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Education
Our team believes that education is the foundation of long-term climate action. To make synthetic biology and carbon innovation accessible to all, we designed our algae-based system to serve both as a functional carbon reduction tool and an educational platform.
By integrating the system into schools and community centers, we transform clean energy technology into a hands-on learning experience that bridges science, sustainability, and society.
The educational aspect of our project began with discussions with Dr. Chia-Ho Zhan, a carbon rights and sustainability expert. From him, we learned that while government and industry are advancing carbon policies, public understanding of carbon credits and emission mechanisms remains limited. This inspired us to create tools that simplify complex climate mechanisms through interactive learning.
We also consulted Dr. Lance Chang, a synthetic biology specialist and biotech entrepreneur. His insights into algae-based bioengineering — including astaxanthin production, PHA bioplastics, and microbial fermentation — shaped the biological foundation of our educational materials.
We found that many studies highlight board games as highly effective tools for science communication and environmental education. Compared with traditional lecture-based methods, game-based learning significantly enhances learners' engagement, motivation, and long-term memory retention (Plass et al., 2015; Hamari et al., 2016).
Especially in sustainability and climate education, games simulate real-world decision-making contexts, allowing learners to explore carbon reduction strategies and social impacts under limited resources and policy constraints. This process cultivates systems thinking, empathy, and collaboration (Wouters et. al., 2013).
Research shows that students who participate in sustainability-related games demonstrate 23–35% higher understanding of climate change and carbon management compared with traditional learners (Ouariachi et al., 2017). Moreover, the social and tactile nature of board games promotes communication and teamwork, helping players understand complex topics such as climate policy, carbon trading, and market behavior in a more tangible way (Flood et. al., 2018).
Our educational inspiration was also drawn from the Lanyang Museum's "Whale Spirit · Net Zero" Sustainability Exhibition, which integrates science education with climate action.
Beginning with the role of whales and dolphins in the oceanic carbon cycle, the exhibition guides visitors to rediscover the connection between blue carbon and net-zero.
The exhibition featured six major sections, including Marine Blue Carbon, Carbon Cycle, Cetacean Conservation, and Ocean Sustainability. It showcased rare specimens such as a humpback whale jawbone, sperm whale teeth, and dolphin fetus, along with a full-scale blue whale jawbone model. Interactive experiences allowed visitors to simulate a blue whale's feeding process, listen to whale songs, and play fin-identification games.
Outside, the plaza exhibited "The Hurt Brain Whale," a sculpture by renowned Taiwanese artist Kang Mu-Hsiang, made from recycled steel cables from Taipei 101, symbolizing the sorrow of marine life and urging public reflection on ocean conservation and climate change.
This exhibition not only deepened our understanding of marine ecology and net-zero concepts but also showed how interactive experiences and gamified learning can make complex scientific ideas more accessible. It directly inspired our idea to design an educational board game that conveys carbon reduction and sustainability through play.
The visit gave us a better understanding of how synthetic biology is being applied in real-world contexts. From food and fragrance to sustainability and space. It also gave us useful ideas and perspective for developing our own iGEM project, in which we gained more knowledge of not only synthetic biology but also the key element of our project, the algae.
Our modular algae bioreactor allows students to observe real biological processes:
This real-time interaction helps bridge the gap between textbook knowledge and real-world sustainability applications.
We printed the map and cards, prepared toy money and dice, and conducted trial games with team members from both Dry Lab and Wet Lab.
Participants found the game fun, educational, and engaging, saying it helped them better understand corporate decision-making under sustainability pressures and deepened their appreciation for the Dancing JJ project's goals. The playtests confirmed that learning through play can effectively strengthen understanding and motivation for carbon reduction action.
To extend impact beyond the lab, our team developed a series of educational workshops combining synthetic biology and climate learning.
These activities enable students to apply theoretical knowledge to tangible systems, fostering inquiry-based learning and collaborative problem-solving.
We collaborated with teachers, administrators, and mentors to embed our materials into local classrooms.
Post-activity surveys indicate:
Feedback led us to:
Through these initiatives, Dancing JJ transforms abstract sustainability into an engaging, memorable experience. We aim to inspire students not just to learn science — but to practice it, to question it, and to innovate for a sustainable future.
Main Goal: Achieve carbon neutrality or have the lowest total carbon emissions by the year 2050 (within 25 rounds).
The game is designed to help players explore:
| Card Type | Description |
|---|---|
| Chance Cards | Optional opportunities like emission reduction, CSR activities, or grants. |
| Fate Cards | Mandatory events such as disasters, policy changes, or carbon taxes. |
| Resource Cards | Strategic advantages like renewable energy partnerships or immunity effects. |
| Industry Cards | Each player begins with one; defines starting stats and may trigger unique events. |
Figure 1. Card Examples
Chance Card – Solar Panel Installation
You decide to install solar panels on your factory roof. Though expensive at first, they help reduce long-term emissions.
Effect: Cash -3000 | EPS +1 | Carbon -2000
Condition: Can only be used after completing a carbon audit.
Fate Card – Typhoon
A super typhoon damages your facilities and disrupts production.
Effect: Cash -2000
Players with lower carbon emissions reduce losses by half.
| Theme | What Players Learn |
|---|---|
| Emission Reduction | Strategic planning and investment are required to lower emissions. |
| Industry Inequality | Industries differ in access to resources and climate vulnerability. |
| ESG & CSR | Sustainable practices boost corporate value and long-term success. |
| Policy & Uncertainty | Regulations and disasters add unpredictability and risk. |
| Financial Trade-offs | Balancing emissions with profitability simulates real-world strategy. |
Bank: A non-player role that provides subsidies, grants, and financial support.
We developed educational activities that allow students to explore synthetic biology and clean energy through our algae system. These include:
Our outreach efforts aim to make synthetic biology less abstract and more personally meaningful to students.
We collaborated with teachers, school administrators, and mentors to integrate our tools into local classrooms. Partners like UBI Taiwan have supported educational pilots, and professors at National Cheng Kung University helped guide the science curriculum around algae biology.
In future phases, we plan to:
By using algae as an educational tool, we inspire students to take ownership of sustainability. Our goal is to show that science is not just for labs or textbooks, but something you can see, build, and improve. Through this, we hope to empower the next generation of climate innovators and synthetic biologists.
Flood, S., Cradock-Henry, N. A., Blackett, P., & Edwards, P. (2018). Adaptive and interactive climate futures: Systemic thinking for serious games. Environmental Modelling & Software, 105, 60–67. https://doi.org/10.1016/j.envsoft.2018.03.016
Ouariachi, T., Olvera-Lobo, M. D., & Gutiérrez-Pérez, J. (2017). Serious games and sustainability education: An analysis of the literature. Journal of Environmental Education, 48(5), 356–371. https://doi.org/10.1080/00958964.2017.1337073
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Wouters, P., van der Spek, E., & van Oostendorp, H. (2013). Current practices in serious game research: A review from a learning outcomes perspective. Games and Culture, 8(4), 329–344. https://doi.org/10.1177/1555412013498899