Learning by Co-Designing Environmental (In)Justice Games

Abstract

This paper describes undergraduate students' learning after researching environmental topics and co-creating and disseminating environmental justice games to fulfill their course and university service-learning requirements. Post-play reflections revealed motivation toward improvement in providing a game format that audiences would find engaging while learning about the seriousness of the environmental topic. Further, evidence of students' critical thinking, reflecting on the lack of environmental justice was noted. Students remarked that disseminating information by "spreading the word" is a key to raising awareness about environmental injustices. Essays also revealed students' intrigue with the game's co-creation process and enjoyed playing games with others. These findings may benefit researchers and educators interested in game creation as critical pedagogy.