This article introduces some basic concepts of a systemic-constructivist perspective. These show that gaming simulation corresponds closely to a systemic-constructivist approach to learning and instruction. Some quality aspects of facilitating and debriefing simulation games are described from a systemic-constructivist point of view. Finally, a structure for debriefing, and some concrete examples of systemic-constructivist debriefing-methods are presented.

Creating effective learning environments plays an important role in supporting organizational learning, changing individual and social interpretation patterns of reality, developing knowledge and competencies, and changing the sociotechnical systems of organizations. This article describes gaming simulation and the design of simulation games as a design-in-the-small approach that has always been a powerful method and is instrumental in modeling and changing social systems while aiming at their sustainable development. Gaming simulation as an interactive-learning environment propels the principles of problem-oriented learning into action and enhances a shift of existing organizational cultures and structures and in this way contributes to the design-in-the-large processes of organizations. The training program for systems competence through gaming simulation demonstrates that interactive design of simulation games supports change processes in the educational organizations.

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Background. Over the past ten years, we carried out several comprehensive studies in the area of entrepreneurship education using business games that simulate the business processes of startups. The studies researched the learning effects of these games on German university students. Aim. The studies we present investigated if the simulation game-based educational entrepreneurship programs in Germany reached their goals. These goals included the fostering of participants’ entrepreneurial competencies and desire to create a startup. Method. We show traditional summative output-oriented results and more profound results based on our theory-based evaluation approach. A so-called logic model provides a framework for the interpretation of what takes place during the entrepreneurship business simulations. Currently, we have conducted research on more than 50 regular university courses with more than 1000 students. Another part of our studies is the evaluation of entrepreneurship education in the German national business game-based competition, EXIST priME Cup (further called EPC). More than 12,000 students attended more than 500 of these cup seminars. We also show new results from an online survey that was carried out to measure the long-term effects of the startup simulation-based seminars. Results. The results of five studies are summarized, and show an overall increase in the participants’ knowledge of business administration and business plan preparation skills (required in start-up context). Apart from other results, significant gender-based differences are identified. The differences relate to entrepreneurial attitudes and motivation. Some test scenarios with cup seminars for women only with extended debriefing seem to reduce this decrease in the motivation of women; further research with larger samples is necessary. A new study on the long-term effects shows a very high acceptance rate and demonstrates the satisfaction of former students. The simulation game-based program resulted in participants starting startups at a rate that is approximately twice as high (around 16%) as the normal rate in Germany.

Reflecting on Gaming in the Time of Pandemic Crisis As the COVID-19 pandemic affects us all, I focus here, in this editorial, on some aspects related to gaming and simulation in these challenging times. There have been some reflective conversations within the ISAGA network that I would like to share with you. My honored colleague, Simulation & Gaming advisory board member, Jan Klabbers started a discussion via email some weeks ago by stating: "Reflecting on all the confusing and threatening news, on the rapidly and drastically changing political and socioeconomic landscape, and absorbing their impact on our daily affairs, I wonder what game of life we are forced to play nowadays.. . I am interested to learn how you experience the pandemic at your place, and how it is impacting on your views on designing, facilitating, and debriefing games, on the basis of the various rules of social distancing that you.. . envision and apply." Several other colleagues around the globe answered. I would like, here, to share some answers and statements that seem especially interesting for directing future research, for practical decisions in the games design process and for simulations as interactive learning environments. Amparo Garcia-Carbonell, Simulation & Gaming advisory board member, wrote: "I have always believed and enjoyed playing and interacting with my students in situational classroom contexts, with interactive dynamic and face to face and games. Can digital-telematic processes really reproduce similar cognitive processes?" Heide Lukosch, Simulation & Gaming Associate Editor, added: "While I very much 'like' the digital developments we made at the gamelab in Delft, I am still convinced of the power of physical games for learning in its broadest sense, and for increasing awareness. And even the digital games were/are often used in a group setting. I would not know how to replace this experience in a distance setting with the same result.. .. The direct contact between players, exchange of artefacts such as currencies, forms, or tokens, is one of the haptic elements that underpins games' attractiveness. Especially