Evaluating the Effectiveness of an Augmented Reality Game Promoting Environmental Action

While public awareness of climate change has grown over the years, many people still have misconceptions regarding effective individual environmental action. In this paper, we present a serious game called PEAR, developed using elements of geolocation and augmented reality (AR), aimed at increasing players’ awareness of climate change issues and propensity for effective sustainable behaviours. We conducted a study with participants who played the game, gauging their knowledge of and attitudes towards climate change issues before and after playing the game. Our results show that the game significantly improved participants’ knowledge on sustainability and climate-change-related issues, and that it also significantly improved their attitudes towards these topics, thus proving that serious games have the potential to impart knowledge and promote sustainable behaviours. Additionally, our results address the lack of empirical studies on the knowledge base of serious sustainability games by introducing methods of quantitatively analysing the effects of serious sustainability games while additionally providing more knowledge about the effectiveness of the specific design elements of our game.

Assessment of the Sustainability of Concrete by Ensuring Performance During Structure Service Life

The article presents an original method to assess the sustainability of concrete. The method uses three parameters, namely: performance, lifetime and environmental impact, to calculate a sustainability index. The originality and the simplicity of the proposed method presented in the article consists in the fact that by applying the relation to determine the sustainability index, the first two factors service life and performance are constant. This approach is possible in the context of the new proposals to specify the durability of structural concrete in EN 1992 and EN 206. That allows classification of concrete according to its performance, through Environmental action Resistance Classes (ERC). For this purpose, specific experimental methods were used in order to determine the performance of concrete exposed to carbonation. The concretes were prepared with two cement types with additions (CEM II / A-S and CEM II / A-M (S-LL)). Based on the carbonation resistance classes (the first constant - the performance) and exposure classes, the thickness of the concrete cover layer was determined to ensure a certain service lifetime (second constant - the service lifetime). Finally, the global warming potential was calculated for each composition, consequently allowing the users of the method, to select the compositions with the lowest impact on the environment.

The effects of ideological value framing and symbolic racism on pro-environmental behavior

Environmental degradation continues to be one of the greatest threats to human well-being, posing a disproportionate burden on communities of color. Environmental action, however, fails to reflect this urgency, leaving social-behavioral research at the frontier of environmental conservation, as well as environmental justice. Broad societal consensus for environmental action is particularly sparse among conservatives. The lack of even small personal sacrifices in favor of the environment could be attributed to the relatively low salience of environmental threats to white Americans and the partisan nature of environmentalism in America. We evaluate if (1) environmental action is causally related to the ideological value framing of an environmental issue; and (2) if the perceived race of impacted communities influences environmental action as a function of racial resentment. With this large-scale, original survey experiment examining the case of air-pollution, we find weak support for the first, but we do not find evidence for the second. We advance our understanding of environmental justice advocacy and environmental inaction in the United States. Protocol registration The stage 1 protocol for this Registered Report was accepted in principle on 10 June 2021. The protocol, as accepted by the journal, can be found at 10.6084/m9.figshare.14769558.

Program Design Principles to Support Teen-Adult Community Conservation Efforts

Researchers and practitioners have identified numerous outcomes of place-based environmental action (PBEA) programs at both individual and community levels (e.g., promoting positive youth development, fostering science identity, building social capital, and contributing to environmental quality improvement). In many cases, the primary audience of PBEA programs are youth, with less attention given to lifelong learners or intergenerational (e.g., youth and adult) partnerships. However, there is a need for PBEA programs for lifelong learners as local conservation decisions in the United States are often carried out by volunteer boards and commissions, which often have little formal conservation training. Intergenerational PBEA programs can provide an opportunity to bring together, in the case of this study, the unique skills and knowledge of teens (e.g., tech-savvy) and adults (e.g., knowledgeable of local community issues) that can lead to innovative ways of addressing real world endeavors that are relevant to participants and their communities.This study describes a program model that offers structured learning opportunities that support intergenerational partnerships (teens and adults) as they contribute to community conservation efforts. We used a design-based research approach to develop and refine program design principles and communication pillars for the purpose of supporting successful teen-adult conservation projects, positive participant experiences, and science identity authoring. The principles and pillars drew on identity, cultural learning pathways, and community conservation research literature as well as previously collected participant interview data from our intergenerational PBEA program. We outline four design principles and four communication pillars that are critical to facilitate collaborative teen-adult environmental action efforts and serve dual functions of providing program guidance and participant support. The aim of these principles and pillars are to establish collaborative team partnership norms that resist traditional hierarchical teen-adult relationships. Further, the principles and pillars consider how partners can draw on their interests, experiences, and knowledge of community, and utilize these assets along with conservation science disciplinary practices to accomplish meaningful science pursuits; thus facilitating how they identify themselves as contributing to science endeavors. Exemplar data and literature that support each principle and pillar are provided, and future extensions of these principles are discussed.

