Vincent Peters

A Simple Classification Model for Debriefing Simulation Games

Debriefing is an important phase in using simulation games. Participants are invited to make a connection between experiences gained from playing the game and experiences in real-life situations. Thus, debriefing is the phase meant to encourage learning fromthe simulation game. Although design and practice of debriefing sessions should be aligned to this aim, it is necessary to distinguish different forms or modes of learning. The authors’central argument is that the shape of debriefing will have to meet the learning objectives being pursued in a concrete simulation game. They propose a general classification of learning objectives that allows a distinction to be made between types of use of simulation games. In each of the four types distinguished, the debriefing serves different purposes for which specific requirements can be formulated.

The Validity of Games

One way to deal with complex situations is the simulation approach: build a simplified model of this reality, learn from this simplified model, and, finally, translate the findings or knowledge back to the reality. Gaming is based on this idea. If we want to make inferences about reality based on experiences and knowledge acquired in a game, we have to be sure that the game model is a good, or valid, representation of the real situation. In this article, the concept of validity is explored in relation to games and simulations; four aspects of validity that apply to simulations and games are distinguished. These aspects are related to three applications of games. The article concludes with factors that may threaten validity during the process of the game design; a few suggestions are made to avert these threats.

Why Simulation Games Work-In Search of the Active Substance: A Synthesis

In this article, the authors reflect on the question why simulation games are such an effective tool for learning. The article is based on the authors’ experience and that of many other practitioners in the field. The article posits that it is the confluence of systemic knowledge, practice, emotional involvement, and social embeddedness that creates the potential to achieve results that no other methods can match. A simulation game run constitutes a bout of individual and collective purposeful action by an individual or a group formed specifically for that purpose. People have evolved to be supremely good at just that. Simulation games can teach systemic knowledge, and they can enable participants to try out organizational changes. This potential is not always realized, however. Game runs are “alive” and variable, and this is a risky strength. They activate not only the explicit rules but also the hidden cultural rules of the participants. This can lead to memorable learning as well as to frustration, particularly when games are used across cultures. The article specifies reasons why games could fail and offers ways to avoid these pitfalls. It shows that experience and craftsmanship are needed in game design, facilitation, and debriefing.

The Perception of Problematic Behavior in Dogs: Application of Multi-Dimensional Scaling and Hierarchical Cluster Analysis

Various studies show that up to 40% of dogs are labelled as having behavioral problems causing at least some inconvenience. The present paper deals with the owners perception of inappropriate dog behavior and the characteristics of the situations in which this behavior occurs. To achieve a systematic description of problem situations with dogs, the following questions were addressed: 1. What daily situations do the dog owners consider being problematic? 2. What meaning do owners give to these problematic situations? Thirty-five dog owners were asked to describe situations in which their dog engaged, and to indicate of these they perceived as problematic and annoying. This resulted in 114 unique situations which were classified into the following main categories: aggressive behavior, disobedient behavior, and reactive behavior. The meanings that owners gave to the problem situations were studied. One hundred and two owners were asked to sort 39 situations according to similarity (Q-sorting). The data were analysed using multidimensional scaling and hierarchical cluster analysis. The multidimensional analysis resulted in three dimensions. These indicated that the situations which are perceived as problematic are related to six categories: disobedient behavior, aversive behavior, aggressive behavior, fearful behavior, uncontrolled (excited) behavior, and mating behavior. The hierarchical cluster analysis resulted in eight clusters: A - The fearful dog, B - The aggressive/dominant dog, C - The “mating“ dog, D - The emotional dog, E - The bored/lonely dog, F - Eating habits of the dog, G - The unruly dog, and H - The disobedient dog.

Terra Nova, a Game on the Social Surroundings of the Environment

Terra Nova is a game about sustainable development, not only of physical environment but also of other conditions for human life, such as caring and responsible social relations, food and shelter, health, education, justice, peace and cultural tolerance. The game allows the articulation and implementation of ideas on the ways we produce and reproduce society. Such ideas may and will vary among actors, which gives rise to dynamics not captured by educational or research instruments that fail to pay due attention to the part played by communication, negotiation, anticipation of others’ behaviours, in short, human interaction.