Planspiel-Literaturdatenbank des ZMS

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  • 2022

  • . Books on Demand GmbH (2022)Das METALOG® FieldBook. Die Praxis der METALOG® training tools in 58 case studies. Norderstedt: BoD – Books on Demand
  • Walliser, Larissa (2022): Game-based learning und Planspiele in der Hochschullehre. Bachelorarbeit. Hochschule Augsburg, Augsburg.

     

  • 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)

    Beiträge zu diesem Sammelband:
  • Wijse-van Heeswijk, Marieke de; Leigh, Elyssebeth (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
  • Yesodharan, Vaisakh; Weiyu, Feng; Almuala, Zaid A.; Heckenauer Barrón, Eric G.; Faraji Abdolmaleki, Shoeib; Fernández Rodríguez, J. Julio; Bello Bugallo, Pastora M. (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
  • Zeiner-Fink, Susann (2022): Konzeption und Evaluation eines Planspiels unter besonderer Betrachtung von Lerneffekten und Planspiel-Akzeptanz. Dissertation. Technische Universität Chemnitz, Chemnitz. Fakultät Maschinenbau.

     

  • Zürn, Birgit; Hahn, Simon (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

  • Abspoel, Lodewijk; Brown, Percy, JR.; Caldwell, Kyrie Eleison H.; Carnes, Molly (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.

  • Alf, Tobias; Hahn, Simon; Kraft, Stephan; Lang, Martin (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

     

    Keywords: Lehre, Digital, hybrid, Planspiel
  • Baalsrud Hauge, Jannicke; Söbke, Heinrich; Bröker, Thomas; Lim, Theodore; Luccini, Angelo Marco; Kornevs, Maksims; Meijer, Sebastiaan (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: http://www.ncbi.nlm.nih.gov/pubmed/33949956 

    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.

  • Bausenhart, Tim (2021): Der Prozess vom analogen zum digitalen Planspiel:. Eine Drei-Faktoren-Analyse am Beispiel "Festung Europa?". Bachelorarbeit. Eberhard Karls Universität Tübingen, Tübingen. Institut für Politikwissenschaft.
  • Beck, Henning (2021): Das neue Lernen heißt Verstehen. Ungekürzte Ausgabe, 1. Auflage. Berlin: Ullstein
  • Bogner, Dirk Paul (2021): Kurt Lewin Reloaded. Band 1: Innovative Feldtheoretische Perspektiven Für Die Schulpädagogik. Wiesbaden: Springer Fachmedien Wiesbaden GmbH

    Abstract: Intro -- Vorwort -- Inhaltsverzeichnis -- Herausgeber- und Autorenverzeichnis -- Über den Herausgeber -- Autorenverzeichnis -- 1 Das Grundkonstrukt der Feldtheorie Kurt Lewins -- Literatur -- 2 Kurt Lewin und Hartmut Rosa Brüder im Geiste? - Die Soziologie der Weltbeziehung als moderne Feldtheorie -- 1 Einleitung und Zielsetzung -- 2 Die vier aristotelischen Momente des Verfügbarmachens -- 2.1 Von der aristotelischen zur galileischen Physik -- 2.2 Unverfügbarkeit -- 3 Resonanz und Entfremdung, positives und negatives Feld -- 3.1 Resonanz, positives Feld -- 3.2 Entfremdung, negatives Feld -- 4 Die Resonanzachsen als hodologischer Raum -- 5 Eine kritische Reflexion -- Literatur -- 3 ‚Kriegslandschaft' - Die Einflüsse der Phänomenologie Edmund Husserls auf das Frühwerk Kurt Lewins -- 1 Einleitung -- 2 Kurt Lewin und die Phänomenologie Edmund Husserls -- 3 Phänomenologie und Intentionalität -- 4 Noesis und Noema -- 5 Sinn - Regionale Ontologien -- 6 Abschattung und Perspektive -- 7 Die phänomenologische Reduktion -- 8 Fazit -- Literatur -- 4 Ein Dialog zwischen Kurt Lewin und Henri Bergson - Die Etablierung der Intuition als wissenschaftliche Methode in der Psychologie -- 1 Einleitung -- 2 Von der aristotelischen zur galileischen Denkweise - Wie können dynamische Prozesse in der Psychologie erfasst werden? -- 2.1 Das aristotelische Denken und die Grenzen beim Erfassen von dynamischen Prozessen -- 2.2 Das galileische Denken und die Grenzen beim Erfassen von dynamischen Prozessen in der Psychologie -- 2.3 Methodische Probleme sowie Unterschiede beim Erfassen von dynamischen Prozessen -- 2.4 Eine Zusammenfassung der aristotelischen und galileischen Denkweise -- 3 Henri Bergsons metaphysische Methode der Intuition -- 3.1 Wie viel Intuition steckt im galileischen Denken? -- 4 Fazit -- Literatur.

