Planspiel-Literaturdatenbank des ZMS
2025
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(2025): Business simulation games from the perspective of accounting and management professors: Implications for sustainability education in universities. In: The International Journal of Management Education 23 (2). DOI: 10.1016/j.ijme.2025.101147
DOI: https://doi.org/10.1016/j.ijme.2025.101147 Abstract: This paper examines the use of business simulation games (BSGs) as a pedagogical tool to foster the interest of business students in sustainability education and address the challenges encountered by educators in utilizing these resources. The objective of this study is to examine the professors’ perspective regarding the role, benefits, and challenges of adopting BSGs in business and management faculties. To achieve the research objective, the article employs a thematic analysis based on semi-structured interviews with university professors employed at the largest economics university in Romania. Our results lend support to the pedagogical advantages of incorporating BSGs into higher education, highlighting the factors that contribute to the successful integration and implementation of such initiatives. Furthermore, the analysis demonstrates that BSGs serve as a medium for integrating sustainability concerns into business education curricula, despite identified challenges. The study offers valuable insights into the use of pedagogical tools based on experiential learning, with implications for professors, university administrators, and software designers in this field.
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(2025): Legacy and Future Impact of Gaming Simulation Pioneers. Singapore: Springer Nature Singapore
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.
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(2025): Simulation and Gaming across Borders. Cham: Springer Nature Switzerland
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.
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(2025): Improvisation in der Hochschullehre. Wiesbaden: Springer Fachmedien Wiesbaden
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.
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(2025): Die Methode LEGO® SERIOUS PLAY® an Hochschulen
DOI: https://doi.org/10.24336/hhubooks.50 Abstract: The LEGO® SERIOUS PLAY® (LSP) method has great potential for innovation and creativity in higher education: for example, it supports the development of ideas, reflection on roles and expectations, or the formation of teams. From individual teaching to larger change processes, LSP can be used in a variety of contexts in higher education. The first part of this volume presents the basics of the LSP method and explains the special aspects that need to be considered when working with it in universities. The second part is devoted to practice: 44 examples from different areas and disciplines of higher education demonstrate the diverse possibilities of working with the method. For each use case, the authors explain the setting, goals, and approach, making it easy to transfer to new contexts. This volume is therefore an ideal introduction for anyone interested in trying out the LEGO® SERIOUS PLAY® method in the context of higher education.
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(2025): Grundwissen Game Studies und Ludologie: utb
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.
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(2025) : Unternehmensstrukturen verstehen – eine Einführung für Studierende aller Fachrichtungen: Die Methode LEGO® SERIOUS PLAY® an Hochschulen
2024
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Alf, Tobias; Hahn, Simon; Fischer, Isabella; Zürn, Birgit; Trautwein, Friedrich (Hg.) (2024): Planspiele – interdisziplinär vernetzt. Rückblick auf das 34. Europäische Planspielforum und den Deutschen Planspielpreis 2023. Zentrum für Managementsimulation. Stuttgart (ZMS-Schriftenreihe)
DOI: https://doi.org/10.5281/zenodo.10276952 Attachment: e6a102fb-b933-4970-b469-6dfd71a19899.pdf
Abstract: Mit der ZMS-Schriftenreihe (ISSN: 2192-7502) verfolgt das ZMS das Ziel, Innovationen rund um die Planspielmethode zu fördern. Die Veröffentlichung dieses Bands erfolgte in Kooperation mit der SAGSAGA, der Gesellschaft für Planspiele in Deutschland, Österreich und der Schweiz e. V.
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(2024): The biomass challenge: a systems approach to analyze biomass production and flows in the semi-arid zone of Burkina Faso. Doctoral Thesis
Abstract: Mixed crop-livestock systems have potential for higher nutrient recycling and limited nutrient import than specialized crop or livestock systems. However, crop and livestock production in mixed farming system of sub-Saharan Africa (SSA) remains far from optimal and faces several challenges such as fast growing population and land degradation. Numerous studies attempted to find solutions to unravel these challenges and improve crop-livestock production by focusing on particular components of the farm system. However, farm systems are made up of components interacting between each other, implying for example that a ‘good’solution at plot scale for soil fertility improvement may not be in line with households’ income increase at farm scale. Research that considers this complexity at different scale levels and combines social and biophysical dimensions of the farming system is scarce in SSA.
