Gamification-based collective learning for collaborative natural resources management through the testing agricultural performance solutions (TAPS) program in Nebraska, USA

The vast majority of the Earth's freshwater is allocated for agricultural purposes, playing a significant role in environmental deterioration observed globally. Environmental policymakers must collaborate with agricultural producers to foster sustainable production while allowing producers to remain profitable to feed the growing world population. This study aimed to identify factors that influenced how those involved in environmental policy including regulatory agency personnel, scientists, industry representatives, and Extension specialists relate to producers about their use of agricultural technology and management practices after competing in a real-life farm management competition grounded in gamification along with adult, experiential, and peer learning. We used exploratory regression analysis to identify significant relationships between variables from the literature that suggest that the program can influence how non-producer participants relate to producers. Social norms, perceived behavioral control, peer interaction, expectations of the program, educational components of the program, risk reduction, and education level of participants were significantly related to how non-producers relate to producers about their use of agriculture technology. Social norms, peer interaction, expectations of the program, educational components of the program, and risk reduction were significantly related to how non-producers relate to producers about agricultural management practices. This study demonstrates that innovative Extension and educational programs framed in farm management competitions grounded in gamification along with adult, experiential, and peer learning are an effective way to help policymakers be more comfortable interacting with producers—a solid starting place for successful collaborations.