Environmental Education, Ecological Education, and Environmental Ethics:

Game, Toy, and Activity Review

Thel Kelejian

Appalachian State University

2020
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Table of Contents

Background/Introduction​………………………………………………...…....………………..​2
Justification………………………………………………………………………………..3
Methods​…………………………………………………………………………………...………​3
Product​……………………………………………………………………………………..……..​6
Item Review……………………………………………………………………………….6
Conclusion……………………………………………………………………………….10
References​…………………………………………………………………………………….…​11
Table
References​………………………………………………………………………………...​12
Figure References​………………………………………………………………………….……​13
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Background/Introduction
My project reviews tools and exercises geared toward elementary youth populations
(K-5) with relevance to environmental ethics, environmental education, and ecological
education. Environment is defined by Kazım Yıldız (2009) as “a setting in which living things
exist and connect with vital ties, and which living things affect and are affected in various ways.”
Environmental ethics stands for a “systematic account of values carried by the natural world,” as
well as “an inquiry into duties toward animals, plants, species, and ecosystems” (Rolston, 2012).
Smith et al. (2015) write that environmental education tends “to focus on information regarding
environmental problems and to explore topics such as endangered species, global climate
change, or the water quality of local streams and rivers.” Smith et al. (2015) defines ecological
education as “an emphasis on the inescapable embeddedness of human beings in natural settings
and the responsibilities that arise from this relationship.” The perspectives defined in both
environmental education and ecological education are required to address the concept of
environmental ethics.
Environmental education is often perceived within, though not limited to, the parameters
of outdoor immersion activities. In a study surveying and interviewing 400 youths, “the majority
reported an increased sense of personal autonomy, improved self-concept, a greater capacity for
taking action and being decisive, and an improvement in their interpersonal skills” after
partaking in wilderness programmes (Spencer and Blades, 2006). Researchers have consistently
agreed that children’s access to nature is rapidly diminishing (Spencer and Blades, 2006). I have
assessed methods of environmental education which do not require direct access to the outdoors.
With the targeted age range in mind (K-5), methods that are engaging and inclusive elevate the
learning experience. Play is both engaging and inclusive. “Play is widely acknowledged as being
critical for children's development, yet opportunities for play are becoming more scarce for many
children” (Essame, 2020). Play encouraging environmental interaction is utilized. The factor of
limited access to outdoor learning areas is also considered. “The availability of toys that
stimulate imaginative play must be crucial in facilitating imaginative thought” (Goldstein, 1995).
The use of toys and exercises (games, activities, etc.) encouraged play, and attention to
environmental and ethical themes could potentially provoke interest in those subject areas.
My final project is a detailed review of ten to fifteen games or activities that contribute to
conceptualizing environmental education, environmental ethics, and ecological education. These
tools may be designed specifically for these themes or may be manipulated in order to meet these
contexts. The selected components have been subjected to eight criteria consisting of Howard
Gardner’s eight multiple intelligences from his 1983 publication, ​Frames of mind: The theory of
multiple intelligences​. The incorporation of multiple intelligences is a method to assess the
educational inclusivity of selected tools of play. Gardner (et al. 1989) defines intelligence as "the
capacity to solve problems or to fashion products that are valued in one or more cultural
settings." These “intelligences” include (1) logical-mathematical intelligence, (2) linguistic
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intelligence, (3) spatial intelligence, (4) musical intelligence, (5) bodily-kinesthetic intelligence,
personal intelligences ((6) interpersonal feelings and (7) intrapersonal intelligence), and (8)
naturalist intelligence (​Brualdi Timmins, 1996).
A review of toys and exercises which address the defined topics of environmental ethics,
environmental education, and ecological ethics, contributes to an understanding of what tools
may function best in an integrated environmental/ecological educational environment, which
aims to contribute to a more informed sense of environmental ethics in the population.

Justification
My intended major in Interdisciplinary Studies is concerned with environmental ethics
and interested in elements of environmental education and ecological education. My minor in
Integrative and Experiential Learning draws connections between concepts and experiences, and
aims to learn through the reflections on interaction. These components of my intended major and
minors all play an intimate part in the core themes of the proposed review.

