Planspiel-Literaturdatenbank des ZMS
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): 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.
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(2021): Trust in Classroom-as-Organization Simulations. Parallel Experiences of Participants and Facilitators (Vol. 52, No. 3), S. 333-345. Online verfügbar unter https://journals.sagepub.com/doi/epub/10.1177/1046878120987583
Abstract: As classroom-as-organization (CAO) simulations unfold within corporate or higher education classrooms, novice facilitators and their participants experience uncertainty in the absence of familiar and implicit sources of trust. Initial trust derived from the context, simulation, peers, and one’s self wanes as awareness dawns regarding the magnitude of difference between CAO and typical classrooms. New sources of trust arise from shared sensemaking about unfamiliar roles and interactions, growing confidence in redistributed responsibilities and authority, an environment characterized by psychological safety, feedback, and behavioral experimentation modeled upon the experiential learning cycle (Kolb, 1976).
2020
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(2020) : "Ein Qualitäter spielt nicht! Oder doch?". Entwicklung und Erprobung eines Planspiels zur Klausurvorbereitung In: Alf, Tobias; Hühn, Christian; Trautwein, Friedrich, Zürn, Birgit (Hg.): Planspiele - Anders denken: Kreative Ansätze, gelebte Wissenschaft: Norderstedt: Books on Demand GmbH (ZMS-Schriftenreihe), S. 91-102
Abstract: Viele Studierende erleben das Lernen auf Klausuren als anstrengend, ermüdend und wenig motivierend. Oftmals liegt das nicht am mangelnden Interesse an dem Thema, sondern entsteht dadurch, dass das Lernen allein und ohne direkte Rückmeldung zum Lernerfolg erfolgt. Um hier eine neue, motivierendere Möglichkeit des Lernens zu schaffen, wurde von Studierenden der Hochschule Esslingen ein haptisches Planspiel entwickelt, das in der Lehre und zur Klausurvorbereitung eingesetzt wird. Die Spielenden müssen dabei im Rahmen vorgegebener Zielkorridore und Budgets qualitätsrelevante Entscheidungen treffen, aber auch mit anderen Unternehmen, die im Wettbewerb zum eigenen Unternehmen stehen, punktuell zusammenarbeiten und auf exogene Einflüsse reagieren. Die gelernte Theorie findet sofort eine praktische Anwendung und durch Diskussion mit den anderen Mitspielern ergibt sich ein unmittelbares Feedback zu den eigenen Antworten im Sinne eines Peer Learnings. Der Artikel entstand im Rahmen eines studentischen Projektes in Zusammenarbeit mit den Studierenden Shendrit Bekolli, Robert P. Pawelek, Christian Ruffner und David Kloss.
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(2020) : Planspielseminare gut konzipiert, kommuniziert und umgesetzt. Didaktische Erkenntnisse, Problemfelder, Lessons Learned und Best Practices im praktischen Einsatz In: Alf, Tobias; Hühn, Christian; Trautwein, Friedrich, Zürn, Birgit (Hg.): Planspiele - Anders denken: Kreative Ansätze, gelebte Wissenschaft: Norderstedt: Books on Demand GmbH (ZMS-Schriftenreihe), S. 53-66
Abstract: Im vorliegenden Artikel werden protokollierte Feedbacks von Teilnehmenden aus Planspielseminaren hinsichtlich verschiedener Kategorien ausgewertet. Aus diesen Feedbacks werden für die praktische Umsetzung von Planspielen Rückschlüsse formuliert (Lessons Learned). Abschließend wird anhand eines vom Autor entwickelten Fishbone-Diagramms aufgezeigt, welche Elemente qualitativ hochwertige Lehre mit Planspielen enthalten sollte.
2019
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(2019) : Participatory simulations with decision makers on coastal flooding prevention: what did they learn? In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 167-170
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(2019) : Group-based learning and group composition on the provision of public goods: Incorporating agent-based simulation and gaming In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 92-104
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(2019) : Learning from a Business Simulation Game: A Factor-Analytic Study In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 526-540Keywords: competitiveness, Business, Experiential, Skills, ISAGA, Goal-orientation, Learning, collaborative
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(2019) : Is it permissible to use obfuscation and deception in games for learning? In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 458-459
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(2019) : Through a Mirror Darkly - On the Obscurity of Teaching Goals in Game-Based Learning in IT Security In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 324-335
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(2019) : Facilitation in the 21st century - a retrospective and prospective analysis In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 609-611
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(2019) : A Review of Game-Based Reasearch for English Language Learning in S&G Interdiscipline Journal In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 54-59
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(2019) : Methodological challenges of creating a next-generation machine learning-based game engine for generating maps and vehicle behavior In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 451-456Keywords: machine, vehicle, Artificial, telemetry, physics, ISAGA, Learning, intelligence, Game, engine
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(2019) : Authentic Learning in Entrepreneurship Education In: Wardaszko, Marcin: Simulation and Gaming: through times and across disciplines: Past and future - heritage and progress: ISAGA 50th Anniversary Conference Proceedings 2019: Warsaw: SpringerLink, S. 568-575
2018
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(2018): Simulations of Decision-Making as Active Learning Tools. Design and Effects of Political Science Simulations. Schweiz: Springer International Publishing AG 2018
Abstract: This volume brings together both political and educational scientists. While educational research literature has so far not systemically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or non motivation and interest of students. ...
