comprehend and digest climate change content and not be overwhelmed by the game as a whole." The game can be used as a whole or as separate modules.

Design Implications

Context

Requirements

  • Modules can be used individually or together; a facilitator's manual with suggested activities and discussions supports classroom integration

Constraints

  • Conservation feedback is given only on options the user selects, which the authors suspect produced uneven learning about conservation options

Target Learners

  • middle school students

Learning Goals

  • systems thinking about water supply and climate
  • water conservation practices
  • understanding the greenhouse effect

Claims

  • Losing The Lake Game Element

Examples

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Key Sources

  • E. Michael Nussbaum, Marissa C. Owens, Gale M. Sinatra, Abeera P. Rehmat, Jacqueline R. Cordova, Sajjad Ahmad, Fred C. Harris, Jr., Sergiu M. Dascalu. (2015). Losing the Lake: Simulations to Promote Gains in Student Knowledge and Interest about Climate Change. https://doi.org/10.12973/ijese.2015.277a
Page metadata
Field Value
type design
id losing-the-lake-scaffolded-system-progression
title Scaffolded progression from household to community to regional to global systems in a climate change game
description The game sequences five activities so that users "focus on increasingly more complex environments and systems," starting with background-knowledge questions, then household conservation, then community conservation, t...
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — e-michael-nussbaum-2015

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