Future delta 2.0 an experiential learning context for a serious game about local climate change

Abstract

In this paper we discuss the theoretical, design and evaluative underpinnings of the experiential learning context central to the design processes of the Future Delta 2.0 serious game. The game is aimed at facilitating understanding and action on local climate change. We begin with a discussion of play as it relates to designing serious games. Then we articulate the experiential learning context revealed through three interconnected design strands: meaningful learning objectives -- how the learning is structured; situatedness -- where the learning takes place, geographically and culturally; learning through action -- how learning happens through play. We introduce the experiential learning context of Future Delta 2.0, a virtual 3D game. The game reaches across art, science and technology to communicate a community-based local vision of climate change challenges and solutions in Delta, British Columbia. Finally, we discuss the design, evaluation methods and analysis of the Future Delta 2.0 experiential learning context. Our conclusion is that the experiential learning context may contribute theoretically and practically to the research and design of 3D serious games.