Game-based learning as a pedagogical tool towards climate change learning and participation

This paper describes the theoretical principles underpinning the pedagogical affordances of experiential learning through digital games, such as Minecraft, in order to engage primary school children in climate change challenges. It discusses the instructional value of an online interactive game for exploring possible climate change scenarios based on real-world data. The paper describes the instructional design of a series of school-based workshops, targeting students’ understanding of complex environmental systems and the interconnectedness of human actions and climate outcomes. The proposed design defines the expected learning outcomes of a game-based learning approach to sustainability, including problem-solving, collaboration, and climate literacy, as well as climate action skills. Participatory approaches through iterative cycles of collaboration and feedback were used in the co-construction of the instructional design. Stakeholders included children, teachers and teacher educators who collaborated with the research team of interdisciplinary voices relevant to climate change education, such as educationalists, environmental scientists, computer scientists, architects and urban planners. The instructional design aims to highlight novel ways of utilising digital technologies to foster local, actionable, tangible and engaging actions among children. In doing so, it provides a blueprint for educators interested in engaged digital pedagogies for teaching and learning about climate change.