“…In this publication, we aimed at answering the question on how to describe a design process for simulation game design for complex systems that allows for a problem statement and translation of the problem into a purposeful game experience. According to Freese & Lukosch, (2021), approaches that focus on simulation game design have a different understanding of the meaning of complexity and the relevance of considering a problem statement as one of the first steps of a simulation game development. Yet, this is not only important in a world of ever-increasing complexity and its consequences, but also to guarantee the development of a valid simulation game.…”
Section: Discussion Conclusion and Future Researchmentioning
confidence: 99%
“…In this step, the TGD philosophy of Harteveld (2011) can be used with priority on the Reality and Meaning worlds as it is particularly relevant for both worlds to get input from subject-matter experts. Furthermore, feedback loops are considered in order to iteratively screen the procedure and compare results with previous steps.Figure 2.IDEAS approach (Freese & Lukosch, 2021). …”
Section: Previous Researchmentioning
confidence: 99%
“…To answer above-mentioned question, this publication is structured as follows. In a first step, the IDEAS approach is explained, which is based on previous research of Freese & Lukosch, (2021). In order to validate the IDEAS approach, the results of semi-structured interviews with international simulation gaming experts are described in a second step.…”
Section: Purpose Of This Articlementioning
confidence: 99%
“…According to the authors’ earlier work (Freese & Lukosch, 2021), existing simulation game design approaches have a different understanding of 1) what complexity is about, and 2) the relevance of formulating a problem statement as one of the very first steps when developing a simulation game. The latter is also precisely one of the challenges within complex systems, as Meadows confirmed in 2009 (p. 3) by saying that “Because of feedback delays within complex systems, by the time a problem becomes apparent it may be unnecessarily difficult to solve”.…”
Background In a world of ever-increasing complexity, organizations and people have an ever-increasing need for support systems that help them understand and shape the world around them. While simulation game design derived from the very idea to propose an instrument able to address complexity, seminal approaches dealt with a different level of complexity. In a networked, digitalized world, complexity has increased, and traditional approaches towards designing games show certain shortcomings that have to be overcome. Aim This article proposes a new process of game design for complex problems and complex systems that can both be used by game designers as well as the scientific community in the field. This process is represented within a framework, based on two parts. The so-called ‘Funnel of Game Design’ based on the IDEAS approach represents the process of problem derivation, while the ‘House of Game Design’ also covers possible steps towards the final game product and process, including de-briefing and evaluation. Method Based on hands-on experiences and related work, we developed several steps of a game design process (IDEAS approach). In face-to-face interviews, we discussed the first version of the framework with experts in the field of simulation game studies. Results This process led to the framework presented in this article, which shows the steps of problem derivation as well as challenges that can occur, and proposes adaptive methods to overcome these challenges. The framework includes elements that support the definition of complex problems, and their translation into game designs. Recommendation We recommend practitioners and scientists to apply the new framework presented here in their efforts to define the underlying problem that should be addressed by an envisioned simulation game, and in translating this into a valid, engaging and meaningful game experience.
