Bringing Policy Decisions to the People—Education for Sustainable Development through a Digital Simulation Game

Sven Ivens, Gerlinde Wiese, Klaus Dittert, Oliver Musshoff and Monika Oberle
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Sven Ivens: Department of Political Science, University of Goettingen, 37073 Goettingen, Germany
Gerlinde Wiese: Department of Agriculture Economics and Rural Development, University of Goettingen, 37073 Goettingen, Germany
Klaus Dittert: Department of Crop Sciences, University of Goettingen, 37073 Goettingen, Germany
Monika Oberle: Department of Political Science, University of Goettingen, 37073 Goettingen, Germany

Sustainability, 2020, vol. 12, issue 20, 1-18

Abstract: After repeated warnings by the European Commission regarding high nitrate concentrations in German waters, in 2017, Germany implemented a new fertilizer application ordinance (FO) with stricter nitrate value limits. The new regulations have severely affected agricultural regions in Germany and could lead to a high number of job losses if farmers must conform to the new regulations and do not implement new production methods. Therefore, a simulation game was developed to educate farmers and residents about the new FO and to facilitate adaptation to the new environmentally friendly legislation. The aims of the newly developed simulation game are to educate residents and farmers in affected regions about the new FO and to develop new ideas on how to comply with the new regulations. The aims of the present study are, first, to research participants’ evaluation of the simulation game and, second, to assess the effect of the simulation game on subjective knowledge, internal efficacy, and attitude towards the new FO. This pre- and post-comparison design study was based on pre-test and post-test with participants in two games (N = 90). The results were analyzed using descriptive statistics, multiple regression analyses, qualitative content analysis, and mean value comparisons. The simulation game had a positive effect on participants’ subjective knowledge (Cohen’s d 0.65) and internal efficacy (Cohen’s d 0.36), but it did not have an effect on their attitudes toward the new FO, and it was shown to slightly lower their interest in agriculture politics (Cohen’s d −0.33). The participants reported that the game made them more aware of both the difficulty and necessity of finding compromises in the field of agriculture politics. Overall, the simulation was rated very positively and was perceived as interesting and informative by the participants.

Keywords: blended learning; digital game-based learning; education for sustainable development; decision making; civic education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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