Methods
1. Searched for activities appropriate for an elementary grade 5 level, that were
environmentally, ecologically, and/or ethically focused. This included board games, toys,
computer games, augmented reality games, exercises, and serious games (games
designed for another reason that solely entertainment).
a. Accessed Belk Library’s APPsearch, ERIC database, Education source database,
and Teacher Reference Center database, as well as Google Scholar.
i. Utilized the keywords ​games,​ ​toys​, and ​exercises,​ in combination with
the keywords ​environmental education​, ​ecological education,​ and
environmental ethics​ in each search.
1. Omitted the words ​tools ​and ​models​ from the search
keywords due to poorly relevant results.
ii. Each search continued until an entire page of results became irrelevant
to the topic.
b. Omitted visiting the ASU Belk Library’s Instructional Materials Center due to
unanticipated complications from COVID-19. Planned to review materials in
relevance to core conceptual definitions of environment, environmental ethics,
environmental education, and ecological education. Sources must have:
i. Reflected “a setting in which living things exist and connect with vital
ties, and which living things affect and are affected in various ways”
(Yıldız et al. 2009).
ii. Provided a “systematic account of values carried by the natural world”
(Rolston, 2012).
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iii. Carried out “an inquiry into duties toward animals, plants, species,
and ecosystems” (Rolston, 2012).
iv. Focused “on information regarding environmental problems and to
explore topics such as endangered species, global climate change, or
the water quality of local streams and rivers” (Smith et al., 2015).
v. Emphasized “the inescapable embeddedness of human beings in
natural settings and the responsibilities that arise from this
relationship” (Smith et al., 2015).
2. Compiled a list of selected materials.
3. Reviewed each item individually assessing the presence of the eight multiple learning
styles (​Brualdi Timmins, 1996).
a. Logical-Mathematical Intelligence: “consists of the ability to detect patterns,
reason deductively and think logically. This intelligence is most often associated
with scientific and mathematical thinking.”
i. Requires the act of retaining new knowledge and implementing it
within the activity, and/or applying the understanding of a pattern or
function.
b. Linguistic Intelligence: “involves having a mastery of language. This intelligence
includes the ability to effectively manipulate language to express oneself
rhetorically or poetically. It also allows one to use language as a means to
remember information.”
i. The use of language, written and/or spoken, is required.
c. Spatial Intelligence: “gives one the ability to manipulate and create mental images
in order to solve problems. This intelligence is not limited to visual
domains--Gardner notes that spatial intelligence is also formed in blind children.”
i. Involves manipulation (physical or non-physical) of the educational
object.
d. Musical Intelligence: “encompasses the capability to recognize and compose
musical pitches, tones, and rhythms. (Auditory functions are required for a person
to develop this intelligence in relation to pitch and tone, but it is not needed for
the knowledge of rhythm.)”
i. Must incorporate music in any form.
e. Bodily-Kinesthetic Intelligence: “is the ability to use one's mental abilities to
coordinate one's own bodily movements. This intelligence challenges the popular
belief that mental and physical activity are unrelated.”
i. Requires locomotion.
f. Personal Intelligences
i. Interpersonal Feelings: “intentions of others.”
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1. Requires group work or interpersonal collaboration to

complete activity.
ii. Intrapersonal Intelligence: “the ability to understand one's own
feelings and motivations.”
1. Requires individual discernment and/or independent
reflection.
g. Naturalist Intelligence: “designates the human ability to discriminate among
living things (plants, animals) as well as sensitivity to other features of the natural
world (clouds, rock configurations).”
i. Incorporates images or figures of naturalistic symbols and represent
living things and other natural features.
4. Constructed a spreadsheet in which the results of eleven items were reported. The objects
were reviewed on a (Y)es/(N)o basis, either meeting or not meeting each criteria of the
eight multiple intelligences.
a. The lateral cells are headed:
i. Intelligences
ii. Logical-Mathematical
iii. Linguistic
iv. Spatial
v. Musical
vi. Bodily-Kinesthetic
vii. Interpersonal
viii. Intrapersonal
ix. Naturalistic
b. The vertical cells list activities to be subjected to the criteria of multiple
intelligences.
5. Calculated the number of criteria each item met.
a. Reviewed scores. Omitted discarding any of the materials from the review pool.
b. Originally proposed that if more than ten to fifteen items were to overwhelmingly
satisfy a majority of criteria, a random number generator would be used to select
ten to fifteen specifically for the review. This was omitted as the sample size was
reasonably manageable.
6. Compiled visual representations consisting of photos, taken personally or sourced from
online citations, of the games or activities into a document describing their function and
effect with regard to environmental ethics and education, and ecological education, as
well as the learning styles of multiple intelligences.
a. Provided object location and/or means of construction.
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Product

