"Mini-games" on the psychological aspects of the climate crisis
Social sciences
Although we know that action is needed to tackle the climate crisis, too little is being done. One reason for this is the psychological pitfalls that prevent us from taking action. These are brought to life through the mini-games.
Project description
Background
Despite widespread concern about the climate crisis – which, according to representative surveys, ranks fifth among the most pressing challenges of our time (bmuv.bund 2023) – and a scientific consensus (Oreskes, 2004) on its causes, relatively little concrete action is being taken to halt it. As well as political decisions, a change in mindset among individuals is needed to curb climate change. True to the motto: “You are not the cause of the problem, but you can be part of the solution.”
Aim of the project
The Mini-Games project aims to educate students about the psychological factors that can prevent climate-friendly behaviour. These include, for example, psychological distance, a sense of being overwhelmed, or climate trust. To this end, various mini-games have been developed that allow participants to experience these aspects in a playful way. The first step towards behavioural change is knowledge – a fundamental principle embedded in models such as the Information-Motivation-Behavioural Skills Model (IMB; Fisher, 2009) and environmental behaviour models (Hunecke, 2022). The mini-games link knowledge with emotions and personal experiences to trigger lasting behavioural change.
Implementation
The mini-games convey information in a playful way and link it to emotions and personal experiences. The games are accessed via QR codes on mobile devices and can be played by students independently. They are then asked to use topic cards and game instructions to work out which aspect is depicted in each game. On the back of the information cards for each game, students learn more about the background to the aspects depicted.
Embedding
The mini-games are integrated into a comprehensive learning programme that includes basic information on climate change, an energy transition laboratory and discussion cards designed to stimulate debate. In the energy transition laboratory, students can try out different forms of energy generation for themselves through technical experiments.
Funding and support
The project is funded through the Bavarian High-Tech Agenda and forms part of the interdisciplinary DGT4F teaching and innovation group at Hochschule München.
Four example games to try out for yourself
Genre: Precision platformer
Available online here.
Duration of the game: max. 30 seconds (limited by a timer)
Focus: Frustration, feeling overwhelmed, time pressure
This game is designed to illustrate the psychological challenges that many people face in the face of climate change. On the one hand, many people feel overwhelmed because they sense the danger but do not know where they can take action. Any effort seems pointless in the face of this overwhelming situation. On the other hand, people also feel overwhelmed by the measures needed to tackle climate change. The game symbolises this sense of being overwhelmed and the apparent lack of progress by presenting players with an unsolvable task and repeatedly sending them back to the start.
Genre: Breakout game
Available online here
Focus: Meditative gameplay, focused play, trust
This game symbolises the concept of climate trust. On the surface, everything seems to be fine, just as it always has been. We have a fundamental trust in the stability of the climate and regard extreme weather events as exceptions. This trust often leads to climate protection measures being perceived as excessive. The game illustrates how players focus on their immediate goals and ignore the changes taking place in the background, trusting that everything will turn out all right.
Genre: Platformer
Available online here
Focus: Distraction from the main quest
This game illustrates the principle of psychological distance. Current challenges are perceived as more urgent than problems that feel far removed. Coping with everyday tasks is often so demanding that global crises such as global warming fade into the background. The players are too distracted to invest any further energy in these supposedly distant problems. The game shows how easy it is to focus on immediate, tangible goals whilst losing sight of the bigger, more important objective.
Genre: Top-down game
Available online here
Focus: A feel-good atmosphere, a deceptive reward
This game illustrates the ‘single-action bias’. This means that, once a ‘good’ action for the climate has been carried out, we mentally tick off climate action as ‘done’. Along the lines of: ‘I’ve bought organic coffee, so I might as well drive.’ This leads us to place greater value on small, everyday actions than on the overall impact of our contribution to climate action. The game shows how easy it is to lull ourselves into a false sense of security through a single good deed and, as a result, to underestimate the need for further action.
Project Management
Team members
Vitolini Nadini, Eva Lipelt and the DGT4F Teaching Innovation Group
FK 11 – Department of Applied Social Sciences
Member of the DGT4F Teaching Innovation Group. Energy Transition Lab
Bavaria’s High-Tech Agenda
Federal Ministry for the Environment, Nature Conservation, Nuclear Safety and Consumer Protection (BMUV) (2022). Environmental Awareness in Germany 2022: Results of a representative public opinion survey (available online here, last accessed on 14 October 2024).
W. Fisher, J. Fisher, J. Harman (2009). The Information–Motivation–Behavioural Skills Model: A General Social Psychological Approach to Understanding and Promoting Health Behaviour. 10.1002/9780470753552.ch4.
M. Hunecke (2022). Psychology and the Climate Crisis: Psychological Insights into Climate-Related Behaviour and Experiences. Springer Berlin Heidelberg.
N. Oreskes (2004) ‘The Scientific Consensus on Climate Change’. *Science* 306, 1686–1686 (2004). DOI: 10.1126/science.1103618.