Emotional engagement with participatory simulations as a tool for learning and decision-support for coupled human-natural systems: Flood hazards and urban development

Abstract:

The complex interactions between land use and natural hazards pose serious challenges in education, research, and public policy. Where complex nonlinear interactions produce unintuitive results, interactive computer simulations can be useful tools for education and decision support. Emotions play important roles in cognition and learning, especially where risks are concerned. Interactive simulations have the potential to harness emotional engagement to enhance learning and understanding of risks in coupled human-natural systems.

We developed a participatory agent-based simulation of cities at risk of river flooding. Participants play the role of managers of neighboring cities along a flood-prone river and make choices about building flood walls to protect their inhabitants. Simulated agents participate in dynamic real estate markets in which demand for property, and thus values and decisions to build, respond to experience with flooding over time. By reducing high-frequency low-magnitude flooding, flood walls may stimulate development, thus increasing tax revenues but also increasing vulnerability to uncommon floods that overtop the walls.

Flood waves are launched stochastically and propagate downstream. Flood walls that restrict overbank flow at one city can increase the amplitude of a flood wave at neighboring cities, both up and downstream.

We conducted a pilot experiment with a group of three pre-service teachers. The subjects successfully learned key concepts of risk tradeoffs and unintended consequences that can accompany flood-control measures. We also observed strong emotional responses, including hope, fear, and sense of loss. This emotional engagement with a model of coupled human-natural systems was very different from previous experiments on participatory simulations of purely natural systems for physics pedagogy. We conducted a second session in which the participants were expert engineers. We will present the results of these experiments and the prospects for using such models for middle-school, high-school, and post-secondary environmental science pedagogy, for improving public understanding of flood risks, and as decision support tools for planners.