Item Review

Before the Storm- decision-making game. ​(​Reckien & Eisenack, 2013) (See fig. 1)
Developed by the Red Cross Red Crescent, this game simulates weather forecasts and
natural disasters, as well as potential action to take against these in response. It is a
decision-making game , and the object is to win the most rounds by playing action cards from
one’s hand to best match the communal forecast of that round. The winning card is decided by
that round’s judging player. Players are encouraged to argue their choice card. Groups larger
than seven should split into multiple groups. The game simply requires a play-space and the
cut-out cards provided on the Climate Centre’s web page. The Climate Centre notes that as
climate change ensues, there will likely be stronger tropical storms, cyclones and hurricanes.
However, climate change may also lead to a decrease in storm quantity. The cards provided for
the game aim to bring the players awareness to these particular implications of climate change.
Before the Storm satisfies the learning styles of logical-mathematical (via score keeping),
linguistic, interpersonal, intrapersonal, and naturalistic. It lacks elements of spatial, musical, and
bodily-kinesthetic learning. In total, Before the Storm meets five of the eight multiple
intelligences criteria.

Climate Change Showdown- activity and board game. ​(​Reckien & Eisenack, 2013) (See fig.
2)
The British Columbia Sustainable Energy Association has a workshop titled “​Climate
Change Showdown​.” This workshop consists of a video talk explaining the science of climate
change, a board game, and a take home contest which challenges students and their families to
reduce their carbon footprints. The results of the contest are reported to calculate the game’s
impact. The board game is titled the Climate Change Game. “Roll, move, trivia. The kids seem
to be enjoying it,” writes Purple Pawn, an online resource for “game news across the board.”
This game focuses on local carbon emission reduction and climate change mitigation. The
British Columbia Sustainable Energy Association believes that as the children of today will
inherit the Earth, it is essential to provide them with the education they need in order to address
the major challenges facing the planet. The criteria met by the Climate Change Showdown board
game include logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and
naturalistic learning styles. It did not meet the requirements of musical nor bodily-kinesthetic
styles. In total, this game met six of the eight criteria.

Food Web Ecology Jenga ​(de Ruiter et al. 2005) (See fig. 3)
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An ecological spin on a classic game. Pictured is the “Peruvian Food Chain Jenga” game.
This scientific model of a marine food chain is intended to educate children about food web
ecology and the fragility of ecosystems. A pre-used jenga set can easily be converted to reflect
this idea. The images may be adjusted to reflect a localized flora and fauna. One may even go as
far as to include “sunlight,” “rainfall,” or other abiotic factors when creating their jenga.
According to de Ruiter et al. (2005), “​th​ e notion of the ecosystem as a static arch has restricted
our vision.” It’s proposed that perceiving food webs as open, flexible, Jenga-like structures
which “accommodate changes in species composition, attributes, and dynamics reveals the
features of the ecosystem that are critical to our understanding of community resistance and
resilience to environmental change and disturbance.” The food web ecology jenga satisfied four
to five of the multiple intelligence criteria. The presence of linguistics is possible, though not
required, which accounts for the tie between four and five. The game does not require
logical-mathematical, musical, or bodily kinesthetic learning. It absolutely requires spatial,
interpersonal, intrapersonal, and naturalistic intelligence styles.

