Planspiel-Literaturdatenbank des ZMS
2022
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(2022) : Facilitated Tabletop Games in a Mediated Environment In: Dhar, Upinder; Dubey, Jigyasu; Dumblekar, Vinod; Meijer, Sebastiaan; Lukosch, Heide (Hg.): Gaming, Simulation and Innovations: Challenges and Opportunities, 13219: Cham: Springer International Publishing, S. 28-41
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(2022) : Participatory Simulation Framework for Agent-Based Model Validation in Air Traffic Management In: Dhar, Upinder; Dubey, Jigyasu; Dumblekar, Vinod; Meijer, Sebastiaan; Lukosch, Heide (Hg.): Gaming, Simulation and Innovations: Challenges and Opportunities, 13219: Cham: Springer International Publishing, S. 288-296
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(2022) : Experience Scrum! Agile Softwareentwicklung durchspielen In: Alf, Tobias; Hahn, Simon; Zürn, Birgit; Trautwein, Friedrich (Hg.): Planspiele - Erkenntnisse aus Praxis und Forschung: Rückblick auf den Deutschen Planspielpreis und das Europäische Planspielforum 2021: Norderstedt: Books on Demand (ZMS-Schriftenreihe), S. 47-61Keywords: Scrum, Agilität, nutzerzentriert, ZMS-Schriftenreihe, Game Design, Gamification, ScrumSimPlan
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(2022) : Knowledge Sharing Game for Sales Recovery and Food Waste Reduction at Restaurants In: Dhar, Upinder; Dubey, Jigyasu; Dumblekar, Vinod; Meijer, Sebastiaan; Lukosch, Heide (Hg.): Gaming, Simulation and Innovations: Challenges and Opportunities, 13219: Cham: Springer International Publishing, S. 273-279
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(2022) : Effect of Learning Styles on Learning Experience in Marketing Management Game In: Dhar, Upinder; Dubey, Jigyasu; Dumblekar, Vinod; Meijer, Sebastiaan; Lukosch, Heide (Hg.): Gaming, Simulation and Innovations: Challenges and Opportunities, 13219: Cham: Springer International Publishing, S. 161-170
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(2022) : Playground. Die Essenzenen des Spielens und wie sie wieder zum Fundament des eigenen Lebens und Erschaffens werden In: Alf, Tobias; Hahn, Simon; Zürn, Birgit; Trautwein, Friedrich (Hg.): Planspiele - Erkenntnisse aus Praxis und Forschung: Rückblick auf den Deutschen Planspielpreis und das Europäische Planspielforum 2021: Norderstedt: Books on Demand (ZMS-Schriftenreihe), S. 157-173
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(2022) : Gamifying Serious Games: Modding Modern Board Games to Teach Game Potentials In: Dhar, Upinder; Dubey, Jigyasu; Dumblekar, Vinod; Meijer, Sebastiaan; Lukosch, Heide (Hg.): Gaming, Simulation and Innovations: Challenges and Opportunities, 13219: Cham: Springer International Publishing, S. 254-272
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(2022) : Die Planspielmethode in der Mittelstufe In: Alf, Tobias; Hahn, Simon; Zürn, Birgit; Trautwein, Friedrich (Hg.): Planspiele - Erkenntnisse aus Praxis und Forschung: Rückblick auf den Deutschen Planspielpreis und das Europäische Planspielforum 2021: Norderstedt: Books on Demand (ZMS-Schriftenreihe)
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(2022) : Politische Planspiele an Grundschulen In: Alf, Tobias; Hahn, Simon; Zürn, Birgit; Trautwein, Friedrich (Hg.): Planspiele - Erkenntnisse aus Praxis und Forschung: Rückblick auf den Deutschen Planspielpreis und das Europäische Planspielforum 2021: Norderstedt: Books on Demand (ZMS-Schriftenreihe), S. 113-126
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(2022) : Bringing Gaming into Education: Cultural Context and Ethical Issues in the Case of SN Games In: Kikkawa, Toshiko: Gaming as a Cultural Commons: Risks, Challenges, and Opportunities. Unter Mitarbeit von Willy C. Kriz und Junkichi Sugiura: Singapore: Springer (Translational Systems Sciences Ser), S. 107-126
