the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Designing and evaluating a public engagement activity about sea level rise
Abstract. In this paper, we describe the design process of a public engagement activity about sea level rise aimed at young adults aged 16 to 25, intended to enhance participants’ response efficacy and perceived relevance. We conducted the activity at multiple occasions and performed a statistical analysis of the impact measurement among 117 participants. Based on the analysis and observations, we conclude that the activity resonated well with our target audience, regardless of their level of science capital, suggesting that a design study approach is well-suited for the development of similar activities.
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RC1: 'Comment on egusphere-2024-1649', Rebecca Priestley, 21 Jul 2024
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This paper describes a public engagement activity – a game – about sea level rise, aimed at 16–25-year-olds in the Netherlands. The paper shares the design process of the activity through a prototyping stage to development of the final game, and then reports on results of a questionnaire to assess the impact of the game with participants. Public engagement with sea level rise is an important area of research and it is interesting and useful to have insight into the design process that led to the development of this activity, as well as the impact of the game on participants. This will be a valuable paper once some things have been addressed to ensure that the paper is (1) engaging with additional relevant scholarly activity and (2) communicating more clearly with readers.
First, I think the paper should engage with the scholarship on serious games, particularly around coastal adaptation, and situate this study in relation to this work. Here are some papers to look at:
Flood et al, 2018, ‘Adaptive and interactive climate futures: systematic review of 'serious games' for engagement and decision-making’, Environ. Res. Lett. 13 063005, https://iopscience.iop.org/article/10.1088/1748-9326/aac1c6
Lawrence, J. and Haasnoot, M. (2017). ‘What it took to catalyse a transition towards adaptive pathways planning to address climate change uncertainty.’ Environmental Science and Policy. http://dx.doi.org/10.1016/j.envsci.2016.12.003
Yang, Wei and Harrison, Sarah and Blackett, Paula and Allison, Andrew, ‘An explorative analysis of gameplay data based on a serious game of climate adaptation in Aotearoa New Zealand’ SSRN, (2024). Available at http://dx.doi.org/10.2139/ssrn.4818597
Lawrence Judy , Stephens Scott , Blackett Paula , Bell Robert G. , Priestley Rebecca, ‘Climate Services Transformed: Decision-Making Practice for the Coast in a Changing Climate’ Frontiers in Marine Science, v8, 2021
https://www.frontiersin.org/journals/marine-science/articles/10.3389/fmars.2021.703902/full
Other overriding issues are:
- there is too much emphasis in the paper on the prototype, and not enough on the final product. I found it hard to understand the game until I read the supplementary material, and I suggest that some relevant information from the supplementary material be included in the paper
- the order in which information is revealed is not always helpful – some things that would have been useful up front are not revealed until later in the paper
- the graphics need better captions, headings and contextualizing
- some language needs to be revised for clarity
Page specific comments follow:
Abstract: the phrase ‘response efficacy and perceived relevance’ is not conveying much useful information here, suggest revise
Line 55: In discussing science capital you should also cite Archer et al 2015 which is in the list of references but is not cited (I suggest a thorough check to ensure papers cited are in the list of references and vice versa)
Line 88: what do you mean by ‘people like’ the participants? Maybe there’s another way of phrasing this, referring more specifically to the demographics of this group?
Line 116: 2080 was chosen as ‘most of the young adult participants will still be alive by then’ which is a good explanation of why a later date, 2100 for example, was not chosen, but why not an earlier date, say 2050 or 2060 for example? A simple explanation would help.
Page 6, figure 1: There’s not enough information for this figure to be useful. What do the numbers represent? What are A and B? For this to be useful, the reader needs to know what the six dilemmas are, and how the questions asked relate to this figure. Telling us what the dilemmas are would also help section 2.3 on page 5. If space is an issue, then knowing the specific dilemmas presented to players would be more useful than knowing the options chosen in the prototyping stage.
Page 6, 170: was there really a team with only one player? If so, why, and did that impact on how that game went?
Figure 3, p7: For figure 3 to be useful we need to know what ‘low’ ‘medium’ and ‘high’ mean
Figure 4, p8: Again, we need some information about what ‘low’ ‘medium’ and ‘high’ mean
Section 2.5: If there is space, it would be useful to have the final version of the game board, along with the questionnaire, in the paper itself rather than in the supplementary papers. At the moment, there’s a real emphasis on the prototype – which is good to learn about the design process – but not enough on the game itself
Line 288: this phrase ‘response efficacy and perceived relevance’ is not conveying a lot of information, I suggest rephrase
Line 330: this line refers to ‘low sea level, high solution level’ etc – if this is what the low/low, low/medium’ etc was referring to in the graphic earlier, this information should be included earlier in the paper
Line 379: This specific information about the questionnaire would have been useful earlier
Looking at the supplementary papers gave me a much better understanding of the game. If there is space, I would suggest that some specific information about the dilemmas, and the future scenarios, be included in the main paper.
Citation: https://doi.org/10.5194/egusphere-2024-1649-RC1
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