Learning by Co-Designing Environmental (In)Justice Games

Abstract: This paper describes undergraduate students' learning after researching environmental topics and co-creating disseminating justice games to fulfill their course university service-learning requirements. Post-play reflections revealed motivation toward improvement in providing a game format that audiences would find engaging while about the seriousness of topic. Further, evidence critical thinking, reflecting on lack was noted. Students remarked information by "spreading word" is key raising awareness injustices. Essays also intrigue with game's co-creation process enjoyed playing others. These findings may benefit researchers educators interested creation as pedagogy.