First Listen To Theologies Podcast With Jane McGonigal

First Listen To Theooligies Podcast With Jane Mcgonigallinks To An

Using the model of certain games McGonigal has made - specifically, games that ask players to collaborate to solve a world problem - design your own video game that engages players in a collaborative quest to solve a problem that affects the quality of life for a significant population in some part of the world. What is the problem your game's players are solving? How do people play this game? How does someone "win?" What makes your game collaborative? What makes it fun?

Why would people want to play it? Tell us about the experience a player might have in one session of your game. What is the path they follow to accomplish something that allows them to progress/level up/get better? What does your game train people to do or think? What restored behaviors does this game ask people to draw on? Write at least 250 words, but not more than 350.

Paper For Above instruction

In an increasingly interconnected world, addressing global issues through innovative and engaging means is essential. Inspired by Jane McGonigal's collaboration-driven games aimed at solving real-world problems, I propose a video game called "CleanWater Quest." This game focuses on the critical global problem of access to clean drinking water, which affects millions of people in developing regions such as Sub-Saharan Africa and parts of Asia. The objective is to collaboratively develop sustainable water solutions and raise awareness while empowering players to contribute actively to solving this pressing issue.

Players join "CleanWater Quest" as virtual volunteers working with local communities and global organizations. The game is structured around challenges that simulate real constraints—limited resources, political obstacles, and environmental factors. Players collaborate by sharing knowledge, strategizing in teams, and completing mini-missions that replicate activities such as designing filtration systems, organizing sanitation campaigns, or lobbying for policy changes. Progression in the game is achieved by completing these missions, unlocking new levels, and earning "Water Credits," which can be converted into real-world donations or projects. The "win" condition is not purely individual success but the collective achievement of significantly improving access to clean water in simulated villages, which moves players closer to tangible, real-world impact.

The collaborative nature of "CleanWater Quest" hinges on teamwork, problem-solving, and resource-sharing. Players must communicate effectively, leverage diverse skills, and support one another—mirroring real-world collaborations necessary for sustainable development. The game is fun because it incorporates engaging storytelling, competitive elements like leaderboards, and creative problem-solving tasks that require critical thinking and innovation. It rewards strategic thinking and cooperative gameplay, fostering a sense of community and shared purpose.

In a typical session, a player might join a team tasked with designing a filtration prototype. They assess virtual environmental data, brainstorm with teammates, and decide on materials and methods. Their decisions lead to test simulations, showing how their design improves water quality. As they succeed, they "level up," gaining new challenges that introduce complex logistics or community engagement strategies. The game trains players to think critically about resource management, teamwork, and sustainable solutions—skills directly applicable to real-world contexts. It also draws on restorative behaviors such as empathy, patience, and proactive problem-solving, encouraging players to consider social and environmental impacts beyond the virtual environment.

References

• McGonigal, J. (2011). Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Penguin Press.
• Ng, S., & Tsivitanos, J. (2016). Gamification and Social Impact: A Review of Games for Good. Journal of Gaming & Virtual Worlds, 8(2), 147-162.
• Herrewijn, L., & Poels, K. (2019). The role of social identification in serious game-based social behavior change. Computers in Human Behavior, 92, 123-130.
• Schell, J. (2014). The Art of Game Design: A Book of Lenses. CRC Press.
• Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
• Kapp, K. M. (2012). The Gamification of Learning and Instruction. John Wiley & Sons.
• Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan.
• Squire, K. (2008). Video games and learning: Teaching and participatory culture. Teachers College Press.
• Barab, S., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play: using games to position person, content, and context. Journal of the Learning Sciences, 19(1), 4-7.
• Vorderer, P., Klimmt, C., & Ritterfeld, U. (2004). Enjoyment: At the heart of media entertainment. Communication Theory, 14(4), 388-408.