KEEP COOL- board game ​(Meya et al. 2016) (See fig. 4)

Serious games are increasingly regarded as an innovative method to communicate
scientific insights of climate-economic systems to students and the public (Meya et al. 2016).
Meya et al. (2016) conducted a study to assess the accuracy of this statement. Their sample was
composed of over 200 German students who played KEEP COOL. This is a serious game that
deals with global warming. Players compete as world countries to negotiate economics in
relation to rising temperatures. Both pre- and post-game surveys on climate politics were
conducted and paired with data on in-game decisions to assess the game’s success. The key
findings were that gaming increases the students’ sense of individual responsibility, confidence
in politics for climate change mitigation, and increased optimism toward international
cooperation in climate politics (Meya et al. 2016). Meya et al. (2016) conclude that simulation
games like KEEP COOL facilitate experiential learning about topics of international climate
politics and therefore encourage communication and teaching methods. KEEP COOL meets the
criteria of logical-mathematical, linguistic, intrapersonal, and naturalistic intelligences. It fails to
satisfy spatial, musical, bodily-kinesthetic, and interpersonal intelligences, resulting in a total of
four criteria met.

Landslides- board game ​(Chao et al. 2018) (See fig. 5)

Landslides is traditionally an American political board game in which the winner obtains
the presidency. It has been reconstructed as a 3-D board game with components relating to
natural landslides. Chao et al. (2018) intend to educate students about natural disasters as an
implication of climate change and over-exploitation. If a person is familiar with a particular
environmental problem and its causes, they will act to lower the impact on the environment
(Chao et al. 2018). This version of “Landslides” allows people to experience these situations
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virtually, extending their knowledge and improving their attitudes toward the environment. In
assessing the game’s impact on the sample group, , Chao et al. (2018) found that a significant
amount of students felt that the “story helped [them] enter the situation of the board game,”
“[find] that water, land, [and] forests are closely linked,” were “willing to participate in the
conservation activities,” found the “graphic design og the game card[s], easy to understand,”
“like[d] to use [the] air cannon [and] rolling stones,” and are “willing to play these games again.”
Only a small number of students found the rules and steps to be complicated. Overall, Chao et al.
(2018) found “Landslides” to be a useful tool in environmental education. The criteria met
include logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic.
The criteria not met include musical and bodily-kinesthetic, resulting in the completion of six of
the eight multiple intelligence criteria.

Musical Chairs ​(​Yılmaz et al. 2019) (See fig. 6)

This is a spin on musical chairs which can be used to illustrate habitat loss in animal
populations. Yilmaz et al. (2019) introduced this game to a group of seventh-grade students in
order to assess the students' awareness of ecologies and interactions amongst living things. The
study was conducted from a qualitative perspective. Three-open-ended questions were asked in
interviews with individual students in reflection of the game. A content analysis of the students’
responses showed that the students developed further awareness of ecologies and the interactions
amongst living things, as well as insights to the protection of nature and thoughts on solutions to
problems which may arise in natural areas. Yılmaz et al. (2019) supplement their group’s
musical chair experience with animal masks for visualization. No materials other than music and
chairs (or place markers) are required to organize this activity. While Yılmaz et al. (2019) focus
their research on a seventh grade group, the game of musical chairs is generally regarded as
appropriate for all ages, and therefore is applicable to a fifth-grade setting. Musical chairs fail to
satisfy the logical-mathematical and linguistic criteria. It succeeds in meeting the spatial,
musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic needs; six total.

ResponSEAble- virtual game ​(Pantò, 2019) (See fig. 7)

This computer game pairs fun visuals with terminology concerning the ocean and
pollution. Players watch educational videos and are rewarded for retaining information
throughout the game. The game players are rewarded with a sense of success, while the
educational goal is to become “ocean literate” by the end. As technological access increases
globally, as well as the presence of technology in the classroom, virtual tools such as
ResponSEAble have the potential to enhance the environmental learning experience.
ResponSEAble met the logical-mathematical, linguistic, musical, intrapersonal, and naturalistic
requirements. It did not meet the spatial, bodily-kinesthetic, or interpersonal criteria of multiple
intelligences.
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Salt Solutions and Grow Creatures- activity ​(Froschauer, 1993) (See fig. 8)
This idea comes from a book by Froschauer (1993) that provides a collection of ideas and
instructions for classroom activities involving toys or models that may be used to teach
elementary science. The simple grow creature toys can be utilized to demonstrate that life,
especially aquatic life, requires specific conditions to grow and live. This can be demonstrated by
comparing the toy’s growth in its proper saline water, versus another toy placed in a liquid which
it is not meant to absorb. Therefore one will grow bigger and effectively demonstrate the concept
of environmental factors in animal life. This activity demonstrates how simple objects or models
may be utilized in learning environments to teach about complex environmental topics. It fulfills
linguistic (required discussion), spatial, and naturalistic criteria, and does not fulfill that of
logical-mathematical, musical, bodily-kinesthetic, interpersonal, or intrapersonal aspects. This
activity satisfied three of the eight multiple intelligences.

