Planspiel-Literaturdatenbank des ZMS
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2023
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(2023) : Sustainability through Simulation Games? Towards Designing a Research Agenda for Transformational Learning In: Becu, Nicolas: Simulation and Gaming for Social and Environmental Transitions: Proceedings of the 54th Conference of the International Simulation and Gaming Association, S. 10-19
Abstract: Learning sustainability is closely linked with transformational competencies. Exploring formats and corresponding experiential methods are conducive to acquiring sustainability-related competencies. Simulation games are formats involving elements of experiential learning and qualifying for simulated realities of sustainable transformation. Research designs addressing experiential learning for sustainability are to adopt their logic and inherent principles. Considering simulation games in a paradigmatic way enables realizing their transformational potential for learning sustainability. This contribution advocates establishing a research design for experiential learning through simulation games driven by grounded theory, and embedded into an analytic and systematic reflection on teaching and learning.
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(2023) : A Learning Game to promote Nature-based Solutions to manage flood risk In: Becu, Nicolas: Simulation and Gaming for Social and Environmental Transitions: Proceedings of the 54th Conference of the International Simulation and Gaming Association, S. 43-56
Abstract: Different works (projects, articles, etc.) have demonstrated the interest of Naturebased Solutions (NbS) to reconcile flood management and sustainable development, particularly in a context of climate change. However, their concrete implementation has to face different obstacles, in particular the lack of knowledge on these solutions or on their efficiency for flood management. This leads to the need to include NbS in a global, participatory and integrated vision of risk management. This is the challenge set by the MANA project, which aims to design an approach, a model and a tool to raise stakeholders' awareness of NbS for flood risk management. We propose in this project a game ‘SimMANA’ which combines role playing game and computerized simulation based on Agent based-model (MANA-Flo model). Sim-MANA is designed for 5 to 15 players, and requires a game master. It does not require any initial knowledge or skills, although it can be played by experts in the field of flooding, or by a mixed team (experts and non-experts). It places players in charge of a city council for a period during which they must make decisions related to land use planning and flood control (flooding and runoff) in an urban area. This article presents the game, the model and the first results obtained.
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
2021
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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: 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.
2015
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(2015): Learning with a strategic management simulation game: A case study. In: The International Journal of Management Education 13 (3), S. 227-236. DOI: 10.1016/j.ijme.2015.06.002
2012
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(2012): Strategic Management Simulation as a Blended Learning Dimension: Campus Based Students’ Perspectives. In: SSRN Electronic Journal. DOI: 10.2139/ssrn.2132469
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