Simulations to Promote Student Knowledge and Interest Gains in Environmental Science and Climate Change
Abstract: Because some evidence suggests that student understanding and interest in climate change is best accomplished through studying local effects, a simulation/game was developed exploring the effect of declining water levels in Lake Mead and the impact of climate change. A study of 119 middle school students was conducted to evaluate the effect of the simulation on both middle-schoolers’ content understanding and their interests in the issues embodied in the simulation/game. We found that playing the game resulted in a significant increase in content knowledge, as measured by a 22-item assessment, especially on items related to household conservation and some basic concepts related to the greenhouse effect. The control group showed no effect. Playing the game also resulted in some increase in student interest. The utility of the game in introducing these topics to students and serving as a foundation for additional instruction is discussed.