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(2022) : Between Urban Resilience and Serious Gaming: Applying Games for Policy Implementation In: Dhar, Upinder; Dubey, Jigyasu; Dumblekar, Vinod; Meijer, Sebastiaan; Lukosch, Heide (Hg.): Gaming, Simulation and Innovations: Challenges and Opportunities, 13219: Cham: Springer International Publishing, S. 223-238
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(2022) : Der Deutsche Planspielpreis - Entstehung, Entwicklung, Ausblick In: Alf, Tobias; Hahn, Simon; Zürn, Birgit; Trautwein, Friedrich (Hg.): Planspiele - Erkenntnisse aus Praxis und Forschung: Rückblick auf den Deutschen Planspielpreis und das Europäische Planspielforum 2021: Norderstedt: Books on Demand (ZMS-Schriftenreihe), S. 175-183
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(2022) : Theoriebasierte Entwicklung eines Inventars zur Evaluation von Planspielveranstaltungen In: Alf, Tobias; Hahn, Simon; Zürn, Birgit; Trautwein, Friedrich (Hg.): Planspiele - Erkenntnisse aus Praxis und Forschung: Rückblick auf den Deutschen Planspielpreis und das Europäische Planspielforum 2021: Norderstedt: Books on Demand (ZMS-Schriftenreihe), S. 63-87
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(2022) : Facilitating Training Simulations for Health Emergency In: Dhar, Upinder; Dubey, Jigyasu; Dumblekar, Vinod; Meijer, Sebastiaan; Lukosch, Heide (Hg.): Gaming, Simulation and Innovations: Challenges and Opportunities, 13219: Cham: Springer International Publishing, S. 42-52
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Weißenböck, Josef; Gruber, Wolfgang; Freisleben-Teutscher, Christian F. (Hg.) (2022): Lernräume der Zukunft an Hochschulen: physisch, hybrid und online. Wie wird der "Shift from Teaching to Learning" in innovative Lernraumkonzepte übersetzt?. Fachhochschule St. Pölten GmbH. St. Pölten: Fachhochschule St. Pölten GmbH (Beitrag zum 10. Tag der Lehre an der FH St. Pölten am 12. Mai 2022)
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(2022) : Ethics and Simulation Games in a Cultural Context: Why Should We Bother? And What Can We Learn? In: Kikkawa, Toshiko: Gaming as a Cultural Commons: Risks, Challenges, and Opportunities. Unter Mitarbeit von Willy C. Kriz und Junkichi Sugiura: Singapore: Springer (Translational Systems Sciences Ser), S. 149-167
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(2022) : Natural Security Games in the Regenerative Economy: A Review In: Dhar, Upinder; Dubey, Jigyasu; Dumblekar, Vinod; Meijer, Sebastiaan; Lukosch, Heide (Hg.): Gaming, Simulation and Innovations: Challenges and Opportunities, 13219: Cham: Springer International Publishing, S. 280-287
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(2022) : Flexibel Lernprozesse fördern - die Infrastruktur eines Planspielzentrums als Beispiel In: Weißenböck, Josef; Gruber, Wolfgang; Freisleben-Teutscher, Christian F. (Hg.): Lernräume der Zukunft an Hochschulen: physisch, hybrid und online: Wie wird der "Shift from Teaching to Learning" in innovative Lernraumkonzepte übersetzt?: St. Pölten: Fachhochschule St. Pölten GmbH (Beitrag zum 10. Tag der Lehre an der FH St. Pölten am 12. Mai 2022), S. 151-158
2021
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(2021): Decreasing Racial Bias Through A Facilitated Game and Workshop: The Case of Fair Play. The Case of Fair Play (Vol. 52, No. 3), S. 386-402. Online verfügbar unter https://journals.sagepub.com/doi/epub/10.1177/1046878120983384
Abstract: Introduction. Fair Play is an avatar-based role-playing video game in which Jamal Davis, a Black graduate student at a research university, navigates implicit forms of racial bias to reach the win-state of earning his PhD and becoming a professor. Fair Play was designed to educate players on the existence of racial bias in science, technology, engineering, mathematics, and medicine (STEMM) fields in an experiential way and to encourage perspective-taking. Research has found that taking the perspective of another can induce empathy, which improves the empathizer’s attitudes towards individuals and groups. Paired with a facilitated workshop, Fair Play was also designed to teach bias concepts to increase participants’ bias literacy.
