Synthetic cultures: intercultural learning through simulation games
Simulation and Gaming - Special 30th anniversary issue, part 2
Generating cross-cultural training data for THE UNIVERSITY GAME
Simulation and Gaming
Relationships Between Game Attributes and Learning Outcomes
Simulation and Gaming
Developments in Business Gaming
Simulation and Gaming
Assessment in Simulation and Gaming
Simulation and Gaming
Serious Games, Debriefing, and Simulation/Gaming as a Discipline
Simulation and Gaming
The role of prescriptive models in learning
Computers & Education
Toward a Model for Intercultural Communication in Simulations
Simulation and Gaming
Rough sets based on complete completely distributive lattice
Information Sciences: an International Journal
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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 authorsâ聙聶 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 â聙聹aliveâ聙聺 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.