Assessment in Simulation and Gaming

Chin, Jeffrey; Dukes, Richard L.; Gamson, William A.

doi:10.1177/1046878109332955

Cited by 141 publications

(47 citation statements)

References 14 publications

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“…This issue is of particular concern with simulations, because they are by their nature "chaordic" activities (Chin, Dukes, & Gamson, 2009;Leigh & Spindler, 2004). This is to say that simulations have an inherent order built into them, but that the actions of students are necessarily chaotic because each actor in a dynamic system pursues their individual goals.…”

Section: Defining Simulationsmentioning

confidence: 98%

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Wright‐Maley¹

2015

Theory & Research in Social Education

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Section: Defining Simulationsmentioning

confidence: 98%

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Wright‐Maley¹

2015

Theory & Research in Social Education

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“…Students' preparation is crucial for the success of both an individual participant and the RPS as a whole (Elias 2014;Kaunert 2009;Asal 2005;Switky 2004). Another major concern is how to measure the results of the RPS in terms of skills and learning outcomes (Brunazzo and Settembri 2015;Elias 2014;Raymond and Usherwood 2013;Chin, Dukes and Gamson 2009;Raymond 2008).…”

Section: Rps and Skills Developmentmentioning

confidence: 99%

Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

Romanova¹,

Gudalov²

2019

JCER

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The article reviews the experience of the role-play simulation (RPS) 'Modelling negotiations between the EU and EAEU', arranged in 2018 and 2019. Its specific goals were building knowledge (about the European Union (EU) and Eurasian Economic Union (EAEU) and enhancing a transnational dialogue between EU (Western) and Russian students in the context of a deteriorated EU-Russian relationship. This latter aspect of international RPS has received insufficient attention in the literature, yet it might contribute to the improvement of real-life EU-Russian relations through fostering a transnational dialogue and mutual understanding among young citizens. The article outlines the setting of the RPS and addresses three major difficulties that the organisers faced (designing the RPS, preparing students and fostering their dialogue), the solutions that were developed and the assessments of the results. Keywords Role-play simulation; Modelling; EU-Russian relations; Eurasian Economic Union; Free trade area; Transnational dialogueRole-play simulations (RPS) have been widely practised since the second half of the twentieth century. They model the work of a state, an international organisation (or their institutions), in limited time and space and, based on scripts and role descriptions that are close to the rules and procedures, practised in real life. This article focuses on the simulation of negotiations between the European Union (EU) and Eurasian Economic Union (EAEU) that took place in 2018 and 2019 at Saint Petersburg State University. It pursued two goals: 1) to enhance students' knowledge of the EU, EAEU and their relations (in particular prospects for a free trade area between them); and 2) to stimulate a transnational dialogue through building contacts among Russian and EU (Western) students and developing relevant transferable skills. The article first reviews the literature on RPS; it then explains the context in which this RPS was prepared, its goals and setting. Next, it outlines how organisers dealt with three major difficulties, which are: designing the RPS; ensuring that students are prepared; and enhancing the transnational dialogue and ultimately building trust at the societal level. Finally, the article looks at how the results of the simulation were assessed (including the solutions adopted for the difficulties that were identified). APPROACHES TO RPSThe existing literature offers three approaches to RPS, which can be identified as academic, educational and mixed. According to the first one, RPS is a tool of analysis that, through simplifying real processes, allows for a focusing on their most significant aspects and on forecasting future developments. Historically, this is the first approach to RPS, which dates back to studies of biological logics in social organisation through observing the animal world (Tolman 1948) and to studies in modern behavioural psychology (Watson 1913;Thorndike 1905). At a later stage, econometric logic ENDNOTES 1 The team initially consisted of three scholars from the Departmen...

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“…Gaming in cultural awareness training, a form of low fidelity simulation has been utilized for decades in business, foreign affairs, and the military prior to the advent of digital gaming (Chin, Dukes & Gamson, 2009;Hofstede, de Caluwé, & Peters, 2010;Hofstede & Pederson, 1999;Hurn, 2011;Mills & Smith, 2004). Existing literature shows that group interactive gaming entails the use of cognitive, social, sensory, and emotional aspects of a person in the learning process, making a simulated situation a lived experience (Graham & Richardson, 2008;Roberts & Roberts, 2014).…”

Section: Gaming and Cultural Awarenessmentioning

confidence: 99%

“…Creative solutions to diversity training led us to employ BaFa' BaFa', a game used for decades mainly by other industries outside of healthcare, to develop cultural awareness among healthcare trainees as part of a training toolkit. There is a lack of quantitative studies on the effects of gaming in cultural awareness training (Chin, Dukes & Gamson, 2009;Hofstede, de Caluwé, & Peters, 2010) with only three studies completed in healthcare.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of gaming in creating cultural awareness

Ong-Flaherty

Valencia‐Garcia

Martínez

et al. 2017

Learning, Culture and Social Interaction

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Despite the emphasis on cultural competency education in the United States for the past three decades, inequities and disparities in healthcare continue to persist, particularly among minority populations. With the current growing gap in provider and patient cultural congruence, how effectively we train students to work with diverse populations in healthcare settings warrants attention. This article presents the results of a qualitative study on the effectiveness of experiential learning, in the form of the game BaFa' BaFa,' in raising cultural awareness among students of health professions. Using thematic analysis, the authors analyzed written reflections from student participants. The findings support earlier studies, conducted mainly outside of healthcare, on the effectiveness of gaming in nurturing cultural awareness.

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Assessment in Simulation and Gaming

Cited by 141 publications

References 14 publications

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Role-Play Simulation of Negotiations between the EU and the Eurasian Economic Union: Teaching while Enhancing a Transnational Dialogue

Effectiveness of gaming in creating cultural awareness

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