Grim FATE: Learning About Systems Thinking in an In-Depth Climate Change Simulation

Abstract

Background. Simulations of complex systems have a long history of use for the study and promotion of systems thinking, yet more can be done in identifying games that promote development of systems thinking. Aim. This study is an exploration of the hypothesis that FATE OF THE WORLD, a challenging and complex climate change simulation, can promote systems thinking about climate change. Questions. This article analyzes players’ engagement with FATE OF THE WORLD using three key questions: 1. In what ways does the game support thinking about climate change as a complex system? 2. Does the game correspond to players’ a priori model of climate change? 3. How do players relate to FATE as an artifact they embrace, critique, and tinker with? Method. 33 participants were matched into control and test groups, and experimental participants were assigned to play a full game scenario of FATE OF THE WORLD. Experimental and control groups were compared using pre-and-post intervention concept maps. Post interviews were conducted with the test group. Results.Concept maps revealed statistically significant differences between the control and test groups. Interviews revealed diversity in learning outcomes and the ways in which acceptance of the game’s model of climate change influenced learning. Conclusions. FATE serves as proof-of-concept for the power of complex simulations to promote systems thinking as well as in-depth reflection on key social challenges. However, simulations like FATE are unlikely to serve well as stand-alone educational tools, which highlights the importance of effective teaching to accompany the game.