Methodology
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I conducted pre- and post-game surveys with just over 100 Grade 9 Geography students at University of Toronto Schools (the entire Grade 9 class). There were approximately an equal number of males and females, with about 3% of respondents identifying as “Other”. Approximately 90% of the students were 14 years old, while about 7% were 15 and 3% were 13.
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Students were not provided with any background material about the Alberta oil sands development project prior to the survey. The surveys contained both quantitative and qualitative questions. Students completed the pre-game online survey anonymously in class, and were then given three 75-minute periods over the course of two weeks to play Fort McMoney (many students also played additional hours at home). They then completed the post-game online survey anonymously at the beginning of the fourth period.
The pre-survey included background questions about the students such as their age, gender, and frequency of playing digital games. Both the pre- and post-surveys contained identical questions that asked the students to gauge their understanding of key economic, environmental, political, social and demographic issues related to the oil sands (for ‘before and after’ comparisons). Both surveys also asked students to rate their overall stance on the oil sands, and to provide a brief justification. In addition, the post-survey gave students the opportunity to rate the effectiveness of Fort McMoney and to make suggestions to improve the game.
The pre-survey included background questions about the students such as their age, gender, and frequency of playing digital games. Both the pre- and post-surveys contained identical questions that asked the students to gauge their understanding of key economic, environmental, political, social and demographic issues related to the oil sands (for ‘before and after’ comparisons). Both surveys also asked students to rate their overall stance on the oil sands, and to provide a brief justification. In addition, the post-survey gave students the opportunity to rate the effectiveness of Fort McMoney and to make suggestions to improve the game.
