DOI
https://doi.org/10.3390/fluids5010021

Summary
The article focuses on the lab-based activities which can be used in the learning process of courses in water engineering and geosciences. The presented activity is called ‘floodopoly’ and is designed to demonstrate a physical model of flooding. Such a model can be used to facilitate students’ understanding about the processes related to flooding in the urban environment, infrastructure and scour transport. The authors present the experimental setup, the demonstration protocol with two scenarios respective to urbanization and climate change, and the results of students’ survey. The authors state that this lab-centered learning environment let to higher students’ motivation, satisfaction, and perception of the inclusive learning environment. This model can be extended to other disciplines by using different scenarios, teacher inquiries, and various technologies, such as virtual or augmented reality.

Relevance for Complex Systems Knowledge
The authors present demonstration-based learning activity which clearly shows the complex approach required to solve practical problems. A city model on 3D printed surface is presented to the students. The presented demonstrational equipment also has flood simulation system to demonstrate hydraulic and geomorphic processes. During the demonstration students are asked to solve complex problems such as city urbanization and the impact of the flood to new buildings, the impact of climate change. Students must evaluate the safety of the new building location regarding the flood, the consequences of the flood to historical building, castles, industrial plants, housing areas, bridges, roads, impacts of flooding and scouring of infrastructure, etc. They also discuss risks such as loss of life and infrastructure costs. Thus, students analyze the flooding problem based on mechanical, social, economic and risk management aspects in a collaborative manner.
An interactive demonstration enables students to experiment with various scenarios and simulate the effects of physical phenomena related to flood. This results in significantly improved understanding and intuition-led critical thinking of the studies processes and a higher engagement level as impact on various areas is demonstrated. The solution process can be gamified and by observing physical processes students are encouraged to demonstrate critical thinking.

Point of Strength
The strength of the article is that it describes the demonstration-based learning to solve problems related to the consequences of flood in the city based on environmental, engineering, social and economical aspects.