A Narrative-Driven Role-Playing Game for Raising Flood Awareness

Fotios Spyropoulos,Ioannis Trichakis,Anthi-Eirini Vozinaki

doi:10.3390/su14010554

Fotios Spyropoulos, Ioannis Trichakis + Show 1 more

Open Access

https://doi.org/10.3390/su14010554

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Abstract

In the framework of a water resources management class in the Technical University of Crete, a narrative-driven role-playing game (RPG) was planned and tested in the classroom, with the intent to raise awareness among the students on how floods can have an impact on the everyday lives of different citizens. During this game, the students had the opportunity to act as different stakeholders. In order to assess the impact of this game on participants’ thoughts of who might be affected by a flood event, two questionnaires were used, one before and one after the game. The results show that there was very positive feedback from the participants on how this RPG helped them realize the different implications a flood event might have on citizens and decision makers. The community-based aspect that was chosen for this RPG implementation showed the difficulties the specific roles would face as single individuals and as a community in general. Using a similar approach can help any stakeholder understand the challenges in a more direct way than with traditional lecturing and presentations.

Highlights

Role-Playing Game for Raising FloodThis work details the creation of and reports the findings from applying a role-playing game (RPG) within the framework of a water resources management class
The setting was in a classroom of the Technical University of Crete, during the Water Resources Management class
This study focused more on how the RPG can be used for educational purposes and on the social aspect

Summary

Introduction

This work details the creation of and reports the findings from applying a role-playing game (RPG) within the framework of a water resources management class. It was viewed as an alternative means of teaching students the risks associated with floods and the several aspects they need to consider when managing such an event. Due to COVID-19 related restrictions, the initial plan to play the game in the physical classroom changed to a virtual classroom. In order to avoid the alienation and sense of isolation of a virtual classroom, all participants had, during the whole game, both cameras and microphones on and were encouraged to behave as they would in a physical classroom.

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