Planspiel-Literaturdatenbank des ZMS

DOI: https://doi.org/10.1007/978-981-96-4325-7 

Abstract: This book is a tribute to two pioneers in the field of gaming simulation: Richard de la Barre Duke and Cathy Stein Greenblat. Duke was a professor of urban planning at the University of Michigan who introduced gaming simulation into urban planning and policy making in the early 1970s. With his 1974 book Gaming: The future’s language, he proposed simulation games as a multilogue language for bringing different disciplines and stakeholders’ perspectives together. He was co-founder of the International Simulation and Gaming Association (ISAGA). Cathy Stein Greenblat was a professor of sociology at Rutgers University, using gaming simulation education and health care beginning in the mid-1970s. She was editor in chief of the international journal Simulation & Gaming for many years. Duke and Greenblat worked together and authored several influential books, and both were honorary members of ISAGA until they passed away in 2022. The present book focuses on the past and actual scientific and practical impact of their work for design and development, facilitation and debriefing, evaluation, and research of simulation games. The book contains discussions and case examples of how their key concepts are still used and can be used in the future to have a social impact through gaming simulation. Furthermore, the book shows how their work and guiding simulation game design principles continue to inspire ongoing and future research in the context of dealing with complexity and to support social and environmental transition through gaming simulation- Included are interviews with the two pioneers and contributions of other outstanding experts about their work.

DOI: https://doi.org/10.1007/978-3-031-86555-8 

Abstract: This book constitutes the refereed proceedings of the 55th International Simulation and Gaming Association Conference, held in Christchurch, New Zealand, during July 8–12, 2024. The 20 full papers in this book were carefully reviewed and selected from 25 submissions. This year’s theme has been Simulation and Gaming across Borders. The 2024 conference underscored the global and interdisciplinary reach of simulation and gaming as tools for education, research, and social change. The proceedings presented here capture the breadth of this convergence, highlighting innovative applications, emerging ethical considerations, intercultural dynamics, and new frontiers in facilitation techniques.

DOI: https://doi.org/10.1007/978-3-658-49369-1 

Abstract: Dieses Buch gibt eine theoretische und praktische Einführung zur angewandten Improvisation in der Hochschullehre. Eine kurze Geschichte des Improtheaters sowie die Definitionsklärung des Begriffs der angewandten Improvisation bilden die Grundlage, um zu zeigen, wie angewandte Improvisation in der Hochschullehre genutzt werden kann und dass dieser Methodenkasten deutlich mehr ist als eine Sammlung an Icebreakern oder Auflockerungsübungen: Prinzipen und Grundhaltungen des Improtheaters wie Scheiter heiter und Ja, und… können die Basis für experimentierfreudige und kokreative Zusammenarbeit im Lehrraum bieten. Methoden der angewandten Improvisation können mit Lerninhalten kombiniert werden und damit eine aktive Lernerfahrung schaffen. Das Buch wird abgerundet durch eine Methodensammlung und Praxisbeispiele.

Abstract: Die Einsatzmöglichkeiten von Spielen erkennen Spiele durchdringen unser Leben. Sie dienen nicht nur der Unterhaltung. Sie sind auch Kommunikations- und Lerninstrument. Giovanni Vindigni führt in die Ludologie, die Lehre des Spielens, ein. Er stellt Geschichte, Einsatz sowie Klassifikation vor und berücksichtigt den Kompetenzerwerb durch Spiele. Der Band bietet soziologische, psychologische und pädagogische Perspektiven.

Abstract: Providing a clear starting point for the effective use of simulations in the classroom, this book showcases the unique transition from educator to facilitator. Elyssebeth E. Leigh and Laurie L. Levesque present a practical and supportive guide with a strong educational focus, ultimately encouraging a greater level of confidence in classroom simulations. Facilitating Simulations illuminates the many benefits of using games and simulations for an educational purpose, including a deep comprehension of concepts, an increase in student interaction, and adaptability to different contexts. Leigh and Levesque use a diverse range of vignettes, allowing the reader to experience various facilitation situations and understand their potential challenges, such as the possibility of a student hijacking the simulation process or unclear time constraints. Both theory and practice are engaged to encourage further simulation development and research into the benefits of this exciting educational methodology. This book is vital for scholars and academics focusing on managerial education, new teaching methods, and education. It is also a good resource for educators working with students in disciplines where practical learning advice founded in established educational theory would be valuable.

Abstract: Everyone is sold on the need to 'engage' learners through the learning process. But, many think just playing games, having fun, and ensuring participants have a great time translates into effective learning. There's more to it than that! For decades now Thiagi has shown us how to use instructional games and simulations to facilitate learning. Interactive Techniques for Learning is the culmination of that work, in partnership with his long-time disciple and business partner, Matt Richter. Together, with Esther Richter, they provide the processes and methods that enable Thiagi's activities to work. They explore: 1. An overview of the learning process and how it happens. 2. What instructional games and simulations are and how to use them effectively 3. How to create more intrinsically motivating learning environments 4. How to choose which activity to use 5. ?How to debrief an activity 6. How to evaluate both the activity and the overall learning program 7. ?Conducting and modifying activities 8. Their instructional design principles and procedures 9. ?The differences between training, facilitation, and facilitative training 10. And more Then, as one might expect from the man himself, you get 60 activity protocols categorized into 11 different interactive strategies. Some are oldies, but goodies, updated for the 21st century. Others are brand spanking new.