Here are examples of “would your rather” questions from the game:

Would you rather:

1) Have fourteen fingers or sixteen toes.
2) have your partner be physically attracted to your best friend or hate your best
friend.
3) Look great but smell awful or smell great but look awful.

From the original game: One player reads a pair of choices and writes down a choice.
The group of remaining players discusses the choices and guesses the player’s
selection. If the group guesses correctly, then the player moves ahead. There is a
challenge involved as well, just to add more silliness to the game. E.g., you get to
choose to among a list of silly things to do in front of the group (for 60 seconds either
sound off animal sounds the group shouts out or dance with a mop as your partner). If
you pass the challenge you advance levels. The goal is to go up three levels. The goal
of the game is actually get entertaining discussions.

I was thinking of developing the game for class. The point would be, either to, engage
them in the discussion or have them make some effort to digest material presented in
class or in readings. Re the first goal, a question or more could be posed at the
beginning of class and then a discussion of what has been raised in the literature could
be raised. Re the second goal, a question or more could be posed at the end of class, or
after several classes, after they have done independent reading assignments.

Here are some examples that could be applied to conservation class.

Would you rather:

1) Eliminate Terrorism or Eliminate global warming.

Decrease unemployment by 50% or decrease greenhouse gas emission by 50%

This could lead into presenting survey data on how people prioritize different issues,
discounting, temporal and special biases, risk perceptions, etc.

2) Expand a state park or cut down trees to grow crops.

Let a forest fire burn vs. Stop a forest fire.
Allow a land owner to develop an abandoned farmer's field into housing lots or
Require that 20% of the property be set aside for open space.

These could lead to discussions about preservation versus conservation, preservation

versus utilization of nature, individual and community rights.

3) Take a Greyhound bus to NYC or drive a hybrid car to NYC.

Insulate all homes in a neighborhood or develop a recycling program that an entire
neighborhood participates in
Use paper towels or blow dry your hands in a public restroom.
Live in a zero energy house 25 miles from work or live in an old house in town where
you can walk to work.
Live in Minneapolis in a house without air conditioning or live in Arizona in a
house without heat.

These could address which uses less carbon and address how different goals influence
behaviors.
Perhaps repeat these and ask which one would you invest money in to encourage
behavior change. The idea would be to address not just which behaviors reduce energy
but the ability to change behaviors (Based upon Dietz et al., paper), or the likelihood
that behaviors spill over into other behaviors
(http://www.wwf.org.uk/research_centre/research_centre_results.cfm?uNewsID=2728).

4) Use a marketing campaign that focused on a) how much money a person could save
doing pro-environmental behavior or b) how many animals that could be protected
doing pro-environmental behavior.
Invest $100,000 in an ad campaign poster to encourage all of Penn State to reduce
energy or Invest $100,000 in changing shower heads to be low flow in the resident
halls.
Develop an engaging film on disasters from climate change or develop a web site
with a list of behaviors people can do to reduce energy.

To discuss different behavior change techniques.

5) Maybe a list of different climate change policies.