“…In this publication, we aimed at answering the question on how to describe a design process for simulation game design for complex systems that allows for a problem statement and translation of the problem into a purposeful game experience. According to Freese & Lukosch, (2021), approaches that focus on simulation game design have a different understanding of the meaning of complexity and the relevance of considering a problem statement as one of the first steps of a simulation game development. Yet, this is not only important in a world of ever-increasing complexity and its consequences, but also to guarantee the development of a valid simulation game.…”
Section: Discussion Conclusion and Future Researchmentioning
confidence: 99%
“…In this step, the TGD philosophy of Harteveld (2011) can be used with priority on the Reality and Meaning worlds as it is particularly relevant for both worlds to get input from subject-matter experts. Furthermore, feedback loops are considered in order to iteratively screen the procedure and compare results with previous steps.Figure 2.IDEAS approach (Freese & Lukosch, 2021). …”
Section: Previous Researchmentioning
confidence: 99%
“…To answer above-mentioned question, this publication is structured as follows. In a first step, the IDEAS approach is explained, which is based on previous research of Freese & Lukosch, (2021). In order to validate the IDEAS approach, the results of semi-structured interviews with international simulation gaming experts are described in a second step.…”
Section: Purpose Of This Articlementioning
confidence: 99%
“…According to the authors’ earlier work (Freese & Lukosch, 2021), existing simulation game design approaches have a different understanding of 1) what complexity is about, and 2) the relevance of formulating a problem statement as one of the very first steps when developing a simulation game. The latter is also precisely one of the challenges within complex systems, as Meadows confirmed in 2009 (p. 3) by saying that “Because of feedback delays within complex systems, by the time a problem becomes apparent it may be unnecessarily difficult to solve”.…”
Background In a world of ever-increasing complexity, organizations and people have an ever-increasing need for support systems that help them understand and shape the world around them. While simulation game design derived from the very idea to propose an instrument able to address complexity, seminal approaches dealt with a different level of complexity. In a networked, digitalized world, complexity has increased, and traditional approaches towards designing games show certain shortcomings that have to be overcome. Aim This article proposes a new process of game design for complex problems and complex systems that can both be used by game designers as well as the scientific community in the field. This process is represented within a framework, based on two parts. The so-called ‘Funnel of Game Design’ based on the IDEAS approach represents the process of problem derivation, while the ‘House of Game Design’ also covers possible steps towards the final game product and process, including de-briefing and evaluation. Method Based on hands-on experiences and related work, we developed several steps of a game design process (IDEAS approach). In face-to-face interviews, we discussed the first version of the framework with experts in the field of simulation game studies. Results This process led to the framework presented in this article, which shows the steps of problem derivation as well as challenges that can occur, and proposes adaptive methods to overcome these challenges. The framework includes elements that support the definition of complex problems, and their translation into game designs. Recommendation We recommend practitioners and scientists to apply the new framework presented here in their efforts to define the underlying problem that should be addressed by an envisioned simulation game, and in translating this into a valid, engaging and meaningful game experience.
“…Therefore, the decision has been made to develop such a game. To identify the problem this game should address, the authors followed the IDEAS approach [2]. In general, IDEAS consists of four steps: interviews with subject-matter experts, discussion round(s) with experts, Moscow analysis [3], and participatory gamestorm sessions.…”
As part of a Dutch Science Foundation project called T-TRIPP, the authors developed the serious game Cards for Biosafety. The aim of Cards for Biosafety is to let young biotechnology researchers learn more about biosafety. Analyses of workshops with researchers from the biotechnology domain as well as results of interviews with several biosafety officers clearly indicated the need for such a serious game with a focus on educational learning. Cards for Biosafety is a physical (also playable online on Tabletopia) round-based card game and playable with up to eight players. The game itself consists of scenario, risk and measure cards, and the task of the players is to choose risk and measure cards that fit the scenario explained by the facilitator at the beginning of each round. To test the efficiency of Cards for Biosafety as a learning tool, the authors conducted two online-workshops with twelve participants. The results of these sessions have not only shown that Cards for Biosafety is a well-designed game, but also a successful game to achieve the intended learning goal. In addition, the authors recognized that 'fun' is an important element in the game which leads to 'learning' in a very effective way. Future research should focus on the role of such positive states in serious games and their influence on learning outcomes.
Cards for Biosafety is a serious game, which was developed as part of a national research project. The aim of this game is to let young biotechnology researchers learn about risks and mitigation measures in different biotechnology environments. To evaluate the game and its learning objective, an online questionnaire was developed and distributed to national and international biosafety experts who had received a print version of the game. In total, 17 participants completed the questionnaire. The results show that Cards for Biosafety supports learning on different cognitive levels of the revised version of Bloom's taxonomy. Especially the influence of fun and humor on the game play and the learning process was emphasized by the respondents. In addition, the creativity of the participants plays a major role in learning. Future research is needed to draw valid conclusions about the effectiveness of learning after playing Cards for Biosafety in comparison to traditional tools.
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