The phosphorus negotiation game (P-Game): first evaluation of a serious game to support science-policy decision making played in more than 20 countries worldwide

• DOI: 10.1007/s43621-024-00693-6
• Publication Date: 2025-01-02T07:15:44Z
• Authors: Nils Haneklaus; Mary Kaggwa; Jane Misihairabgwi; Sherif Abu El-Magd; Naima Ahmadi; Jamal Ait Brahim; Aloyce Amasi; Andrea Balláné Ko...; Łukasz Bartela; Hajar Bellefqih; Redouane Beniazza; Jaroslav Bernas; Essaid Bilal; Tomislav Bituh; Yelizaveta Chernysh; Viktoriia Chubur; Jelena Ćirić; Claudia Dolezal; Andrea Figulová; Janja Filipi; Gordana Glavan; Tibor Guzsvinecz; László Horváth; Sasho Josimovski; Martin Kiselicki; Maja Lazarus; Maja Kazazić; István Komlósi; Ali Maged; Tebogo Mashifana; Gordana Medunić; Emina Mehić; Felhi Mongi; Kelvin Mtei; Dennis Mwalongo; Jerome Mwimanzi; Jakub Nowak; Oqba Basal; Khaoula Qamouche; Małgorzata Rajfur; Hynek Roubík; Mijalche Santa; Cecília Sik-Lányi; Maike Sippel; Gerald Steiner; Anna Skorek-Osiko...; Anton Slavov; Paweł Świsłowski; Ali Tlili; Kalina Trenevska-...; Ivan Tschalakov; Tomáš Vlček; Stanisław Wacławek; Ivan Zlatanović; Matúš Mišík; Hendrik Brink; Tzong-Ru Lee
• Keywords: Serious game; Environmental sciences; [SPI]Engineering Sciences [physics]; 330; [SDU]Sciences of the Universe [physics]; Serious game; Teaching; Sustainable development goals; Phosphorus; Phosphorus; GE1-350; Environmental decision-making; Sustainable development goals; Phosphorus; Serious game; Teaching; Environmental decision-making

Environmental negotiations are complex, and conveying the interaction between science policy in traditional teaching methods is challenging. To address this issue, innovative educational approaches like serious gaming role-playing games have emerged. These allow students to actively explore roles of different stakeholders environmental decision-making weigh for instance sometimes conflicting UN Sustainable Development Goals or other dilemmas. In work phosphorus negotiation game (P-Game) first time introduced. We present initial quantitative qualitative findings derived from engaging 788 at various academic levels (Bachelor, Master, PhD, Postdoc) across three continents spanning 22 countries. Quantitative results indicate that female participants MSc benefitted most significantly P-Game, with their self-reported knowledge about science/practice increasing by 71–93% (overall), 86–100% (females), 73–106% (MSc general). Qualitative reveal P-Game can be smoothly conducted diverse cultural backgrounds. Moreover, highly value participation which completed just 2–3 h. This not only encourages active engagement among but also provides valuable insights into complex issues associated global production. strongly believe underlying methodology described here could used topics.