Climate anxie-teaching cryosphere concepts through playful geography.

博弈论：我的博士学位将研究有趣的冰冻圈地理学在建立年轻人的气候知识和适应能力方面的价值。这个横断面:1。政府关于教育在可持续性和气候变化中的作用的2022年政策文件（政府，2022年）。埃克塞特大学的2030战略强调气候紧急情况（UoE, 2021b）。对于这些举措，应对气候紧急情况的关键是教育。这与关于有趣学习的好处的大量地理文献相结合，例如参见Catling（2006）或Pászto等人（2021），表明我的研究在教学上是合适的。教育中的游戏作为概念和工具已经得到了很好的研究，包括通过有趣的地理，例如探索成人的游戏体验（Woodyer, 2012），“教育娱乐”检查游戏的认知益处（Robinson，Hardman和Matley， 2021），游戏和早期环境感知（Catling, 2006），或在allevel中使用游戏（Ellaway-Barnard, 2018）和GCSE研究（Spencer, 2014）。因此，我们面临的挑战不是要重申趣味教育的价值，而是要将其与气候适应能力联系起来。游戏与适应力密切相关，因为游戏可以将较大的问题转化为可管理的任务，是解决“全球问题”的主动框架（联合国，日期不详）。然而，这种联系并不简单。英国的中学教育强调书面交流，这不是游戏的排他性，而是一种替代的教育方法。因此，我的项目的新颖之处在于通过笔试来表达气候意识的能力。这使学生处于最佳位置，以应对和沟通我们的气候紧急情况。过场动画2冰流：“游戏被称为冰流——因为它确实如此！”（勒·布罗克，2021a, n.p.）我将通过关注由埃克塞特大学安妮·勒·布罗克博士开发的冰流来为我的项目奠定基础。冰流是一个多阶段的单人在线游戏，探索冰冻圈内的输入和输出。游戏的基本玩法是一个可操纵的冰盖模拟。玩家通过控制降雪量、海水温度和空气温度来完成一系列任务，例如，在不被豹海豹捕获的情况下引导企鹅去捕鱼（展示其中一个虚构元素）。游戏的前提是通过可下载的教学资源来教授气候平衡（Le Brocq,2021b）。有趣vs .基于游戏的学习：我特意选择了有趣而不是基于游戏的学习作为我的概念框架，因为有趣包含了围绕游戏学习的情感和氛围品质。Pásztoet等人（2021年，第2页）将“游戏描述为基于规则的框架”，强调了游戏的结构化本质。然而，“游戏”是一种流动的、感觉的享受，它不属于一种活动——参见James（2022）对游戏的全面回顾。因此，有趣的学习鼓励探索周围的大气和通过冰流。从概念上讲，这打开了研究的“填充游戏”，理解学习不仅发生在游戏过程中，而且发生在游戏周围。游戏目标（研究问题）：游戏对学生感知气候学习的影响是什么？有趣的学习如何影响冰冻圈知识的深度？在准备笔试时，玩乐式学习扮演什么角色？

Cutscene 1 Game Theory:My PhD will investigate the value of playful cryosphere geography in building young peoples' climateknowledge and resilience.This transects:1. The Governments 2022 policy paper on the role of education in sustainability and climate change(Gov, 2022).2. University of Exeter's 2030 Strategy spotlighting the climate emergency (UoE, 2021b).For these initiatives, the linchpin of combating our climate emergency is education. This combined withthe flourishing geographical literature on the benefits of playful learning, see for example Catling (2006)or Pászto et al. (2021), shows my study as pedagogically opportune. Play in education has been wellresearchedas both concept and tool, including through, ludic geographies, for example exploring adults'experience of play (Woodyer, 2012), "edutainment" examining the cognitive benefits of play (Robinson,Hardman and Matley, 2021), play and early environment perception (Catling, 2006), or using game in ALevel (Ellaway-Barnard, 2018) and GCSE study (Spencer, 2014).The challenge then, is not to reaffirm the value of playful education, but to link this to climate resilience.Play and resilience are closely linked as play can convert larger problems to manageable tasks, aproactive framework for "Global Issues" (United Nations, no date). However, this connection is notuncomplicated. UK secondary education emphasises written communication, which is not exclusive ofplay, but is an alternative educational approach. The novelty of my project therefore emanates inconverting play to climate awareness supported by the ability to express this through written examination.This places students in the optimum position to combat and communicate our climate emergency.Cutscene 2 Ice Flows:"The game is called Ice Flows - because it does!" (Le Brocq, 2021a, n.p.)I will ground my project through focussing on and around Ice Flows, developed by Dr Anne Le Brocq,University of Exeter. Ice Flows is a multi-stage single-player online game, which explores inputs andoutputs within the cryosphere. The base gameplay is a manipulable ice sheet simulation. Players controlsnow fall, sea temperature, and air temperature to complete a series of tasks e.g., navigating penguins tofish, without being caught by leopard seals (demonstrating one of the fictionalised elements). The game'spremise uses play to teach climate balance, supported by downloadable teaching resources (Le Brocq,2021b).Cutscene 3 Playful versus game-based learning:I have purposefully chosen playful - rather than game-based - learning as my conceptual frameworkbecause playful encompasses the affective and atmospheric qualities of learning around games. Pásztoet al. (2021, p. 2) described "a game, as a rule-based framework" highlighting the structured nature ofgames. However, 'play' is fluid and felt enjoyment which is not attributed to one activity - see James (2022)for an encompassing review of play. Therefore, playful learning encourages exploration of the atmospherearound and through Ice Flows. Conceptually, this opens the study to 'filler games', understanding learningas not only occurring during the game, but around the game.Game objectives (research questions):What is the impact of play on student perception of climate learning?How does playful learning influence the depth of cryosphere knowledge gained?What is the role of playful learning in preparing for written assessment?