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(2018) : A Model for the Development of Stealth Serious Games In: Lukosch, Heide; Bekebrede, Geertje; Kortmann, Rens (Hg.): Simulation Gaming: Application for Sustainable Cities and Smart Infrastructures: 48th International Simulation and Gaming Association Conference, ISAGA 2017: Cham, Switzerland: Springer International Publishing AG, S. 139-147
Abstract: In this paper, a model for serious game (SG) development is presented
and explained along with a definition of stealth serious games (SSG).
A systemic review on existing models is performed -
(2018) : Development of BASE Manufacturing Business Board Game In: Lukosch, Heide; Bekebrede, Geertje; Kortmann, Rens (Hg.): Simulation Gaming: Application for Sustainable Cities and Smart Infrastructures: 48th International Simulation and Gaming Association Conference, ISAGA 2017: Cham, Switzerland: Springer International Publishing AG, S. 34-40
Abstract: The authors developed a board business game of manufacturing
called BASE Manufacturing Game (BMG) to provide an opportunity to learn
business for engineers. The purpose of development includes management,
accounting, and to increase learner's motivation for further studies. By using
Questionnaires, the authors proved incredible teaching effectiveness. BMG is a
standard for following BASE business games and authors have been continuing
board development in Japan and Thailand. -
(2018) : User Satisfaction with Organizational Learning Time-Efficiency in Topaasia Cards In: Lukosch, Heide; Bekebrede, Geertje; Kortmann, Rens (Hg.): Simulation Gaming: Application for Sustainable Cities and Smart Infrastructures: 48th International Simulation and Gaming Association Conference, ISAGA 2017: Cham, Switzerland: Springer International Publishing AG, S. 103-109
Abstract: This paper discusses the ways in which design games are used as
scaffolds for knowledge creation. Using players' reports on time-efficiency in
deployments of Topaasia Cards, it demonstrates that play appears to foster
creative dialogue and meaningful interaction that lead to user experiences of
positive organizational knowledge creation. -
(2018) : "Brainwarming" - ein Plädoyer für den Einsatz spielerischer Methoden im akademischen Lehralltag. Oder: Warum "Playful Learning" und "Deeper Leraning" eng zusammenhängen In: Weißenböck, Josef; Gruber, Wolfgang; Freisleben-Teutscher, Christian F.; Haag, Johann (Hg.): Problembasiertes Lernen, Projektorientierung, forschendes Lernen & beyond: Beiträge zum 7. Tag der Lehre an der FH St. Pölten am 18.10.2018: 1: Wien: Fachhochschule St. Pölten GmbH, S. 61-72
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(2018) : The Effects of Debriefing on the Performance and Attitude of Japanese University Students In: Lukosch, Heide; Bekebrede, Geertje; Kortmann, Rens (Hg.): Simulation Gaming: Application for Sustainable Cities and Smart Infrastructures: 48th International Simulation and Gaming Association Conference, ISAGA 2017: Cham, Switzerland: Springer International Publishing AG, S. 173-180
Abstract: The present study examined the effects of debriefing on 171 Japanese
university students as part of an international collaboration between Austria and
Japan. There were eight experimental conditions, as follows: control group
without treatment, fun game with no debriefing, Prisoner's Dilemma (PD) game
with no debriefing, PD game with self-completed debriefing, PD game with
guided written debriefing, PD game with guided written debriefing and a conceptual
frame, no game but reading of a text, and no game but study of a picture.
Following completion of these activities, groups of four participants then played
the Highway Planning Game [1], which deals with cooperation and conflict.
Although performance during the Highway Planning Game did not significantly
differ among the groups (probably because of the small number of groups), there
were interesting differences in terms of performance and attitudes that will
stimulate further research.