Next Article in Journal
Preliminary Proposal for an Alternative Wall Lining Panel Based on Molded Recycled Cellulose and Designed for Home Wiring Refurbishment of Building Interior Partitions
Previous Article in Journal
Perception of Self-Efficacy and Health-Related Behavior in Context of Taekwon-Do Sport Camps
Previous Article in Special Issue
Are Large Carnivores the Real Issue? Solutions for Improving Conflict Management through Stakeholder Participation
Article

Game-Based Social Learning for Socially Sustainable Water Management

1
Department of Environmental Sciences, Open University, 6419 AT Heerlen, The Netherlands
2
Maastricht Sustainability Institute, Maastricht University, 6200 MD Maastricht, The Netherlands
3
Nijmegen School of Management, Radboud University, 6500 HK Nijmegen, The Netherlands
*
Author to whom correspondence should be addressed.
Academic Editor: Tasos Hovardas
Sustainability 2021, 13(9), 4646; https://doi.org/10.3390/su13094646
Received: 24 February 2021 / Revised: 18 April 2021 / Accepted: 19 April 2021 / Published: 22 April 2021
(This article belongs to the Special Issue Social Sustainability and Social Learning)
An important aspect of the social sustainability of a proposed solution is acceptance by societal stakeholders. Acceptance is determined by the extent to which the solution matches with stakeholder perspectives on the problem and preferred ways to deal with it. Social learning can contribute to the social sustainability of water management strategies by achieving a convergence in perspectives among societal stakeholders. Serious games have proven to be effective in generating this type of social learning outcomes, but the underlying mechanisms are still unclear. This article aims to clarify how a multi-player serious game on river management (Sustainable Delta) supports social learning among participants with initially diverging perspectives. Based on a conceptual framework for game-based social learning, hypotheses and expectations were formulated and tested with quantitative and qualitative analyses of game sessions. Convergence of perspectives was observed in 10 out of 12 gaming sessions, but could not, or could only to a limited extent, be explained by the presumed learning support mechanisms in the game’s design. This underlines the importance of opening up the black box of serious games to determine how and why they work. If this is neglected, there is a clear risk that the design of games will be based on wrong, untested assumptions and will be less effective in supporting social learning and social sustainability. View Full-Text
Keywords: serious games; game-based social learning; conceptual framework; social sustainability; water management serious games; game-based social learning; conceptual framework; social sustainability; water management
Show Figures

Figure 1

MDPI and ACS Style

de Kraker, J.; Offermans, A.; van der Wal, M.M. Game-Based Social Learning for Socially Sustainable Water Management. Sustainability 2021, 13, 4646. https://doi.org/10.3390/su13094646

AMA Style

de Kraker J, Offermans A, van der Wal MM. Game-Based Social Learning for Socially Sustainable Water Management. Sustainability. 2021; 13(9):4646. https://doi.org/10.3390/su13094646

Chicago/Turabian Style

de Kraker, Joop; Offermans, Astrid; van der Wal, Merel M. 2021. "Game-Based Social Learning for Socially Sustainable Water Management" Sustainability 13, no. 9: 4646. https://doi.org/10.3390/su13094646

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop