Thinking and Troubled Lands

In this poster, I assess the first phase of a two-phase classroom research project designed to investigate student knowledge-making elicited by play of Troubled Lands, a multi-player, collective action problem card game. During gameplay, players of unequal abilities managed a shared common pool resource. Qualitative findings indicated insights related to public policy process and participatory governance (two of the topics of the course), and appreciation for game play as a knowledge-making experience. Students participating in phase 2 of this project during 2015-2016 will play Troubled Lands in a different academic context, that of an educational games course.