Green Hybrid Board Games as Tools for Interactive Education for Sustainable Development- Interdisciplinary Approach
Authors
Gruszczynska, Zuzanna Paulina ; Katha, Nishan Hossain
Term
4. term
Education
Publication year
2025
Abstract
Denne afhandling udvikler og afprøver en hybrid brætspilsprototype som læringsværktøj i Education for Sustainable Development (ESD) med fokus på det globale fødevaresystem og dets kontroverser. Undersøgelsen spørger, hvordan fysiske og digitale spilelementer – informeret af kulturelle og etiske hensyn – kan integreres i designet for at engagere universitetsstuderende og styrke deres forståelse af bæredygtighed. Metodisk anvendes deltagerinvolverende design, design thinking og co-design i en brugerdrevet, iterativ proces med prototyping, playtests og observationer, suppleret af interviews og workshops med eksperter og studerende. Den tværfaglige analyse forankres i Responsible Research and Innovation (RRI) og Community of Practice (CoP), som henholdsvis sikrer etisk, inkluderende innovation og fremhæver læring som en social proces. Resultaterne peger på, at digitale teknologier som QR-koder effektivt kan levere supplerende indhold og styrke læringsoplevelsen, at kulturelle og etiske perspektiver kan integreres i spillets design, og at prototypen engagerer spillere og fremmer dybere forståelse af bæredygtighedsudfordringer i fødevaresystemer. Etiske vurderinger via RRI indikerer ansvarlige læringsforløb. Afhandlingen konkluderer, at hybridbrætspil kan fungere som effektive pædagogiske redskaber til at fremme ESD, særligt når de udvikles tværfagligt med fokus på kulturel, etisk og teknisk integration.
This thesis develops and evaluates a hybrid board game prototype as a learning tool for Education for Sustainable Development (ESD), focusing on the global food system and its controversies. It asks how physical and digital game elements—shaped by cultural and ethical considerations—can be integrated into the design to engage university students and strengthen their understanding of sustainability. The study employs participatory design, design thinking, and co-design in a user-centered, iterative process with prototyping, playtesting, and observations, complemented by interviews and workshops with students and experts in sustainability, game design, and education. The interdisciplinary analysis is guided by Responsible Research and Innovation (RRI) and Community of Practice (CoP), emphasizing ethical, inclusive innovation and learning as a social process. Findings indicate that digital technologies such as QR codes can effectively provide supplementary content and enhance the learning experience, that cultural and ethical perspectives can be embedded in the game’s mechanics, and that the prototype engages players and supports deeper understanding of sustainability challenges in food systems. RRI-based ethical considerations suggest responsible learning experiences. The thesis concludes that hybrid board games can be effective educational tools for advancing ESD when developed through interdisciplinary collaboration with integrated cultural, ethical, and technical dimensions.
[This summary has been generated with the help of AI directly from the project (PDF)]
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