Exploring the Potential of Digital Games for Climate Education: A Review of Policy-Focused Climate Action Games
気候教育のためのデジタルゲームの可能性の探求：政策焦点型気候アクションゲームのレビュー (AI 翻訳)
André Czauderna
🤖 gxceed AI 要約
日本語
本レビューは、気候変動の緩和と適応を扱う政策志向のデジタルゲームを分析し、気候ガバナンスの理解促進における教育ツールとしての可能性を評価する。ゲームデザインの選択（紛争の枠組み、意思決定構造、フィードバック、時間圧縮）がプレイヤーの気候行動理解に与える影響を検討し、デブリーフィング（振り返り実践）の重要性を強調する。教育実践には、ゲームとデブリーフィングの組み合わせが効果的であり、今後の研究では異なる年齢層や知識レベルの学習プロセスに関する実証研究が求められる。
English
This review analyzes policy-oriented digital games addressing climate mitigation and adaptation, assessing their potential as educational tools for understanding climate governance. It examines how game design choices (conflict framing, decision structures, feedback, time compression) shape players' understanding of climate action, and emphasizes the importance of debriefing. The review suggests that combining games with debriefing is effective for pedagogy, and calls for empirical studies on learning processes across diverse demographics.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本のGX教育や気候リテラシー向上に間接的に貢献する可能性があるが、SSBJや有報などの開示実務との直接的な関連は薄い。日本の教育現場での活用を検討する際の参考資料として位置づけられる。
In the global GX context
This review contributes to global climate education discourse by evaluating digital games as tools for systems thinking and policy understanding. While not directly tied to disclosure frameworks like TCFD or ISSB, it offers insights for designing educational interventions that can complement formal climate governance training.
👥 読者別の含意
🔬研究者:Researchers in climate education and game-based learning can use this review to identify gaps in empirical studies on learning outcomes and debriefing practices.
🏛政策担当者:Policymakers interested in innovative climate communication tools may find the review useful for considering digital games as part of public engagement strategies.
📄 Abstract（原文）
Abstract. Communicating the complexities of climate change and the challenges of climate policy decision-making remains a persistent challenge in geoscience and climate education. This review offers a focused examination of policy-oriented digital games addressing climate action, encompassing both mitigation and adaptation, and considers their potential as educational tools for fostering systems thinking and enhancing understanding of climate governance. It concentrates on digital games that combine engaging gameplay with substantive representations of climate action and meaningful learning opportunities, typically situated between large entertainment titles and specialized academic simulations. The review examines how these games frame climate policy dilemmas, articulate causal relationships, and represent trade-offs across scientific, social, and political domains. In particular, the review analyses key game design choices – such as how conflict is framed, decisions are structured, feedback is delivered, and time is compressed – which shape players' understanding of climate action and its environmental, social, and political consequences. The review furthermore offers a critical evaluation of how these games represent and simplify complex systems – especially how they portray climate action, climate models, and political decision-making processes. In addition to the main review, a separate section illustratively underscores the importance of debriefing – such as reflective practices in informal online discussions and formal education – in shaping learning outcomes. Overall, the review suggests that, for pedagogical practice, climate action games are most effective when combined with debriefing to support critical engagement with trade-offs and underlying model assumptions. For educational game design, the review highlights the importance of transparent feedback systems, meaningful temporal dynamics, and explicit representation of political and ideological dimensions. For future research, the review calls above all for empirical studies on players’ learning processes and outcomes across different age groups, demographics, and levels of prior knowledge and literacy, including how structured reflection and debriefing shape these processes and outcomes.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.5194/egusphere-2026-1790first seen 2026-05-05 19:12:32
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