FUNDED BY:
THE GEOTHERMAL GAME
One day, capstone role-playing game
3-4th year geology students
Combines use of geology and soft skills
Jacqueline Dohaney
PhD Student
University of Canterbury, New Zealand
Tom Powell
Darren Gravley
& Ben Kennedy
TAKE HOME POINTS:
1. Geothermal experts value practical and
soft skills
2. Students enjoyed the Game, and
learned about geothermal concepts!
(Exceptional mean Learning Gain of
~0.3)
3. Future plans  Virtual learning
environment
GEOTHERMAL IN NZ
 15% of national energy
budget
Renewable, sustainable,
“GREEN”
Māori iwi partnerships
Source of employment for
Kiwi Geologists!
Hydro
Oil +
Gas
Geothermal
Other
Coal
Energy, Efficiency and
Conservation Authority of NZ
www.eeca.govt.nz
Geoscience Education
Field which uses social science, and pedagogy
(strategies and style of teaching) to design and
analyze teaching activities and practices.
Why is this important?
To develop effective learning
tools
To develop activities that
students enjoy
Students learn more when they
are motivated and engaged
Carl Wieman Science Education Initiative
http://www.cwsei.ubc.ca/
EXPERT INTERVIEWS
Consenting managers, geologists, geophysicists,
Project managers, R&D managers
Preliminary results:
1. Collaboration and
communication skills
are paramount
3. Multidisciplinary
Approach
n = 6; with 7 more later this year
2. MUST consider
Non-geological
factors
*Economics*
4. Most important geological
tool:
Developing a fluid flow model
LEARNING GOALS
At the end of this game, students should be able to…
1. Explain geothermal resource exploration, step-by-step
2. Apply geological techniques in a geothermal setting
3. Communicate (oral, and written) summary of findings
4. Integrate socio-political info with team
5. Judge viability of ‘resource’
Bloom’s Taxonomy of
Learning Goal Verbs
Stage
Planning
Stage
Stage
3:1:Forward
4:
Improve
2:
Model
Model
Justify exploration and
Provide an exploration
budget $$
1.
Conceptual Model and
Drilling Programme
2.
Improve model; More
Drilling
3.
Final Presentation:
Conceptual Model;
Proven Reserves; and
Environmental Impacts
4.
Could
reservoir
exist?
is aour
model?
How
manyaholes
do weof
need
to
make
good
model?
Geospatial
estimate
our What
resource…
Initial
Geological
Assessment
Consenting
 Fluid flow
Land
Access!
COSTS
What
size
power
plant
can
we
build?
Geology
What
the down-hole data tellDrilling
us? + Mobilization
Surveys,does
Analyses
- Alteration
What
are
needPresentation
considering?
JUSTIFY
to
thethe
Boardother factors thatDesign
Discovery
well!!
- Structure
Is this a viable resource?
EFFECTIVE GAME DESIGN:
Role-play + Real world!
Feedback/interaction with
experts
Soft skills
Critical thinking skills
Interviews and
Questionnaires
n = 12
2010 RESULTS
POSITIVE STUDENT FEEDBACK!
“I thought it was interesting to see how geology was viewed in a
more commercial setting. I liked getting the different
perspectives of geothermal from geologists, company people and
Maori ideas.”
“Exciting, practical topic. Visit to power plant!! Variety of field
locations. Cool lectures, and apply our knowledge in the
geothermal game”
“Hearing from Joe and Mike. Such a current and important industry,
very interesting to learn about”
2010 RESULTS
(Post %-Pre%)
(100% - Pre%)
Learning gain =
LEARNING GAINS
(Hake, 1998)
OUR
In geology,
RESULTS
field
INDICATE
coursesEXCEPTIONAL
reveal > learning
LEARNING
gains (LG)
GAINS
than
traditional
FROM
lecture
MODULE
courses
+ SIMULATION
(Elkins & Elkins, 2007)
Learning
Gain
Learning Gain
Gender Influences, 2010 Data
1
1
Avg M
0.8
0.8
Avg F
0.6
0.6
F
F
F
0.4
0.4
F
M
All
Field
F
M
M
AMM (Lecture)
B
Traditional
M
0.2
0.2
0
0
MM
M
0
0
F
All Field
Traditional (Lecture)
50
50
50
Pre-test Score
Score %
%
Pre-test
Pre-test Score %
100
100
100
Our
geothermal
Student
A=
concept
30%
pre-test test revealed
anpost-test
average= LG
LGofof0.20.34
44%
± 0.18.
On
average,
males had
Student
B=
>Pre-test
80%
pre-test scores
84%
But,
all students
had ~
post-test
= LG of 0.2
LG’s
FUTURE WORK
Deeper analysis of expert interviews
Develop & analyze design of Game (iteratively)
Authentification of data and student tasks during
the game (e.g. consenting)
Virtual Single-player Game!
FUNDED BY:
Thank you!
Jacqueline Dohaney
PhD Student
University of Canterbury, New Zealand
Tom Powell
Darren Gravley
& Ben Kennedy
Geothermal Concept Test
Multiple-Choice; Non-validated; Co-authored with
geothermal/volcanology expert. Figures were used for
some questions.
E.g. Question 2: In general, where does the water come from
that makes up geothermal systems?
a. rain
b. glaciers
c. deep magma
d. oceans
e. surface volcanoes

Some questions about hydrogeology, physical
properties were taken from the GCI and SERC’s concept
clicker questions (which are validated)
 Validated instrument is being designed for use at
Canterbury University
Descargar

The Geothermal Game An authentic, problem