This page describes the range of games that were produced by the ACT team in collaboration with educators. Each mini-game or playful activity addresses a specific change towards the SDGs but can be applied to multiple change needs.
The ACT project used co-design methods to identify the priorities for change amongst our varied stakeholders. Participants contributed thoughts and ideas at Workshop 1 which were categorised and analysed to establish these six priority areas for change:
- Communication and building relationships (with pupils, parents, other schools, and external organizations, and with high priority groups)
- Capturing and representing diverse perspectives on what needs to change and how
- Addressing the perception of change as ‘too risky’
- Acting as agents of change within the confines of existing heavy workloads
- Techniques, tools, and training for remote communication
- Evaluating success and/or using evaluation frameworks
For the game co-design workshops, participants were asked to define a desired change within one of these priority areas or directly relevant to one of the SDGs that was also specific to their local context. This resulted in a range of mini-games which are applicable to this specific change but can also be abstracted out and used across the ACT Change Model and often for different SDG-related purposes too.
The follow table presents each mini-game alongside its primary desired change, context within the ACT Change Model, and priority thematic area.