A role-playing game to complement teaching activities in an ‘environmental impact assessment’ teaching course

Abstract Every project development that could possibly have negative environmental impacts must undergo a technical-administrative procedure called impact assessment (EIA), which ensures all implications are properly considered before making decision and minimized. Therefore, in many universities, technology-oriented master’s degree programs include EIA teaching courses. At the University of Firenze (Italy), one such course module was complemented by role-playing game students acted as typical characters involved (simulated) public debate concerning possible geothermal plant rural environment. The roles were designed with competing objectives contrasting codes conduct; therefore, evolution final outcome (acceptance/rejection project) completely hands players. played different classes, experience successful. reported following reached: (i) they had fun; (ii) put into practice some theoretical concepts learned during lessons; (iii) understood aspects other than technical ones can be processes dealing them without proper preparation is very difficult. This last point particularly important, demonstrated this represented valuable complement to main activities.