This project intrigues me because of its potential to engage participants in rich, authentic scientific practices (modeling, simulation, argumentation, critical thinking). Their apparent investment in outcomes makes more likely that their engagement in these practices is more vibrant. What kinds of participants have access to this simulation and program? Are there plans to make it more widely accessible? I think it could be an outstanding pedagogical tool for high school and/or college classrooms.

Thanks for your comments! The simulator and all of the supporting materials are freely available for anyone to download and use. World Energy has been used at levels ranging from high school to graduate school, as well as with professionals in a variety of fields. In fact, most recently, ~100 UMass Lowell Engineering faculty members played World Energy as part of their faculty retreat! We are continuously improving the materials and welcome feedback on how to make the simulation more accessible to audiences in diverse educational settings.

I was struck by the compelling comment in the video that we are never going to experience the consequences of our decisions in issues as complex as climate change, so we need simulations. I'm curious to hear about how participants think about their role-playing decisions in the simulation related to their real decisions in everyday life. Do you have data about impacts following the experience?

Watching this video, I can't help but think of Model UN! They seem to encourage many similar skills and probably have many similar outcomes for participants. Have you tried switching up the delivery of this simulation to test different outcomes for players? For example, I wonder how things might differ if individuals were assigned to one group (e.g. Land and Agriculture) for the duration of the simulation versus having to change groups midway through.

This is a wonderful project.  One key aspect that should be considered is how to help the unbelievers change their views.  The people shown in the video are bright and enlightened.  After the recent election, I came away with view that many people turn away from science and its insights not from an intellectual but from an emotional framework.  Studies have shown that data alone doesn't sway people.  When smart people make poor choices there is usually an emotional issue that is involved.  Simulations could provide a way to tap into emotional responses.  Is there a way to move this simulation into non-academic arenas?  To make it have a more emotional effect on users?

In response to Henry's comment, I would think that the experience of working on a team to represent a certain segment during the simulation would create some level of emotional investment, but it also would be cool to see what other things could contribute to this. For example if the participants watched a few short video interviews with people who themselves have emotional attachment to the issues. Lots of interesting possibilities!

I echo Heidi's opening comments about the simulation being rich, authentic and engaging. My question is whether you've designed any long-term engagement beyond the simulation itself. Do participants join an ongoing network?  Is there any facilitation to help them continue learning or to encourage them to form a community that encourages application of lessons from the simulation to their ongoing work/studies/lives? 

Is there evidence of lasting impact?

I was also struck by Dr. Sterman's comment that people have to learn for themselves as the only way to help them learn and change their mental models and change their behavior. I'm now convinced that the systems in which we live our lives have a HUGE influence on behavior. What we know and understand matter, but the systems we have access to shape our decisions to a great extent. (Example: if we want people to walk to the store, put the store across the street from where they live. If it's easy, we'll walk to the store) What I hope the simulation will do is to help people to design different systems (agriculture, transport, manufacture, entertainment, etc) to be far more efficient.