Congruent Facilitation of Simulations and Games

Abstract

In a review of the journal Simulations and Gaming (Sage Publications) we found less than 10% of all articles made reference to requirements of the person/s facilitating a simulation or game. It seemed that many writers did not regard facilitation as sufficiently important, or were unaware that its nature can be problematic. Until events necessitated critical re-analysis of our practice, we were similarly unconcerned about our own facilitation skills. Once we began examining facilitation processes, new insights into the facilitation role emerged. These insights especially concern the way in which personal preferences appear to have a major influence on choices and behaviours when facilitating experiential learning activities. Two sets of choices emerge as particularly relevant. The first concerns choices about the type of simulation or game chosen; the second concerns the preferred facilitation style and observable behaviours. We first wrote about these in 1998 (Leigh and Spindler 1998) and have continued our explorations in subsequent papers (Leigh 2003a, Leigh 2003b, Leigh and Spindler-in press). In this chapter we briefly describe our earlier work, and extend the proposition that personal teaching and learning philosophies often have a greater influence on choices and actions than requirements of specific educational outcomes. For example, given similar learning outcomes, someone who sees learning as a highly structured process requiring tight control is likely to choose a quite different approach to someone who regards learning as an emergent process dependent on interactions among learner, processes and content. ISAGA 2003 we used a collaborative research strategy to explore these propositions. We had developed instruments to assist in identifying philosophical stances, preferences for simulations and games formats, and facilitation practices. During the workshop participants were able to use these instruments to identify personal patterns among these factors. There was sufficient support for our propositions to encourage further research. Defining simulations and games When discussing definitions and types of simulations in use around the world it is easy to see that the choices are immensely varied. What 'are' and 'are not' simulations, how to manage, design, learn from and behave in simulations-are all subject to debate. While preparing this paper one of us was invited to complete two electronic surveys about the field. Neither site provided a definition of 'simulation', both apparently assuming that anyone completing the survey shared

Current Competencies of Game Facilitators and Their Potential Optimization in Higher Education: Multimethod Study

“…Facilitators organize and release information in a methodical and interactive manner instead of focusing on the group’s output [ 34 ]. In this way, they improve a group’s effectiveness [ 35 ]: “ the facilitator supports and guides, reassures and encourages […] and never ‘teaches’ the meaning of what is happening ” [ 25 ].…”

“…In a similar concept involving the range between controlled lessons and independent performance of students, Leigh and Spindler [ 25 ] adopted the idea of closed and open games to develop competencies of simulation and game facilitators. The facilitators’ competencies range according to their degree of emotional detachment and the number of possible learning goals they allow.…”

“…Facilitation should not be mistaken as a resource bank to help develop students’ confidence in the learning process. However, facilitators must set the right ambience where students feel engaged, valued, trusted, and respected [ 25 ]. They must create a space where students can express different viewpoints without a fear of saying the wrong thing, they must be sensitive to cultural experiences, and they must adapt the pace of learning while ensuring the learners understand and absorb the subject [ 24 ].…”

Empfehlungen zur curricularen Integration von Planspielen in Wirtschafts-Studiengänge

“…Diese anspruchsvolle Aufgabe der Seminarleitung wird in der Literatur häufig als "Facilitation" bezeichnet, wobei "Facilitating" für "Ermöglichen" steht, in diesem Fall für das Ermöglichen der Selbststeuerung und -organisation der Gruppe (zur Rolle der Planspielleitung vgl. SCHWÄGELE,ZÜRN, LUKOSCH & FREESE, 2021;FANNING & GABA, 2007;LEIGH & SPINDLER, 2004). Facilitation als besondere Form, mit Planspielen zu lehren, ist auch für die in Kapitel 3.1 bis 3.3 genannten Planspielseminare relevant.…”

A lesson learned through gaming

“…Oftentimes, the facilitator will try to be "actively inactive" and "invisible" (Kato, 2005, p. 74). According to Leigh and Spindler (2005), there exist two possible subcategories of games, both of which involve the presence of a facilitator-namely, closed games and open games. In closed games, the facilitator is the controller, the authority who helps players internalize "the pre-determined learning points"; in open games, the facilitator helps learners internalize what they themselves consider to be the learning experience (Leigh & Spindler, 2005, pp.…”