Satoyama Management- virtual game ​(Kawaguchi, 2018) (See fig. 9)

This augmented reality game simulates forest management in the Satoyama forest. It is
designed to progress quickly over hundreds of years in order to effectively visualize the
phenomenon of forest succession to the player. The satoyama provides benefits to a diverse
ecosystem and a sustainable society. However, they are being depopulated at an alarming rate. It
is therefore imperative to change people’s perception about satoyama. Because natural
succession can only be observed over long periods of time,the development of a simulation was
necessary to enable students to appropriately comprehend this phenomenon. The game simulates
about 300 years of Satoyama forest management. Kawaguchi (2018) asked sixteen elementary
students to have their experience with the game evaluated by a pre-test and post-test
questionnaire. Their results showed that the game indeed helps children to understand the
importance of forest management and biodiversity.

Sinking Islands (​Red Cross Red Crescent Climate Centre, 2017) (See fig.10)
In this “energetic, physical game,” participants are meant to experience the climate
change implication of oceanic encroachment as they attempt to remain standing on a shrinking
“island.” This game requires teamwork and physical interaction. The learning objectives are to
stimulate knowledge about climate change impact and build a sense of bonding amongst
participants. The necessary materials may include old newspapers, sheets, or other spreadable
surfaces. Participant groups are to be divided into five. They are to be briefed on the threat of
rising water, and told that they must find a way to keep every group member on their “island” in
order to win. The sheets or papers are to be folded in half until one group remains on their
island's surface area. The debriefing is a “crucial” part of this game. Participants are to be asked
to reflect: “How did you feel?” “What did you experience?” “What made you feel good?” “What
made you feel uncomfortable?” “How did what you experienced relate to your context?” “Is
there anything from this game that you would like to take forward?” This group activity satisfies
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five of the multiple intelligences criteria. It lacked the requirements of logical-mathematical,

linguistic, and musical learning styles. It satisfied spatial, bodily kinesthetic, interpersonal,
intrapersonal, and naturalistic intelligences. The game is dominated by spatial, bodily
kinesthetic, and interpersonal elements. The intrapersonal engagement is confined to the
debriefing and the naturalistic influence draws solely upon imagination.

Spoonbill Game- virtual game ​(Wong et al. 2018) (See fig. 11)
This is an android application which is accompanied by a story book educating children
on the Spoonbill birds in Taiwan. The augmented reality aims to focus kids' attention on the
critical resources in the Spoonbills’ environment. “Ecological education is important to let the
young generation to learn that the flora and fauna in the environment are fragile and sensitive to
pollution” (Wong et al. 2018). The game is inspired by the Taijiang National Park in Taiwan
where spoonbills from Korea and China migrate for the winter. In a study conducted by Wong et
al. (2018), 54 elementary school students were introduced to the book and digital program.
Results indicated that these tools were a positive educational experience. The Spoonbill Game
meets six of the multiple intelligences criteria. Those are logical-mathematical, linguistic
(accompanying book), spatial, musical, intrapersonal, and naturalistic. It did not meet the
bodily-kinesthetic or interpersonal criteria.