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(2024): Playing with Uncertainity: Participatory Modelling to facilitate social and technical investment negotiations for resilience planning. Doctoral Thesis. Online verfügbar unter https://doi.org/10.26021/15160
Abstract: BACKGROUND: Resilience has become a fundamental paradigm for communities to deal with disaster planning, particularly in the face of increasing climate change impacts. While formal methods are employed to prioritise and decide about investments for resilience planning, developing strategies to negotiate that go beyond formal modelling is essential. Participatory Modelling (PM) has emerged as an effective approach in facilitating data-driven decision-making, enabling stakeholders to create, adjust, and learn from interactive models and to use this experience to inform their decisions. THE PROBLEM: When making decisions related to disaster planning, experts, managers, and policymakers face challenges in recognising interdependence within and between social and technical systems. Therefore, a socio-technical systems approach is crucial to understand the challenge of integrating social and technical assets in resilience planning, their interactions, and interdependencies to make informed decisions. Thus, there is a need for an integrated set of investments that increase social resilience and, at the same time, improve critical infrastructure before natural hazard-caused or human-caused disasters. THE AIM: This PhD thesis aims to develop and trial a Participatory Modelling methodology that engages participants in the process of deciding where or whether to invest in technical and social resilience. The objective of this work is to simulate the decision-making process and understand the trade-offs when negotiating between technical/infrastructure and social resilience investments. The study focused on creating a collaborative process that ensures that the diverse interests and concerns of stakeholders are represented and integrated into the planning process.
Keywords: Decision-Making, Engineering, Participation, participatory, Planning, Resilience, Social, technical -
(2024): Facilitating Simulations. Northhampton: Edward Elgar Publishing
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.
Keywords: Facilitation -
(2024): Das Planspiel als Methode zur Förderung von cross-disziplinärer Zusammenarbeit : eine Design-Based Research zur Planspielentwicklung. Doctoral Thesis
Abstract: Die Automobilindustrie ist geprägt von intensiver Volatilität, Unsicherheit, Komplexität und Ambiguität. In cross-disziplinärer Zusammenarbeit wird eine vielversprechende Handlungsstrategie als Reaktion gesehen, wobei diese als Denk- und Handlungsweise definiert bestimmte Lernmöglichkeiten benötigt. Das Lehr-Lern-Setting Planspiel gilt als potenziell geeignet – Hinweise darauf geben Studien aus der Wirkungsforschung. Wie ein Planspiel gestaltet sein soll, um gezielt die Facette der cross-disziplinären Zusammenarbeit zu fördern, wird als Forschungsdesiderat im Rahmen der vorliegenden Arbeit adressiert. Damit wird folgende übergeordnete Forschungsfrage beantwortet: Wie kann ein Planspiel gestaltet werden, um cross-disziplinäre Zusammenarbeit zu fördern? Zur Beantwortung der Forschungsfrage wurde im Rahmen einer Design-based Research ein Planspiel entwickelt und diese Entwicklung zugleich beforscht. Durch die Umsetzung eines Mixed-Methods-Ansatzes mit Triangulation konnten verschiedene Perspektiven eingenommen werden, um Einblicke in Lern- und Spielprozesse zu bekommen. In insgesamt drei Prototypen mit 66 Spielenden wurde das Planspiel iterativ angepasst und verbessert. Dabei resultiert einerseits ein ausgereiftes Planspiel als praktischer Output und andererseits konnten kontextualisierte Gestaltungsprinzipien als theoretischer Output generiert werden. Die Gestaltungsprinzipien sind Empfehlungen, welche in (1) einem interaktiven Briefing, (2) einem didaktischen Element in Form von Aktionskarten als Handlungsmöglichkeit für die Spielleitung, (3) einem haptischen Element zur Erhöhung der Immersion und für ein leichteres Verständnis des Modells, (4) einer Simulation als transparentes Feedback zur Performanz sowie (5) einem zielgruppenadäquaten Debriefing betrachtet werden.
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(2024): Nachhaltigkeitsmanagement in der Betriebswirtschaftslehre: Ansätze zur Integration in Planspielen. Bachelor Thesis
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(2024): Agent-Based Scenario Analysis in Gaming: Towards Facilitation Support with Game Playing Log Data. Doctoral Thesis
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(2024): Interactive Technique for Learning: Bookbaby
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.
