Bridging the Gap

Kriz, Willy Christian

doi:10.1177/1046878107310099

Cited by 13 publications

(7 citation statements)

References 194 publications

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“…Commitment and active participation of participants (Foos et al, 2006;Gubbins et al, 2012;Nonaka et al, 2000). Gaming simulations in a learning environment used participatory tools to explicate tacit knowledge that is passively reproduced (Kriz, 2009). The reproduction and active engagement of participants, is effectively fostered by Game-Based-Learning, storytelling and participation in the creation of simulated environments (Isomursu et al, 2004;Pappa & Pannese, 2010).…”

Section: Participatory Designmentioning

confidence: 99%

“…A gaming simulation provided a unique means to address the contextual multi-actor complexity of the horticultural supply chain in compatibility with the individual competences (skills, attitudes and knowledge) of its actors (Kriz, 2009;Niehaus & Riedl, 2009). The gaming simulation was designed with the explicit goals of acquiring insight in what cooperatives and wholesalers know and think about trade, while having conflicting goals: e.g.…”

Section: Design Choicesmentioning

confidence: 99%

“…Tacit knowledge founds its origin in personal experience and is thus by its very nature subjective and difficult to explicate (Nonaka et al, 2000). In gaming simulations personal learning experiences and knowledge are often modelled to be the main cornerstones of design and the methodological approach deployed (Kriz, 2009). Some studies in which undergraduate students participated, show that gaming simulation sessions can be used to acquire cognitive skills like systems thinking and active participation through carefully sequenced explicit instructions (Akcaoglu & Green, 2019;Assaraf & Orion, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Do Gaming Simulations Substantiate That We Know More Than We Can Tell?

Haaften

Lefter

Lukosch

et al. 2020

Simulation & Gaming

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Background. Revealing tacit knowledge often is seen as very valuable for organizations, although it is usually challenging to enunciate and share this type of knowledge. Methods. This study uses a participatory design and the application of a board gaming simulation as instruments to extract tacit knowledge. To illustrate this application, the gaming simulation is played with entrepreneurs from horticulture. Horticulture represents a complex social system where tacit knowledge plays a major role in the trade process. A participatory design process is used to explore whether the design and play of gaming simulations enable participants to explicate their tacit knowledge. Participants’ participation in designing the gaming simulation explicated that reconstructing reality was a prerequisite for their commitment. Results. The results from playing simulation sessions show that participants were able to: (1) narrow down the anecdotic behaviour to a few factors; (2) to structure these factors; (3) explore how these factors relate to trade barriers and (4) to explain which tactics are applied to foster trade. Conclusion. The educational value of this study is that it helped entrepreneurs in understanding complex real-life situations.

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Section: Participatory Designmentioning

confidence: 99%

Section: Design Choicesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Do Gaming Simulations Substantiate That We Know More Than We Can Tell?

Haaften

Lefter

Lukosch

et al. 2020

Simulation & Gaming

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“…In the learning environment and during the experience, the learning community reinforces both skill and knowledge (Harviainen, 2012, p. 518). Kriz (2009) summed up this belief well when he stated, "Knowing not only if but also how a simulation works in a given context of use is necessary for bridging the gap between knowledge and action (p. 29). We are grateful for the many contributions from our simulation and gaming community.…”

Section: Simulation and Gaming 48(2)mentioning

confidence: 99%

Simulation and Gaming can be Used to Determine Validity While Engaging in Collaborative Environments

Clapper¹

2017

Simulation & Gaming

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“…It is a powerful expression and a reminder for simulationists of all professions that we have an obligation to use simulation and gaming to address real needs. Ten years ago, my co-editor, Willy Kriz (2009) posited that gaming simulation offers much more when we can move from knowledge to practice. That is our great responsibility.…”

mentioning

confidence: 99%

Addressing Real Needs With Simulation-Based Tools and Good Research Methods

Clapper¹

2019

Simulation & Gaming

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When we think of simulation and gaming, one thing triggered in the minds of many educators may be the thought of how it can and has been used as a tool for educating segments of the population. From a research standpoint, these segments are sometimes united and expand in the form of multi-site studies with large sample sizes that help us justify what we do (or not). It is of little surprise that we have witnessed an increase in the use of gaming and simulation-based education across multiple professions. At Simulation & Gaming, our editorial team is proud of the fact that for 50 years we have produced several issues that unite communities and professions (Harviainen, 2018). We welcome research that highlights the growth that is occurring across the professions so we can learn more about our unique positions in our multidisciplinary community of simulationists. In part, I hope that this editorial serves as a call for research exploring the amount of growth that is occurring in each profession. We know that the use of simulation is reaching deep into several professions and that the healthcare community has likely seen the greatest expansion over the past 15-20 years. Games and simulations can be used to address concepts and skills including immunizations, stroke management, and patient handoff, but may also be used to learn about root-cause analysis and how errors occur (Aebersold, 2018). It has been integrated in undergraduate nursing courses to improve knowledge and care in such subjects as mental health, basic anatomy, end-of-life care and communication (Aebersold, 2018). We can find evidence in the literature that these same areas and many more are being addressed by the use of simulation-based education in multiple healthcare professions. However, it appears that research in many cases is still isolated to the first two levels of Kirkpatrick's (1994) educational outcomes (Table 1). That is not to say that the third and fourth levels are not being achieved by some simulationists. I suspect that educators are reaching the higher levels, but too often, research protocols are limited to studying knowledge acquisition. We need more research results that depict those observed changes in behavior to study whether or not learners are transferring the knowledge, skills, and procedures to practice in their own settings. Just reflect for example on the areas noted above affected by simulationbased education in undergraduate nursing education. Nurses are responsible for the full care of their patients from basic care to end of life procedures and everything in 870930S AGXXX10.

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Bridging the Gap

Cited by 13 publications

References 194 publications

Do Gaming Simulations Substantiate That We Know More Than We Can Tell?

Do Gaming Simulations Substantiate That We Know More Than We Can Tell?

Simulation and Gaming can be Used to Determine Validity While Engaging in Collaborative Environments

Addressing Real Needs With Simulation-Based Tools and Good Research Methods

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