Transmedia storytelling uses multiple delivery channels to convey a narrative in order to provide a more immersive entertainment experience (Jenkins, 2009). Transmedia activism can be very broadly defined as using storytelling to “effect social change by engaging multiple stakeholders on multiple platforms to collaborate toward appropriate, community-led social action” (Srivastava, 2009). Activism depends on participation and collaboration within a community to avoid unsustainable or inappropriate top-down interventions. A similar concept, transmedia mobilization, uses transmedia storytelling to engage “the social base of a movement in participatory media making practices across multiple platforms” (Constanza-Chock, 2013) and also requires interaction from diverse voices from within the community.

Some previous transmedia games/narratives have highlighted the devastating effects of climate change (Extreme Ice Survey, 2007; Love Letters to the Future, 2009; Future Coast, 2014; Climate Crisis, 2017), but thus far, transmedia activism on this topic has not yet been used as a method of driving policy change, specifically within higher education institutions.

The only way to achieve significant change to reverse the damage done is through policy change (The Emissions Gap Report, 2017; Exponential Climate Action Roadmap, 2018). This research addresses a research gap about the use of transmedia games for sustained forms of engagement and action, within the context of policy change at creative HE institutions.

This 'street talk' discusses the design and implementation of a transmedia game to drive attitudinal and behavioural change for climate policy The Glasgow School of Art, which is in the process of declaring a Climate and Ecological Emergency.