Abuzaharen's Challenge: Building Sustainability Competencies through Science-Fiction Narratives and Game-based Learning

Authors

DOI:

https://doi.org/10.34190/ecgbl.18.1.2689

Keywords:

Game-based learning, Education for Sustainable Development, Generative artificial intelligence (GenAI), science fiction, narratives, sustainability

Abstract

This paper presents a case study of the evolution of science-fiction themed game-based learning across two Masters units in a higher education course on sustainable development. The authors created three  sustainability games to be played by classes in live workshop settings – a card matching game about  urban challenges, a hackathon-style sustainability innovation challenge, and a systemic change analysis game - to build students’ capacity to think about systems, sustainability values, and strategies to advance positive change. The story of a bumbling, but well-intentioned, alien protagonist, Abuzaharen, serves as a dynamic backdrop to the games, which see students ‘transported’ to an alternative reality to complete time-bound challenges in a rigorous yet engaging manner in order to find their way ‘home’ to Earth. This paper documents how each game’s narrative, storytelling, design, and play evolved through multiple iterations over four years, drawing on critical reflection, evidence of engagement and student feedback. The paper also reflects on the affordances of generative artificial intelligence (GenAI) for game-based learning designers. One of the games has integrated GenAI to make Abuzaharen a real-time character in the delivery of the game, including judging student’s innovation pitches and generating live narrative content about game outcomes. The GenAI alien agent subsequently appears in ‘regular’ learning content as a course tutor. Qualitative feedback and educator observations suggest the games increased active class participation, built peer connections, fostered skills in problem-solving, promoted collaboration, and modelled creativity. The games also challenge existing narratives about negative impacts of GenAI on tertiary education by illustrating productive and creative uses of GenAI for students and educators. This paper argues that immersive, narrative-driven approaches, coupled with the strategic use of GenAI, can significantly enrich higher education for sustainability and other educational experiences by scaffolding selected competencies and applying complex concepts to real-world challenges in a light-hearted way. It concludes with practice-led insights and directions for future exploration of interest to sustainability educators, designers of interactive learning, and those experimenting with GenAI in narrative-based games.

 

Author Biographies

Stathi Paxinos, Monash Sustainable Development Institute

Stathi Paxinos is an assistant lecturer at the Monash Sustainable Development Institute, who teaches into the Master of Environment and Sustainability (Monash University) on topics that include creativity, future skills, systems change and transforming cities for sustainability. He is a co-creator of the Water Champions board game, which is used by the social enterprise, Ecofun Indonesia, to teach youth in marginalised communities about sustainable urban water management.

David Robertson, Monash Sustainable Development Institute

David Robertson is a science communicator and sustainable development educator, with a background in environmental chemistry research. He specialises in working with industry and academic experts to design learning experiences that address complex and topical issues across disciplines in creative and engaging ways. At the Monash Sustainable Development Institute, he develops and delivers postgraduate courses on core sustainability principles, innovation processes, systems thinking and urban water management.

Downloads

Published

2024-10-07