Planspiel-Literaturdatenbank des ZMS

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  • 2021

  • 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: 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.

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  • 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 journals.sagepub.com

     

    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.

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  • Levesque, Laurie L. (2021): Trust in Classroom-as-Organization Simulations. Parallel Experiences of Participants and Facilitators (Vol. 52, No. 3), S. 333-345. Online verfügbar unter journals.sagepub.com

     

    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).

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  • 2020

  • Lohmann, Robert; Kranenpohl, Uwe (2020) : Politiksimulationen – ein vernachlässigter Forschungsgegenstand In: Hahn, Simon; Hühn, Christian; Trautwein, Friedrich; Zürn, Birgit (Hg.): Planspiele - Innovative Impulse: Rückblick auf den Deutschen Planspielpreis 2019: Norderstedt: Books on Demand GmbH (ZMS-Schriftenreihe), S. 57-81

    Abstract: Dieser Beitrag stellt eine Zusammenfassung meiner kumulativen Dissertation dar, welche an der Universität Passau angenommen wurde. In der Dissertation wird der Mehrwert sowie die Wirkungsweisen von Politiksimulationen in unterschiedlichen Facetten untersucht. Die Beiträge verorten sich ausdrücklich in den beiden Feldern Politikwissenschaft sowie Politische Bildung, da nachgewiesen werden konnte, dass Simulationen für beide Disziplinen eine Wirkungsweise entfalten können. Sie können zur Steigerung der Fachkompetenz von Teilnehmenden beitragen, deren politische Teilhabe fördern und eine Prognosefunktion für beispielsweise Sozialwissenschaftler*innen erfüllen. Die in diesem Beitrag angeschnittenen Themen werden jeweils in weiterführenden Artikeln detaillierter behandelt, welche an den angegebenen Orten zu finden sind.

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  • 2019

  • Becu, Nicolas; Amalric, Marion; Anselme, Brice; Beck, Elise; Bergossi, Perrine; Delay, Etienne; Marilleau, Nicolas; Pignon-Mussaud, Cecilia; Rousseaux, Frederic (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
  • Bello Bugallo, Pastora M.; Del Castillo Llamosas, Alexandra; Fernandez, Diego Pascual; Garcia Rellan, Adriana (2019) : Towards Sustainable Industrial Parks: Gaming with Simbiotic Relations 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. 659-675
  • Berry, Anais; Becu, Nicolas; Papoulias, Nikolaos; Long, Nathalie; Vye, Didier (2019) : Geranium: A multi-factorial simulation to reflect on several scales the energy performance of a neighbourhood 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. 638-644
  • Chang, Shuang; Deguchi, Hiroshi (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
  • Cwil, Malgorzata (2019) : Simulation games as a framewok to conduct scientific experiments - the example of prospect theory research 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. 248-260

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    Keywords: Game, ISAGA, Simulation
  • Deechuay, Naraphol; Nimnual, Ratchadawan; Makasorn, Panya; Permpoon, Supanat (2019) : Wonders of the World Simulation Program by Virtual Reality 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. 394-399

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    Keywords: ISAGA, Simulation, virtual
  • Dhar, Santosh; Dhar, Upinder (2019) : Simulation and Games for Effective Learning Outcomes 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. 13-22

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    Keywords: cognitive, ISAGA, Simulation
  • Goutx, David; Sauvagnargues, Sophie; Mermet, Laurent (2019) : Playing (in) a Crisis Simulation. What is the playful engagement in a serious simulation made of? 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. 274-285
  • Holoch, Elisabeth (2019) : Beratung lernen durch Beraten - Möglichkeiten und Herausforderungen des Lernens im Sim-Lab In: Schnekenburger, Carsten; Ternes, Doris (Hg.): Labore, Planspiele und Simulationen: Heilbronn: Duale Hochschule Baden-Württemberg - Center for Advanced Studies, Zentrum für Hochschuldidaktik und lebenslanges Lernen (ZHL) (#DUAL: ZHL-Schriftenreihe für die DHBW), S. 201-216
  • Ogihara, Arashi; Suzuki, Kengo; Nakai, Keita (2019) : Impact of Competition in Energy Market on Promotion of Renewables: an Agent-Based Model Approach 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. 185-200
  • Pamula, Anna; Patasiene, Irena; Patasius, Martynas (2019) : Comparison of Experience of Using Business Games in University of Lodz and Kaunas University of Technology 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. 501-509
  • Paul, Christopher (2019) : Planspiele und Lernerfolg. Metaanalytische Ergebnisse zur Effektivität von Planspielen In: Schnekenburger, Carsten; Ternes, Doris (Hg.): Labore, Planspiele und Simulationen: Heilbronn: Duale Hochschule Baden-Württemberg - Center for Advanced Studies, Zentrum für Hochschuldidaktik und lebenslanges Lernen (ZHL) (#DUAL: ZHL-Schriftenreihe für die DHBW), S. 61-68
  • Roukouni, Anastasia; Lukosch, Heide; Verbraeck, Alexander; Zuidwijk, Rob (2019) : Mobilise Innovation (Mobinn): A playful Approach applied to the Transport and Logistics Sector 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. 468-479
  • Roungas, Bill; Meijer, Sebastiaan; Verbraeck, Alexander (2019) : The Tacit Knowledge in Games: From Validation to Debriefing 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. 298-308
  • Schnekenburger, Carsten; Ternes, Doris (Hg.) (2019): Labore, Planspiele und Simulationen. Heilbronn: Duale Hochschule Baden-Württemberg - Center for Advanced Studies, Zentrum für Hochschuldidaktik und lebenslanges Lernen (ZHL) (#DUAL: ZHL-Schriftenreihe für die DHBW). Online verfügbar unter https://www.zhl.dhbw.de/fileadmin/user_upload/CAS-ZHL/Hochschuldidaktik/Schriftenreihe_DUAL/ZHL_Schriftenreihe_Dual_Band_3.pdf

  • Teach, Richard; Chasteen, Larry (2019) : Little Things Mean a Lot in Simulations 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. 171-184

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    Keywords: Business, ISAGA, Simulation
  • Toyoda, Yusuke; Sakai, Kohei; Kanegae, Hidehiko (2019) : Gaming Simulation for Managing Stranded Persons and Residents around Terminal Stations after Large-Scale Earthquakes 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. 217-218