Conclusion
The games/toys/activities assessed here may provide inspiration or act as a model for
integrative and experiential methods of education for environmental, ecological, and ethical
topics. Educational tools, much like lesson plans or museum exhibits, should aim to reach the
needs of as many participants as possible. Gardner (1983) explains how different people learn
through various methods to differing degrees. Becoming mindful of these ways of learning
allows for an improved understanding of one’s own learning processes as well as that of others.
The ranking number of multiple intelligence criteria met throughout this review is not intended
as an indication of the game/toy/activity’s overall quality. Rather, the number of criteria met is
an indication of educational inclusiveness. The higher a game/toy/activity scored according to
the criteria, the more inclusive, and therefore likely effective, it should be in an educational
setting (See table 1).
Each game/toy/activity reviewed satisfied the naturalistic criteria. This is because they
were initially required to reflect “a setting in which living things exist and connect with vital ties,
and which living things affect and are affected in various ways,” provide a “systematic account
of values carried by the natural world,” carry out “an inquiry into duties toward animals, plants,
species, and ecosystems,” focus “on information regarding environmental problems and to
explore topics such as endangered species, global climate change, or the water quality of local
streams and rivers,” and/or emphasize “the inescapable embeddedness of human beings in
natural settings and the responsibilities that arise from this relationship” (Yıldız et al. 2009;
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Rolston, 2012; Smith et al. 2015). The results of the game/toy/activity’s satisfaction of the other
criteria (logical-mathematical, linguistic,spatial, musical, bodily-kinesthetic, interpersonal, and
intrapersonal) varied based on the objects’ composition and function.
In conducting searches for the reviewed materials, some resources had to be omitted due
to the illusion of relevance. For example, games that associate with natural imagery, such as the
Red Cross Red Crescent’s Climate Centre’s activity titled “Tree of Knowledge,” meets the
naturalistic requirement due to it’s symbology of trees. However, it does not meet the initial
criteria provided by Yıldız et al. (2009), Rolston, (2012), and Smith et al. (2015). The “Tree of
Knowledge” activity is appropriate for transdisciplinary education, though not environmental or
ecological education.
Overall, the method of game/toy/activity analysis through evaluating the eight multiple
intelligences was useful in understanding the strengths and functions of each material. This
method was also useful in determining the rank of inclusivity in an educational setting. My hope
is to observe an increase in future use of these games/toys/activities in educational environments
as they contribute to an integrative learning experience and draw attention to vital topics of
environment, ecology, and ethics.

References
Brualdi Timmins, A. C. (1996). Multiple intelligences: Gardner's theory. ​Practical Assessment,
Research, and Evaluation,​ ​5(​ 1), 10.
Chao, F. L., et al. (2018). IOP Conference series: earth environmental science. 159. 012018. doi
:10.1088/1755-1315/159/1/012018
Essame, C. (2020). Developmental Play: A new approach to understanding how all children
learn through play, Childhood Education, 96:1, 14-23, doi:
10.1080/00094056.2020.1707531
Froschauer, Linda. ​Teaching Elementary Science with Toys.​ (1993). ERIC Clearinghouse for
science, mathematics, and environmental education. 5. 9-10.
Gardner, H. (1983). ​Frames of mind: The theory of multiple intelligences​. New York: Basic
Books.
Kawaguchi, S., et al. (2018). “Let’s build forests for 300 years: game-based learning in
environmental education.” ​Proceedings of the European Conference on Games Based
Learning,​ pp. 881–886.
Meya, Jasper N.; Eisenack, Klaus (2018). "Effectiveness of gaming for communicating and
teaching climate change". Climatic Change. 149 (3–4): 319–333.
doi:10.1007/s10584-018-2254-7
Pantò, E. (2019). “A game for learning ocean literacy: the responSEAble project.” ​International
Information & Library Review,​ vol. 51, no. 3, pp. 247–252. ​EBSCOhost​,
doi:10.1080/10572317.2019.1629067.
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Purple Pawn: “Game news across the board.” British Columbia's climate change board game.
(​n.d.​). Retrieved from
http://www.purplepawn.com/2009/04/british-columbias-climate-change-board-game/
Reckien, D., & Eisenack, K. (2013). Climate change gaming on board and screen: a review.
Simulation & Gaming​, ​44​(2–3), 253–271. ​https://doi.org/10.1177/1046878113480867
Red Cross Red Crescent: Climate Centre. “Sinking island.” (September, 2017). Retrieved from
https://www.climatecentre.org/resources-games/games/19/sinking-island
Red Cross Red Crescent: Climate Centre. “Tree of knowledge.” (September, 2017). Retrieved
from
https://www.climatecentre.org/downloads/modules/games/Tree%20of%20knowledge.pdf
Rolston, H. (2012). Environmental ethics. Temple University Press.
de Ruiter, P. C., Moore, J., Wolters, V., & Winemiller, K. O. (2005). Food web ecology: playing
Jenga and beyond. ​Science,​ ​68 (​ 71). doi: 10.1126/science.1096112
Smith, G., & Williams, D. (1999). Ecological Education: Extending the Definition of
Environmental Education. ​Australian Journal of Environmental Education,​ ​15,​ 139-146.
doi:10.1017/S0814062600002718
Spencer, C., & Blades, M,. (2006). ​Children and Their Environments Learning, Using and
Designing Spaces​. Cambridge University Press
Yıldız, K., Sipahioğlu, Ş., & Yılmaz, M. (2009). Environmental science and education. Ankara:
Gündüz Education and Publishing.
Yılmaz, M., Mehmet & Çimen, Osman & Karakaya, Ferhat & Adıgüzel, Merve. (2019). Helping
students comprehend the needs of living things in their natural habitats through creative
drama technique: a musical chair game. 9. 62-72.
Wong, W., Lin, C., and Chen, K. (2018). "Spoonbill game on android devices for ecological
education," ​IEEE 18th International Conference on Advanced Learning Technologies
(ICALT),​ Mumbai, pp. 143-145.