    Beiträge zu diesem Sammelband:
  • Burchert, Heiko; Schneider, Jürgen (2021): Betriebswirtschaftliche Unternehmensführung. Aufgaben und Lösungen zum TOPSIM-Planspiel "General Management". 1. Berlin/Boston: deGruyter

    Abstract: Vorwort: Aus zwei Gründen gibt es dieses Buch: Einerseits ist da die stete Nachfrage unserer Studierenden nach Selbstlern- oder prüfungsbezogenen Übungsmaterialien auch zu den Modulen, in welchen Unternehmens-Planspiele zum Einsatz gelangen. Andererseits erreichen uns immer wieder Anfragen, wie der Einsatz von Unternehmens-Planspielen in betriebswirtschaftlichen Studiengängen und die damit verbundenen Modulprüfungen, einschließlich der kompetenzorientierten Bewertung der Planspielleistungen gestaltet werden können. Für die Studierenden enthält dieses Buch daher entsprechende Aufgaben und Hinweise für ihre Auseinandersetzung mit dem Unternehmens-Planspiel in ihrem Studium. Für unsere Kollegen versteht sich dieses Buch als ein Rundum-Informations-Paket, für die Überlegung, selbst das Planspiel General Management in der betriebswirtschaftlichen Lehre zum Einsatz zu bringen. Alle Ausführungen basieren auf dem Unternehmens-Planspiel General Management Pro in der Version15.3. Diese Variante des Planspiels zeichnet sich dadurch aus, dass die Komplexität der betriebswirtschaftlichen Entscheidungen schrittweise erhöht wird. Wir nutzen dieses Planspiel bereits seit mehr als zehn Jahren in unseren Bachelor-Studiengängen am Fachbereich Wirtschaft. Es eignet sich ideal, um in einem späteren Semester dazu beizutragen, die bis dahin isoliert vermittelten Teildisziplinen der Betriebswirtschaftslehre erstmals anwendungsorientiert zusammenzuführen.

  • Foelsing, Jan; Schmitz, Anja (2021): New Work braucht New Learning. Eine Perspektivreise durch die Transformation unserer Organisations- und Lernwelten. Wiesbaden; Heidelberg: Springer Gabler

    Abstract: Intro -- Vorwort -- Inhaltsverzeichnis -- Über die Autoren -- 1: Check-In -- 1.1 New Work -- 1.2 New Learning -- Literatur -- 2: Ein Teil des Ganzen - Perspektiven auf unser Umfeld im Wandel -- 2.1 Aktuelle Strömungen -- 2.1.1 Bekannte Veränderungsströmungen -- 2.1.2 Exponentielle Entwicklung als zentrale neue Herausforderung -- 2.2 Treiber der Veränderungen unseres Umfeldes -- 2.2.1 Industrielle Revolutionen -- 2.2.2 Entwicklungsströmungen gesellschaftlichen Wandels anhand des Spiral Dynamics Modells -- 2.2.2.1 Grundannahmen des Spiral Dynamics Modells -- 2.2.2.2 Level 1 - Beige -- 2.2.2.3 Level 2 - Lila -- 2.2.2.4 Level 3 - Rot -- 2.2.2.5 Level 4 - Blau -- 2.2.2.6 Level 5 - Orange -- 2.2.2.7 Level 6 - Grün -- 2.2.2.8 Level 7 - Gelb -- 2.2.2.9 Level 8 - Türkis -- 2.2.2.10 Ich-Wir Orientierung -- 2.2.2.11 Umgang mit dem Modell -- 2.2.3 Zusammenführung der industriellen und gesellschaftlichen Perspektiven -- 2.2.4 Technologische Entwicklungsströmungen -- 2.2.4.1 Wechselwirkungen zwischen industriellen, technologischen- und gesellschaftlichen Entwicklungsströmungen -- 2.2.4.2 Aktuelle technologische Entwicklungen -- 2.2.4.3 Auswirkungen der technologischen Entwicklungen -- 2.2.5 Megatrends als globale Tiefenströmungen -- 2.3 Zusammenfassung -- Literatur -- 3: New X - Entwicklungsstufen im Wandel -- 3.1 Arbeiten und Lernen in Organisationen unterschiedlicher Entwicklungsstufen -- 3.1.1 Die blaue Organisation - „Traditionelle Organisationen" -- 3.1.2 Die orangene Organisation - „Moderne Organisationen" -- 3.1.3 Die grüne Organisation - „Post-Moderne Organisationen" -- 3.1.4 Die gelbe Organisation - „Meta-Moderne Organisationen" -- 3.2 Zusammenführende Betrachtung -- 3.3 New Work Development Framework - Praxisorientiertes Entwicklungsmodell des Arbeitens und Lernens.

