A key pillar underpinning the game is the far-reaching meaning of sustainability. For example, rather than focusing purely on concerns around environmental sustainability, ‘Dilemma’ is more ambitious, raising questions about sustainability in society, and thereby asking students to think about issues such as gender equality within the workplace, and equal access to educational opportunities. Playing the game broadens their understanding of the word ‘sustainability’, highlighting that every aspect of our lives can be made sustainable in some way.
So, how exactly does the game work? In moving their game pieces around the board, players encounter either quiz questions or debate questions, depending on where their token lands. While the quiz questions test the players’ knowledge of the effects of climate change and issues of equality, the debates cards have the students come face-to-face with intentionally tricky dilemmas, which are the game's namesake. Players will therefore learn facts about sustainability, but, more importantly, will also learn how to think sustainably. They will begin to recognise the trade-offs that are necessary when choosing a sustainable option, and how a choice is often more complex than simply prioritising either people or planet.
On a practical level, the board game format also encourages connection and discussion, providing a way for students to become more culturally competent. This offers the students a welcome break from screen-based learning, and allows them to learn in a more relaxed way. In all of the game sessions that I have facilitated, there was a spirit of engagement and fun that was very exciting to see!
Customising for King’s
While the ‘Dilemma’ game exists in a generic format, our ‘Education for Sustainability’ research group aimed to customise ‘Dilemma’ for various disciplines. This meant researching and creating new cards which corresponded to certain subject areas. For example, in order to prepare the game for undergraduates studying Engineering, we produced cards which asked questions about the sustainable design of systems, and the gender imbalance within engineering careers.
These games sessions are also contributing to research around embedding sustainability within curricula. In order to use these game sessions as part of our study, students are asked to fill out a survey before and after the session. The questions are designed to assess how ‘Dilemma’ improves students’ knowledge of sustainable issues, as well as their understanding of the complexity involved in making sustainable choices.
Spreading the word