Table References

[Table 1. An analysis of the eleven reviewed games and their fulfillment of the eight multiple
intelligences provided by Gardner (1983).]
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Figure References
The image below is provided by t​he Red Cross Red Crescent’s Climate Centre.
Source:
https://www.climatecentre.org/downloads/modules/games/Before%20the%20Storm.pdf

[Figure 1. Printable playing cards required to play “Before the Storm.”]

The image below is from the British Columbia Sustainable Energy Association.
Source:
https://www.bcsea.org/get-involved/learn-about-us/members/organizations/climate-change-show
down

[Figure 2. The board for “Climate Change Showdown.”]

The image below is provided by Action for the Ocean, an online educational tool supported by
the Texas Christian University’s Andrews Institute of Mathematics and Science Education.
Source: ​https://actionfortheocean.com/toolkit/peruvian-food-chain-jenga/
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[Figure 3. A Jenga set representing an aquatic ecosystem. Handmade with an original Jenga set
and printed paper.]

The Image below is provided by EcoVisio, a grassroots nongovernmental organization located in

Moldova, that focuses on education for sustainable development, peace and transformative
leadership, social entrepreneurship and green economy, rural development and tourism, trees and
organic agriculture, waste management, eco-construction and energy.
Source: ​https://ecovisio.org/keep-cool

[Figure 4. The box cover of the board game KEEP COOL.]

The image below is provided by Chao et al. (2018).

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[Figure 5. A digital representation of the Landslides board game. All components of the game
are pictured.]

The image below is provided by ​Yılmaz et al. (2019)

[Figure 6. A group of seventh graders playing musical chairs as an educational tool to learn
about ecosystem dynamics.]

The image below is provided by ResponSEAble’s web page: “Protecting the ocean; our
collective responsibility, our common interest.”
Source: ​https://www.responseable.eu/news/responseable-game-2018

[Figure 7. The map that provides different locations to travel on the path to ocean literacy.]
 16, Kelejian

The image below is provided by gumballs.com which supplies toys and objects for gumball
dispensing machines.
Source: ​https://www.gumballs.com/ocean-catch-grow-animals.html

[Figure 8. The nostalgic grow-toys that are intended for child entertainment.]

The image below is provided by Kawaguchi et al. (2018)

[Figure 9. A visual representation of a student interacting with the Satoyama Management

program and learning the requirements of forest management.]

The image below is provided by the Red Cross Red Crescent’s Climate Centre’s collection of
educational game resources.
Source: ​https://www.climatecentre.org/resources-games/games/19/sinking-island
 17, Kelejian

[Figure 10. Students collaborating to remain on their “island.”]

The image below is provided by Wong et al. (2018).

[Figure 11. A scene from the Spoonbill game representing an unfavorable environment.]