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(2021) : Lehre mit Planspielen im digitalen Raum In: Ternes, Doris; Schnekenburger, Carsten Carlo (Hg.): Synchron und asynchron: Berichte, Erfahrungen und Beispiele zur Lehre in 2020, 5: Heilbronn: Duale Hochschule Baden-Württemberg - Center for Advanced Studies, Zentrum für Hochschuldidaktik und lebenslanges Lernen (#DUAL), S. 129-141. Online verfügbar unter https://www.zhl.dhbw.de/fileadmin/user_upload/CAS-ZHL/Hochschuldidaktik/Schriftenreihe_DUAL/ZHL_Schriftenreihe_Dual_Band_5.pdf, zuletzt geprüft am 26.07.2023
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(2021): Current Competencies of Game Facilitators and Their Potential Optimization in Higher Education: Multimethod Study. In: JMIR serious games 9 (2), S. 1-16. DOI: 10.2196/25481
DOI: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8135020 Abstract: BACKGROUND Serious games can be a powerful learning tool in higher education. However, the literature indicates that the learning outcome in a serious game depends on the facilitators' competencies. Although professional facilitators in commercial game-based training have undergone specific instruction, facilitators in higher education cannot rely on such formal instruction, as game facilitation is only an occasional part of their teaching activities. OBJECTIVE This study aimed to address the actual competencies of occasional game facilitators and their perceived competency deficits. METHODS Having many years of experience as professional and occasional facilitators, we (n=7) defined requirements for the occasional game facilitator using individual reflection and focus discussion. Based on these results, guided interviews were conducted with additional occasional game facilitators (n=4) to check and extend the requirements. Finally, a group of occasional game facilitators (n=30) answered an online questionnaire based on the results of the requirement analysis and existing competency models. RESULTS Our review produced the following questions: Which competencies are needed by facilitators and what are their training needs? What do current training courses for occasional game facilitators in higher education look like? How do the competencies of occasional game facilitators differ from other competencies required in higher education? The key findings of our analysis are that a mix of managerial and technical competencies is required for facilitating serious games in higher educational contexts. Further, there is a limited or no general competence model for game facilitators, and casual game facilitators rarely undergo any specific, formal training. CONCLUSIONS The results identified the competencies that game facilitators require and a demand for specific formal training. Thus, the study contributes to the further development of a competency model for game facilitators and enhances the efficiency of serious games. BACKGROUND Serious games can be a powerful learning tool in higher education. However, the literature indicates that the learning outcome in a serious game depends on the facilitators' competencies. Although professional facilitators in commercial game-based training have undergone specific instruction, facilitators in higher education cannot rely on such formal instruction, as game facilitation is only an occasional part of their teaching activities. OBJECTIVE This study aimed to address the actual competencies of occasional game facilitators and their perceived competency deficits. METHODS Having many years of experience as professional and occasional facilitators, we (n=7) defined requirements for the occasional game facilitator using individual reflection and focus discussion. Based on these results, guided interviews were conducted with additional occasional game facilitators (n=4) to check and extend the requirements. Finally, a group of occasional game facilitators (n=30) answered an online questionnaire based on the results of the requirement analysis and existing competency models. RESULTS Our review produced the following questions: Which competencies are needed by facilitators and what are their training needs? What do current training courses for occasional game facilitators in higher education look like? How do the competencies of occasional game facilitators differ from other competencies required in higher education? The key findings of our analysis are that a mix of managerial and technical competencies is required for facilitating serious games in higher educational contexts. Further, there is a limited or no general competence model for game facilitators, and casual game facilitators rarely undergo any specific, formal training. CONCLUSIONS The results identified the competencies that game facilitators require and a demand for specific formal training. Thus, the study contributes to the further development of a competency model for game facilitators and enhances the efficiency of serious games. // BACKGROUND Serious games can be a powerful learning tool in higher education. However, the literature indicates that the learning outcome in a serious game depends on the facilitators' competencies. Although professional facilitators in commercial game-based training have undergone specific instruction, facilitators in higher education cannot rely on such formal instruction, as game facilitation is only an occasional part of their teaching activities. OBJECTIVE This study aimed to address the actual competencies of occasional game facilitators and their perceived competency deficits. METHODS Having many years of experience as professional and occasional facilitators, we (n=7) defined requirements for the occasional game facilitator using individual reflection and focus discussion. Based on these results, guided interviews were conducted with additional occasional game facilitators (n=4) to check and extend the requirements. Finally, a group of occasional game facilitators (n=30) answered an online questionnaire based on the results of the requirement analysis and existing competency models. RESULTS Our review produced the following questions: Which competencies are needed by facilitators and what are their training needs? What do current training courses for occasional game facilitators in higher education look like? How do the competencies of occasional game facilitators differ from other competencies required in higher education? The key findings of our analysis are that a mix of managerial and technical competencies is required for facilitating serious games in higher educational contexts. Further, there is a limited or no general competence model for game facilitators, and casual game facilitators rarely undergo any specific, formal training. CONCLUSIONS The results identified the competencies that game facilitators require and a demand for specific formal training. Thus, the study contributes to the further development of a competency model for game facilitators and enhances the efficiency of serious games.