Debriefing Research Games

Hoogen, Jop van den; Lo, Julia; Meijer, Sebastiaan

doi:10.1177/1046878116651023

Cited by 23 publications

(9 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The use of POLICING THE SOUND in a wide variety of classroom and non-classroom settings confirms much of the existing literature’s conclusions regarding the importance of the discussion or debriefing period after the game (van den Hoogen, Lo, & Meijer, 2016). In the case of POLICING THE SOUND, a ratio of 30 minutes of gameplay time to 40-50 minutes of discussion worked best.…”

Section: Lessons For Implementing Custom Built Games In Classroom Envsupporting

confidence: 72%

Teaching History With Custom-Built Board Games

Hoy

2018

Simulation & Gaming

View full text Add to dashboard Cite

Purpose. This article investigated the potential of a custom-built board game as a means to teach historical empathy, improve class participation, and to improve student understanding of the limitations of archival collections. Method. Participant behavior as well as verbal and written feedback were collected during a pilot study of POLICING THE SOUND. A total of 88 undergraduate and graduate participants from History and Indigenous Studies took part during the pilot study. Results. Student participation and understanding of historical context improved during the game. While graduate and undergraduate students showed similarity in their enjoyment of the game and their belief that it made historical arguments, the curricular differences in graduate and undergraduate programs influenced how each group approached the game. Conclusion. Participant feedback, facilitator observation, and external observation indicate that groups of players can resolve confusion more efficiently than individual players can, time constrained decision-making may help maintain student engagement, an inability to win does not necessarily cause disengagement in short educational games, and that a structured debrief is important in achieving educational goals even in custom-built games.

show abstract

Section: Lessons For Implementing Custom Built Games In Classroom Envsupporting

confidence: 72%

Teaching History With Custom-Built Board Games

Hoy

2018

Simulation & Gaming

View full text Add to dashboard Cite

show abstract

“…The debrief offers an opportunity for the facilitator to lead participants through a meaningful discussion about their experience (Lederman, 1992). We recommend including several key components in the debrief through which participants: (1) step out of the role-play to gain a broader perspective on the simulation experience; (2) collectively assess what happened during the simulation; and (3) discuss how the simulation relates to the real world, including how their own actions might affect the climate-energy system (Qudrat-Ullah, 2007; van den Hoogen et al, 2016). The facilitator actively uses En-ROADS during the debrief to further explore how the climate-energy system responds to different interventions, including specific scenarios proposed by participants during the role-play.…”

Section: Intervention: the Climate Action Simulationmentioning

confidence: 99%

The Climate Action Simulation

Rooney‐Varga

Kapmeier

Sterman

et al. 2019

Simulation & Gaming

View full text Add to dashboard Cite

Background. We describe and provide an initial evaluation of the Climate Action Simulation, a simulation-based role-playing game that enables participants to learn for themselves about the response of the climate-energy system to potential policies and actions. Participants gain an understanding of the scale and urgency of climate action, the impact of different policies and actions, and the dynamics and interactions of different policy choices. Intervention. The Climate Action Simulation combines an interactive computer model, En-ROADS, with a role-play in which participants make decisions about energy and climate policy. They learn about the dynamics of the climate and energy systems as they discover how En-ROADS responds to their own climate-energy decisions. Methods. We evaluated learning outcomes from the Climate Action Simulation using pre- and post-simulation surveys as well as a focus group. Results. Analysis of survey results showed that the Climate Action Simulation increases participants’ knowledge about the scale of emissions reductions and policies and actions needed to address climate change. Their personal and emotional engagement with climate change also grew. Focus group participants were overwhelmingly positive about the Climate Action Simulation, saying it left them feeling empowered to make a positive difference in addressing the climate challenge. Discussion and Conclusions. Initial evaluation results indicate that the Climate Action Simulation offers an engaging experience that delivers gains in knowledge about the climate and energy systems, while also opening affective and social learning pathways.

show abstract

“…Through game play, researchers can study the player decisions and interactions within the reference system [6]. Following van den Hoogen et al [7] there is recognition of the challenges of incorporating all contextual components when simulating social practices in the RPG. While RPGs are devices through which players experience a simplified version of reality, the debriefing offers reflection on these experiences which offers a more contextual understanding of the data.…”

Section: Methods Detailsmentioning

confidence: 99%

“…After all the rounds are played, the players together with the game master debrief the different aspects of the RPG following the framework developed by van den Hoogen [7]. The debriefing sessions are audio recorded with prior informed consent of all players and transcribed and analysed using content analysis in atlas.ti.…”

Section: The Role Playing Game (Rpg) and Debriefingmentioning

confidence: 99%