Wat hebben digitale spellen, invasieve wortelziektes en Iberische varkens met elkaar gemeen?
Phytophthora cinnamomi. Nee, het is geen spreuk uit Harry Potter. Het is een microscopische wortelziekte die in stilte eikenbomen in Spanje doodt. Eiken produceren eikels die Iberische varkens voeden, de basis van een industrie ter waarde van 95 miljoen euro. Zodra de schimmel zich in de bodem nestelt, blijft hij vaak onopgemerkt tot de schade ernstig is. Maar hoe leer je mensen iets dat ze niet kunnen zien?
Door invasiebiologie om te vormen tot een digitaal leermiddel hertekent mijn onderzoek de manier waarop we plaagbestrijding en duurzaamheid onderwijzen.
Een verborgen moordenaar met een wereldwijde voetafdruk
Wetenschappers kennen Phytophthora cinnamomi als een van de meest destructieve plantenziektes ter wereld. De schimmel is vastgesteld in minstens vijftien mondiale biodiversiteitshotspots. Alleen al op het Iberisch Schiereiland heeft hij in de voorbije vijftig jaar meer dan dertigduizend hectare eikenbossen aangetast. P. cinnamomi staat niet alleen. Hulptroepen zoals klimaatverandering, intensieve landbouw en zelfs rivieren creëren de perfecte storm voor boeren. Tot op heden blijven de oplossingen beperkt, duur en vooral gericht op het verhogen van de tolerantie van aangetaste planten.
Maar wat als de oplossing voor deze stille verspreiding niet alleen in het laboratorium of op het veld ligt, maar ook in een spel? Een educatief spel, om precies te zijn.
Serieuze problemen vragen om serieuze spellen
In tegenstelling tot amusementsgames zijn zogenaamde serious games ontworpen om te onderwijzen en tot actie aan te zetten. Ze maken complexe systemen tastbaar en bootsen echte uitdagingen na. We weten dat spellen feiten kunnen aanleren, maar kunnen ze ook systeemdenken, probleemoplossing en duurzaamheidsreflectie bevorderen? Dat was de vraag die ik onderzocht in mijn masterproef.
Ik stelde de algemeen aanvaarde opvatting in vraag dat leren een cognitieve ladder is die van eenvoudige feiten naar complexe redenering leidt. Mijn bevindingen tonen iets anders. Misschien is dat denken achterhaald en niet langer toepasbaar in modern onderwijs. Serious games kunnen diepere cognitieve vaardigheden activeren.
Een vijand onder de grond, een strategie boven de grond
Hoewel ik beperkte programmeervaardigheden had, gebruikte ik kunstmatige intelligentie om Silent Spread te ontwikkelen, een baanbrekend digitaal bordspel dat de verspreiding van P. cinnamomi simuleert en zo een nieuwe dimensie toevoegt aan mijn onderzoek. Samen met medestudenten en professoren als testspelers werd de complexe eerste versie opgesplitst in drie overzichtelijke niveaus. Op drie gestileerde Spaanse boerderijen leren spelers over het pathogeen, de verspreidingsmechanismen en de beheerspraktijken.
Het doel is eenvoudig maar veeleisend. Spelers gooien met de dobbelsteen, verplaatsen zich over de boerderij en bestrijden zoveel mogelijk infecties binnen een beperkte tijd. Elke confrontatie brengt iets nieuws. Ze kunnen trivia ontgrendelen, quizzen activeren, beheersoplossingen inzetten of onverwachte spelsituaties beleven. Voor zover ik weet is dit de eerste keer dat deze vier spelelementen tegelijk worden onderzocht, wat spelgericht leren een frisse blik geeft. Zie het als een spoedcursus plaagbestrijding, agro-ecologie en systeemdenken, verpakt in een spel.
Denken volgen terwijl er gespeeld wordt
Wanneer mensen spelen, tonen ze meer dan hun vaardigheden. Ze tonen hun manier van denken. Om dat te begrijpen combineerde ik vier analysemethoden. Ik volgde hun quizprestaties, hun spelstrategieën, hun cognitieve processen via Partial Least Squares Structural Equation Modelling (PLS-SEM) en vroeg hen om hun ervaring te bespreken via de Cognitive Sustainability Compass.
Vijfendertig studenten uit achttien landen namen deel. De meesten studeerden rurale ontwikkeling, anderen bosbouw of milieuwetenschappen in Duitsland, Slowakije of Nederland.
De resultaten brachten verschillende strategen aan het licht. Sommigen waren economisch gericht en beheerden hun middelen efficiënt. Anderen streefden ecologische doelen na door zoveel mogelijk bomen te redden. Een derde groep koos voor samenwerking om beloningen te maximaliseren en de verspreiding te stoppen.
Het gebruik van beheersmiddelen bleek de sterkste leerfactor. Dit verwijst naar hoe spelers calcium, hekken en Trichoderma spp., een biologische oplossing tegen de schimmel, inzetten. Uit het PLS-SEM-model bleek dat spelers die actief middelen beheerden beter in staat waren situaties te analyseren, kennis toe te passen en beslissingen te evalueren. Dat is belangrijk bewijs dat ervaringsgericht spel analytisch denken kan aanscherpen, een vaardigheid die cruciaal is voor het oplossen van complexe duurzaamheidsproblemen.
Spel verbinden met echte duurzaamheidsuitdagingen
De meeste spellen eindigen bij de eindscore, maar mijn onderzoek ging verder. Na het spelen maakten de studenten hun eigen Cognitive Sustainability Compass. Deze reflectietool helpt spelers om de opgedane kennis te koppelen aan de drie pijlers van duurzaamheid: milieu, economie en maatschappij.
Hoewel het spel competitief was opgezet, begonnen spelers al snel samen te werken om de uitbraak in te dammen. Deze samenwerking weerspiegelt hoe echte crisissen samenwerking vereisen tussen boeren, wetenschappers en beleidsmakers, maar ook teamwork en oplossingsgericht denken in klaslokalen. “We begonnen als tegenstanders maar eindigden als teamgenoten,” zei een deelnemer.
Anderen gaven aan dat ze zich sterker verbonden voelden met rurale realiteiten en de uitdagingen van boeren. Ze zagen hoe biodiversiteit, inkomen en productiekosten met elkaar verweven zijn. Eenvoudige maar krachtige oplossingen, zoals hekken plaatsen of Trichoderma spp. gebruiken om “natuur met natuur te bestrijden”, maakten duurzaamheid tastbaar.
Van Silent Spread naar gedeeld bewustzijn
Wat hebben digitale spellen, invasieve wortelziektes en Iberische varkens met elkaar gemeen? Alle drie lijken uit verschillende werelden te komen, maar ze maken deel uit van een systeem dat complex en onzichtbaar is, en toch diep verbonden.
Mijn onderzoek toont aan dat digitale spellen geavanceerde denkvaardigheden kunnen activeren zonder het klassieke lineaire leerproces te volgen. Om betere educatieve spellen te ontwerpen moeten we dus verder kijken dan wat spelers leren, en onderzoeken hoe ze die kennis toepassen, zowel in het spel als daarbuiten, bijvoorbeeld bij bredere duurzaamheidsvraagstukken.
Deze vorm van interactief leren kan niet alleen in Spanje maar ook in Vlaamse klaslokalen een plaats krijgen, waar duurzaamheid en digitale geletterdheid steeds belangrijker worden.
Uiteindelijk biedt mijn masterproef een nieuw leermodel waarin serious games de toekomst van duurzaamheidseducatie helpen vormgeven, een domein dat anders vaak duur en moeilijk te onderwijzen is.
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