  • Freese, Maria; Lukosch, Heide, Schwägele, Sebastian; Zürn, Birgit (2021): Design of an Impulse-Debriefing-Spiral for Simulation Game Facilitation (52), S. 364-385. Online verfügbar unter https://journals.sagepub.com/doi/epub/10.1177/10468781211006752

     

    Abstract: Simulation gaming sessions can be understood as a sequence of briefing, game play, and debriefing - with feedback loops and iterative steps in between. Often, these sessions are supported by a facilitator, who organizes the session, sets learning goals, and guides the players through briefing, game play and debriefing (Taylor, Backlund & Niklasson, 2012), which we call facilitation. Debriefing is a vital part of the facilitation process, as according to Crookall (2010) and Kriz (2010), it facilitates learning. Contrary to many traditional models that locate the debriefing phase at the very end of a simulation gaming session, we conceptualize debriefing as reflection moments during the whole session, in which participants have the opportunity to reflect on their game play, experiences, and learnings. Facilitation is the process of enabling participants to address challenging situations of the game play, and make connections between the game play and the real environment the game refers to throughout the simulation gaming session.

  • Hähnle, Jonathan (2021) : Problemlösendes Lernen bei Kurt Lewin In: Bogner, Dirk Paul: Kurt Lewin Reloaded: Band 1: Innovative Feldtheoretische Perspektiven Für Die Schulpädagogik: Wiesbaden: Springer Fachmedien Wiesbaden GmbH, S. 85-102
  • Jansen, Rob J.G.; van Zelst, Marinov (2021): The Multiple Facilitator: Scientists, Sages and Rascals (Vol. 52, No. 3), S. 273-289. Online verfügbar unter https://journals.sagepub.com/doi/epub/10.1177/1046878121989376

     

    Abstract: Background. Games are designed to help participants think about, understand, sharpen their problem statement as well as the specific objectives to be achieved to escape the problem situation. When participants prepare for the game (briefing), interact in the simulated environment (gameplay), and self- or jointly reflect about the gameplay they faced in terms of intended and unintended learning experiences (debrief), they benefit or suffer from facilitating that can or cannot fully cater to their needs. To support the participants to explore and resolve the problem situation in order to achieve learning goals, we propose that facilitators can make use of role shifts during gameplay. Method. To capture the role shifts in the gameplay phase we studied game runs of the MicroTech game. The MicroTech game is a free-form game in which participants play the role of top management team or division managers in a multiunit organization. Results. We analyzed the role shifts we experienced as facilitators by elaborating on game events and how we could manage those events differently in future game runs if necessary. We show a need for facilitators to be able to embody multiple roles in the case of policy gaming that are in fit with the different phases, while there is a simultaneous need to shift within phases in order to keep participants moving and stimulating them to work towards the learning goals. Conclusion. Gaming/simulation facilitators should explore what multiplicity is required of them to make the game a success. Although this may seem normal practice to well-prepared and professionally trained facilitators, this may be particularly important for novice facilitators.

  • Katsarov, Johannes (2021): VIRTUOUS PLAY. Promoting Moral Sensitivity with Digital Games. Dissertation. Universität Zürich, Zürich. Allgemeine Ethik.

  • Kortmann, Rens; Peters, Vincent (2021): Becoming the Unseen Helmsman. - Game facilitator competencies for novice, experienced, and non-game facilitators (Vol. 52, No. 3), S. 255-272. Online verfügbar unter https://journals.sagepub.com/doi/epub/10.1177/10468781211020792

     

    Abstract: Background. To facilitate game sessions for purposes beyond mere entertainment a facilitator needs to act like an ‘Unseen Helmsman’: steering their ship clear from rocks and storms without the players in the ship realizing. Previous work laid down a competency model for game facilitation. It reviewed several competency models for facilitators of generic (non-game) group sessions. Since no such model comprehensively provided guidelines to facilitate game sessions in particular, a new competency model was proposed using a bottom-up approach with the participation of game facilitation experts. The question remains what lessons may be drawn from this model. Methods. This contribution elaborates on the competency model for game facilitation and draws lessons from it. Thus it aims to empower both novice and experienced game facilitators to become an Unseen Helmsman. Also, it presents learnings for people who are experienced in facilitating groups in general, but who are new to facilitating game sessions. Conclusions. First, lessons for novice game facilitators include familiarising themselves with the core notions of the competency model: the characteristics of a complex systems game (session), and the attitudes, knowledge, and skills for successful game facilitation. Second, experienced game facilitators may learn from existing competency models for generic (non-game) group facilitation. Third, facilitators of generic (non-game) group sessions are encouraged to study the characteristics of game sessions in addition to the specific competencies contained in the competency model for game facilitators.

  • Lean, Jonathan; Moizer, Jonathan; Derham, Cathrine; Strachan, Lesley; Bhuiyan, Zakirul (2021) : Real World Learning: Simulation and Gaming In: Morley, Dawn A.; Jamil, Md Golam (Hg.): Applied Pedagogies for Higher Education: Real World Learning and Innovation across the Curriculum: 1st ed. 2021: Cham: Springer International Publishing, Imprint Palgrave Macmillan (Springer eBook Collection), S. 187-213