Planspiel-Literaturdatenbank des ZMS
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2022
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(2022): Collaboration and emotions during simulation-based learning in general management courses. In: Studies in Educational Evaluation 73. DOI: 10.1016/j.stueduc.2022.101130
2021
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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.
2015
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(2015): Simulation games in business and marketing education: How educators assess student learning from simulations. In: The International Journal of Management Education 13 (1), S. 57-74. DOI: 10.1016/j.ijme.2015.01.001
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