Climate anxie-teaching cryosphere concepts through playful geography.

动画片1博弈论：我的博士将调查有趣的冰冻圈地理在建立年轻人气候知识和适应能力方面的价值。这部分：1.政府2022年关于教育在可持续发展和气候变化中的作用的政策文件(政府，2022年)。埃克塞特大学的2030年战略聚焦气候紧急情况(UOE，2021年)。对于这些倡议，应对我们的气候紧急情况的关键是教育。这与关于嬉戏学习的益处的蓬勃发展的地理文献相结合，例如参见Catling(2006)或Pászto等人。(2021)，表明我的研究在教学上是适时的。游戏在教育中的概念和工具都得到了很好的研究，包括通过地理学，例如探索成人的游戏体验(Woodyer，2012)，考察游戏的认知益处的教育娱乐(Robinson，Hardman and Matley，2021)，游戏与早期环境感知(Catling，2006)，或在A级(Ellaway-Barnard，2018)和GCSE研究(Spencer，2014)中使用游戏。因此，挑战不是重申游戏教育的价值，而是将其与气候适应性联系起来。游戏和韧性是紧密相连的，因为游戏可以将更大的问题转化为可管理的任务，积极主动的“全球问题”框架(联合国，无日期)。然而，这种联系并不复杂。英国中学教育强调书面交流，这不是排他性的，而是一种替代教育方式。因此，我的项目的新颖性在于将游戏转化为气候意识，并通过笔试来表达这一点。这让学生们处于应对和沟通气候紧急情况的最佳位置。CutScen2冰流：“这个游戏叫冰流--因为它确实是这样的！”(Le Brocq，2021A，N.P.)我将通过聚焦于由埃克塞特大学Anne Le Brocq博士开发的Ice Flow及其周围来使我的项目落地。ICE FLOWS是一款多阶段单人在线游戏，探索冰冻圈内的输入和输出。基本的游戏玩法是一个可操纵的冰原模拟。玩家控制降雪、海温和气温来完成一系列任务，例如，导航企鹅到鱼，而不被豹海豹抓住(展示了虚构的元素之一)。该游戏使用Play来教授气候平衡，并得到了可下载的教学资源(Le Brocq，2021b)的支持。CutScen3游戏性学习与基于游戏的学习：我特意选择了游戏性学习作为我的概念框架，因为游戏性包含了围绕游戏学习的情感和氛围品质。Pásztoet et al.(2021年，第2页)描述了“一个游戏，作为一个基于规则的框架”，强调了游戏的结构化性质。然而，游戏是流动的和感觉到的享受，这不是归因于一种活动-参见詹姆斯(2022年)对游戏的全面回顾。因此，好玩的学习鼓励探索周围的大气和通过冰流。从概念上讲，这打开了研究的大门，将学习理解为不仅发生在游戏中，而且发生在游戏周围。游戏目标(研究问题)：游戏对学生对气候学习的感知有什么影响？游戏性学习如何影响获得的冰冻圈知识的深度？游戏性学习在准备书面评估方面起到什么作用？

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?