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(2024): Die Auswirkungen von Self Disclosure in Gesellschaftsspielen unter Kolleginnen und Kollegen. Master Thesis
Abstract: Gute Beziehungen unter Kolleginnen und Kollegen können Vorteile für Mitarbeitende und Unternehmen mit sich bringen. Dadurch besteht ein Interesse, diese Beziehungen zu stärken. Als ein wichtiger Aspekt von guten Beziehungen und auch deren Entwicklung kann Self Disclosure angesehen werden, sprich die Kommunikation von selbstbezoge-nen Nachrichten. Interpersonale Auswirkungen können zudem als Potenzial von modernen Gesellschaftsspielen angesehen werden. Die vorliegende Arbeit geht deshalb der Frage nach, wie sich Self Disclosure in modernen Gesellschaftsspielen auf die Be-ziehungen der teilnehmenden Kolleginnen und Kollegen auswirken kann. Dafür wurde eine qualitative Studie durchgeführt, in der Gruppen von Kolleginnen und Kollegen das moderne Gesellschaftsspiel reMEmber spielten, und die Teilnehmenden im Nachhinein in Einzelinterviews zu den Erfahrungen und Auswirkungen des Spielens befragt wurden. Die Ergebnisse weisen darauf hin, dass das Spielen von reMEmber die Beziehungen zwischen Kolleginnen und Kollegen kognitiv und emotional beeinflussen kann. Das Spie-len von reMEmber kann Vertrauen aufbauen und ein intimes, verbindendes Erlebnis zwischen den Spielenden schaffen. Im beruflichen Kontext kann durch das Spielen von reMEmber zur Reflexion angeregt werden. Das Spielerlebnis kann wiederum Potenzial für weitere positive Entwicklungen der Beziehungen und der künftigen Zusammenarbeit bieten. Um die Ergebnisse auf ihre Langfristigkeit zu überprüfen, sollten mit zeitlichem Abstand Befragungen mit Teilnehmenden durchgeführt werden. Darüber hinaus bieten die Wiederholung der Studie mit einem anderen modernen Gesellschaftsspiel oder einer angepassten Stichprobe, aufbauende Untersuchung einzelner Effekte wie Vertrauen, In-timität und Flow und der genauen Ergründung der Ursache der positiven Effekte nach dem gemeinsamen Spielerlebnis Anlässe für künftige Forschungsvorhaben.
2023
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(2023) : Simulating the impact of cognitive biases on the mobility transition In: Becu, Nicolas: Simulation and Gaming for Social and Environmental Transitions: Proceedings of the 54th Conference of the International Simulation and Gaming Association, S. 30-42
Abstract: Climate change is becoming more visible, and human adaptation is required urgently to prevent greater damage. One particular domain of adaptation concerns daily mobility (work commute), with a significant portion of these trips being done in individual cars. Yet, their impact on pollution, noise, or accidents is well-known. This paper explores various cognitive biases that can explain such lack of adaptation. Our approach is to design simple interactive simulators that users can play with in order to understand biases. The idea is that awareness of such cognitive biases is often a first step towards more rational decision making, even though things are not that simple. This paper reports on interactive simulators of potential factors of resistance, and illustrates their explanatory power on various scenarios. These simulators can be played online, with the goal to provide users with food for thought about how mobility could evolve in the future. Work is still ongoing to design a user survey to evaluate their impact
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(2023): Planspielbasierte Lehrveranstaltungen: Ein Vergleich zwischen Präsenz- und Onlinelehre. In: Zeitschrift für Hochschulentwicklung 18, S. 345-363. Online verfügbar unter https://www.zfhe.at/index.php/zfhe/article/view/1721
Abstract: Während der pandemiebedingten Distanzlehre mussten auch Planspiele auf ein Onlineformat umgestellt werden. Aufgrund der Komplexität der Methode war die Herausforderung hier besonders hoch. Der Beitrag analysiert anhand von Evaluationsdaten aus 124 planspielbasierten Lehrveranstaltungen, welche Ge-meinsamkeiten und Unterschiede beim Einsatz von synchronen Präsenz- und On-lineplanspielen in der Hochschullehre bestehen. Der Vergleich zeigt in mehreren Dimensionen (z. B. Lehrendenverhalten, Mitarbeit der Studierenden, Teamarbeit) zwar signifikante, allerdings eher kleine Unterschiede. Deutlichere Unterschiede zeigt der Vergleich Online/Präsenz lediglich bei haptischen Planspielen. Die Au-toren folgern, dass die Übertragung von Planspielen in die Onlinelehre insgesamt als gelungen angesehen werden kann.