Children and Youth Environmental Action: The Case of Children and Youth with Disabilities

Youth environmental activism is on the rise. Children and youth with disabilities are disproportionally impacted by environmental problems and environmental activism. They also face barriers towards participating in activism, many of which might also apply to their participation in environmental activism. Using a scoping review approach, we investigated the engagement with children and youth with disabilities by (a) academic literature covering youth environmental activism and their groups and (b) youth environmental activism group (Fridays For Future) tweets. We downloaded 5536 abstracts from the 70 databases of EBSCO-HOST and Scopus and 340 Fridays For Future tweets and analyzed the data using directed qualitative content analysis. Of the 5536 abstracts, none covered children and youth with disabilities as environmental activists, the impact of environmental activism or environmental problems such as climate change on children and youth with disabilities. Fourteen indicated that environmental factors ‘caused’ the ‘impairments’ in children and youth with disabilities. One suggested that nature could be beneficial to children and youth with disabilities. The tweets did not mention children and youth with disabilities. Our findings suggest the need for more engagement with children and youth with disabilities in relation to youth environmental activism and environmental challenges.

Making Pledges More Powerful: Effects on Pro-Environmental Beliefs and Conservation Behavior

We developed pledges that capitalized on several self-related properties (e.g., freedom of choice, actual-ought self-discrepancies, foot-in-door technique) and manipulated two experimental factors: pledge beneficiary and pledge audience. In two studies, participants received a recycling pledge based on a random assignment in a 2 (Beneficiaries: Nature vs. Self) × 2 (Audience: Ingroup vs. Outgroup) design. Afterwards, we assessed their pro-environmental beliefs and provided them with a behavioral opportunity to support conservation (i.e., recycling debriefing forms in Study 1, writing letters to congresspeople regarding an environmental policy in Study 2). In both studies, an interaction between beneficiaries and audience was observed, showing that a recycling pledge framed as benefitting nature and sponsored by a social ingroup led to more progressive environmental beliefs. In Study 2, individuals in the same condition (i.e., the nature-ingroup pledge) wrote more persuasive letters (longer and more sophisticated letters) supporting pro-environmental legislation. Implications for constructing effective pledges and for leveraging the self to promote pro-environmental action are discussed.

Endangering the integrity of science by misusing unvalidated models and untested assumptions as facts: General considerations and the mineral and phosphorus scarcity fallacy

There is increasing demand for science to contribute to solving societal problems (solutionism). Thereby, scientists may become normative activists for solving certain problems (advocacy). When doing this, they may insufficiently differentiate between scientific and political modes of reasoning and validation (de-differentiationism), which is sometimes linked to questionable forms of utilizing the force of facts (German: Faktengewalt). Scientific findings are simplified and communicated in such a way that they acquire a status as unfalsifiable and absolutely true (truth to power). This becomes critical if the consistency and validation of the findings are questionable and scientific models underlying science activists’ actions are doubtful, oversimplified, or incorrect. Herein, we exemplarily elaborate how the integrity of science is endangered by normative solutionist and sociopolitically driven transition management and present mineral scarcity claims that ignore that reserves or resources are dynamic geotechnological-socioeconomic entities. We present the main mineral scarcity models and their fallacious assumptions. We then discuss the phosphorus scarcity fallacy, which is of particular interest as phosphorus is non-substitutable and half of all current food production depends on fertilizers (and thus phosphorus). We show that phosphorus scarcity claims are based on integrating basic geoeconomic knowledge and discuss cognitive and epistemological barriers and motivational and sociopolitical drivers promoting the scarcity fallacy, which affects high-level public media. This may induce unsustainable environmental action. Scientists as honest knowledge brokers should communicate the strengths but also the constraints and limits of scientific modeling and of applying it in reality.