Zhang, Wei

We present results from a combined research + experiential learning intervention developed using the Netlogo-based FarmSquares platform, undertaken with farmers preparing to launch community-level ‘aggregate farms’ in Kisumu, Kenya under the One CGIAR ‘Nature+’ program. Our intervention incorporated a repeated discrete-choice experiment to identify shifts in stated preferences for different dimensions of risk and autonomy in farming that occurred in immediate response to game play, and a within-subjects comparison of incentive payments designed to i) encourage independent farming activity and ii) encourage collective farming activity. We present findings from a post-game debrief session in which players identified their own learning experiences from these comparative treatments, and any relevance they felt these experiences may have for them moving forward in their aggregate farms. Lastly, we discuss this novel FarmSquares platform, how it fits into the existing landscape of tablet-based games for conservation, and how this particular application handled the design tensions across the goals of games as research (standardizing framing information in order to observe differences in response to treatment) and games as experiential learning (making specific dilemmas salient as a means of enhancing critical thinking, discussion, and shifting perceptions).

Experiential learning games are increasingly applied as participatory engagement tools to improve management of the commons, strengthen self-regulation of resource use and enhance constructive interaction of resource users. Pilot studies have shown that combining games with community debriefings and technical planning instruments can support institutional and behavioral change. Nevertheless, there is poor evidence on the potential of experiential learning games to achieve impact on a larger scale. We applied a package of experiential learning tools for groundwater management in 1779 communities in five states of India. As a largely invisible common pool resource, groundwater management requires effective coordination among users. In India, this coordination is still poor which is one explanation for half of all wells showing falling water tables. Our experiential learning interventions intended to improve water users’ system understanding, strengthen water related norms, support local water governance, and trigger sustainable water management behavior. A rigid impact assessment was conducted in 472 communities in Rajasthan, Karnataka, and Andhra Pradesh. Our results indicate that individuals who participated in the interventions more likely reported contributions to the maintenance of community water infrastructure. We also found that women more likely reported to participate in agricultural household decision making after playing the game. At the same time, we did not find the expected effect on knowledge, norm, and institutional change indicators. This challenges our theory of change which assumed that behavioral change follows understanding, norms and institutional change. Our results confirm the ability of experiential learning games to support collective action. At the same time, we see the need to better understand the mechanisms of how they trigger behavioral change, especially when being applied on a larger scale.