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(2023): The Role of Reflection in Learning with Simulation Games – A Multi-Method Quasi Experimental Research. In: Simulation & Gaming. Online verfügbar unter 10.1177/10468781231194896
Abstract: Introduction The role of reflection in experience-based learning is discussed widely. This paper researches the effects of a reflection assignment as part of debriefing with qualitative and quantitative methodology in five simulation game-based seminars. Research Design and Methods The intervention (reflection assignment) used in this study consists of three reflective questions that are discussed in groups. We aim to find out the effects of adding this intervention to the regular in-between-debriefings (three times during the whole seminar). The methodological setup is quasi-experimental and so, consisted of a test group and a control group. Two different types of simulation games were used, one a general management game and the other a change management game. Data used in this study is gathered from three different sources: First, we used in-game-performance data from both games. Second, we used two types of questionnaires to evaluate game experience and self-reported learning (MEEGA+ and ZMS inventory). Third, the reflection notes from the treatment-teams were used for qualitative analysis. Results In several dimensions (game-success, game-experience and self-reported learning) significant differences were found between treatment and non-treatment students. Qualitative data show a deep level of reflection for treatment teams differentiating for the two simulation games evaluated. Discussion Supported by the qualitative reflection data we assume that the better results for treatment-students are routed in the repetitive reflection. The permanent circular reflection helps treatment students to understand the games better and gain deeper insights.
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(2023) : Simulation Games on Sustainability – A Comparative Study In: Harteveld, Casper; Sutherland, Steven; Troiano, Giovanni; Lukosch, Heide; Meijer, Sebastiaan (Hg.): Simulation and Gaming for Social Impact, 13622: Cham: Springer International Publishing (Lecture Notes in Computer Science), S. 121-133. Online verfügbar unter 10.1007/978-3-031-37171-4_8
Abstract: Sustainability is an essential factor for the future of mankind. This applies to all areas of society, but especially to the economy, which is responsible for a significant part of resource consumption. Therefore, the education of business students as future executives is of essential importance for the successful change towards sustainability. Against this background, the following article compares simulation games on sustainability and business simulations. The results are based on a quantitative empirical survey with a total of 1101 participants, of whom 125 took part in a total of 6 simulation game seminars on sustainability. On the one hand, the acceptance of simulation games on the topic of sustainability among business students at the DHBW Stuttgart is investigated. On the other hand, essential components that are responsible for the success of simulation game events are recorded and similarities and differences between business management simulation games and simulation games on sustainability are analysed. The results show a high acceptance, satisfaction and learning success of business students with the sustainability simulation games used at the ZMS. In addition, despite many similarities, some practically significant structural differences can be observed, especially in the field of teamwork and engagement during plenum discussion.
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Angelini, M. Laura; Muñiz, Rut (Hg.) (2023): Simulation for Participatory Education. Cham: Springer International Publishing (Springer Texts in Education)
DOI: https://doi.org/10.1007/978-3-031-21011-2 Abstract: This textbook explores the use of simulation within the context of education and internationalization. Simulation is broken down into its phases and these elements are discussed by experts, most of whom have long tradition in the application of simulation. Simulation is treated with references to the specific needs of practitioners, educators and researchers in initiating and developing simulation in different fields of study, with specific reference to teacher education. This volume focuses on presenting simulation as a means to facilitating students’ openness to complexity and development of intercultural skills through virtual exchange. Thus, it provides educators and researchers with a conceptual and practical resource that tackles the critical role of cognitive and metacognitive complexity in the education of future global professionals through intercultural pedagogy. By tracing the roots of simulation and outlining a framework to support professional learning through experiential-based research, this textbook will prove invaluable for teacher trainers, practitioners and researchers interested in simulation.
Beiträge zu diesem Sammelband: