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Open AccessArticle

Learning Interdisciplinarity and Systems Approaches in Agroecology: Experience with the Serious Game SEGAE

1
SAS, INRAE, Institut Agro, 35042 Rennes, France
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ULiège Gembloux Agro-Bio Tech, TERRA research and teaching center, B-5030 Gembloux, Belgium
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USC 1432 LEVA, Ecole Supérieure d’Agricultures, INRAE, SFR 4207 QUASAV, 55 rue Rabelais, 49100 Angers, France
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INRAE, Oniris, BIOEPAR, 44300 Nantes, France
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DISTAL, Alma Mater Studiorum Università di Bologna, 40126 Bologna, Italy
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USC 1481 URSE, Ecole Supérieure d’Agricultures, INRAE, 55 rue Rabelais, 49007 Angers, France
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Faculty of Production and Power Engineering, University of Agriculture in Krakow, 30-269 Kraków, Poland
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PEGASE, INRAE, Institut Agro, 35042 Rennes, France
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Faculty of Animal Science, University of Agriculture in Krakow, 30-269 Kraków, Poland
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SMART-LERECO, INRAE, Institut Agro, 35042 Rennes, France
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ITAP, Univ Montpellier, INRAE, Institut Agro, 34060 Montpellier, France
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(11), 4351; https://doi.org/10.3390/su12114351
Received: 29 April 2020 / Revised: 15 May 2020 / Accepted: 21 May 2020 / Published: 26 May 2020
(This article belongs to the Special Issue Extension (and) Education for Sustainable Farming Systems)
Agroecology represents a pertinent option to improve the sustainability of agriculture. To promote its application, agroecological concepts should be taught to students and professionals in the agricultural sector. However, most agricultural courses are not adapted to teach these concepts due to little interactivity or interdisciplinarity, and a lack of a systems approach to farm management. Serious games help to fill these gaps by simulating complex models in which players can learn by doing. We thus developed a serious computer game, called SEGAE (SErious Game for AgroEcology learning), which represents a mixed crop-livestock farm and assesses impacts of farming practices on indicators related to environmental, economic, and social sustainability. Its pedagogical interest was evaluated through two types of surveys given to university students who played the game during a one-week workshop: A knowledge survey on agroecology, and a feedback survey based on flow theory. Results showed that students increased their knowledge of agroecology significantly, particularly those who had had little knowledge of crop production. More than 86% of the students enjoyed the game, appreciating its interaction and feedback. Thus, SEGAE is an interesting tool to help students acquire knowledge of agroecology in a fun way by facilitating interdisciplinary and collaborative learning. View Full-Text
Keywords: serious game; agroecology; systems thinking; interdisciplinarity; farming system serious game; agroecology; systems thinking; interdisciplinarity; farming system
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Jouan, J.; De Graeuwe, M.; Carof, M.; Baccar, R.; Bareille, N.; Bastian, S.; Brogna, D.; Burgio, G.; Couvreur, S.; Cupiał, M.; Dumont, B.; Jacquot, A.-L.; Magagnoli, S.; Makulska, J.; Maréchal, K.; Pérès, G.; Ridier, A.; Salou, T.; Tombarkiewicz, B.; Sgolastra, F.; Godinot, O. Learning Interdisciplinarity and Systems Approaches in Agroecology: Experience with the Serious Game SEGAE. Sustainability 2020, 12, 4351.

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