Integrated, ecosystem-based Marine Spatial Planning: Design and results of a game-based, quasi-experiment

Mayer, Igor; Zhou, Qing; Lo, Julia; Abspoel, Lodewijk; Keijser, Xander; Olsen, Erik; Nixon, Eugene R.; Kannen, Andreas

doi:10.1016/j.ocecoaman.2013.04.006

Cited by 35 publications

(29 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Video impressions of four games can be found at http://signaturegames.nl; most other games can be visited on company or game websites. The games are summarized below: (1) Marine Spatial Planning game (MSP Challenge 2011, TU‐Delft, 2011): a computer‐supported, multi‐player policy game revolving around ecosystem‐based, integrated marine spatial planning (MSP) for international professionals working in the field (I. S. Mayer et al ., in press; I. S. Mayer et al , ). (2) SimPort–MV2 (TU Delft, Tygron Serious Gaming, & Port of Rotterdam, n.d.): a computer‐supported, multiplayer strategic planning game for higher education and advanced professional learning that revolves around the development of the second Maasvlakte area in the Port of Rotterdam, the Netherlands (Bekebrede, ). (3) Ventum Online (“Ventum Online,” n.d.): a computer‐supported, multiplayer management game for engineering students and professional project managers that centers on the development of an offshore wind farm. (4) Construct.it (TU‐Delft 2009): a computer‐supported, multiplayer planning game for students in higher education concerning the urban reconstruction of a seaport area in a real Dutch town. (5) Climate Game (“Climategame,” n.d.): a 3D computer‐supported, multiplayer, strategic planning game for students in higher education and professional policymakers about integrated water management in relation to urban planning, climate change, etc. (Zhou, Mayer, Bekebrede, Warmerdam & Knepflé, ). (6) SprintCity (“SprintCity,” n.d.): a computer‐supported, multiplayer policy game focused on transit‐oriented development around railway stations for professionals working in the field. (7) Cyberdam (Stichting Rechten Online, ): an online, game‐based virtual learning environment (VLE) in which teachers in higher education can create their own online role‐playing games.…”

Section: Casesmentioning

confidence: 98%

The research and evaluation of serious games: Toward a comprehensive methodology

Mayer¹,

Bekebrede²,

Harteveld³

et al. 2013

Brit J Educational Tech

Self Cite

230

141

View full text Add to dashboard Cite

The authors present the methodological background to and underlying research design of an ongoing research project on the scientific evaluation of serious games and/or computer‐based simulation games (SGs) for advanced learning. The main research questions are: (1) what are the requirements and design principles for a comprehensive social scientific methodology for the evaluation of SGs?; (2) to what extent do SGs contribute to advanced learning?; (3) what factors contribute to or determine this learning?; and (4) to what extent and under what conditions can SG‐based learning be transferred to the real world? In the Netherlands between 2005 and 2012, several hundred SG sessions with 12 SGs were evaluated systematically, uniformly and quantitatively to create a dataset, which comprises data on 2488 respondents in higher education or work organizations. The authors present the research model, the quasi‐experimental design and the evaluation instruments. This focus in this paper is on the methodology and dataset, which form a sound foundation for forthcoming publications on the empirical results.

show abstract

Section: Casesmentioning

confidence: 98%

The research and evaluation of serious games: Toward a comprehensive methodology

Mayer¹,

Bekebrede²,

Harteveld³

et al. 2013

Brit J Educational Tech

Self Cite

230

141

View full text Add to dashboard Cite

show abstract

“…Exhibiting various degrees of interaction with other players, with computers, with game paraphernalia and with facilitators, and thereby increasing stakeholders' capacity to communicate and collaborate [14,60,66,67] Realistic A serious game must have a certain degree of realism allowing for participants to develop a deeper and richer understanding about the larger system that they are a part of [15,54,64,73] Low risk and safe environment…”

Section: Challengingmentioning

confidence: 99%

“…In the context of water governance, the serious games developed to date are primarily aimed at building awareness and developing a shared understanding of common problems and trade-offs [53]. Examples of recent serious game simulations developed for water resources management and water-spatial planning include: Aqua Republica; CauxOperation; the Climate Game; EMOVER; Marine Spatial Planning Challenge; Shariva, and; the UVA Bay Game [14,15,73,75,76]. Some of these games involved stakeholders directly in the game design, including underlying systems and assumptions, while others have involved users only in the end-stage game play.…”

Section: Existing Serious Games For Water Management and Water Spatiamentioning

confidence: 99%

Exploring the Potential Impact of Serious Games on Social Learning and Stakeholder Collaborations for Transboundary Watershed Management of the St. Lawrence River Basin

Medema

Furber

Adamwoski

et al. 2016

Water

Self Cite

View full text Add to dashboard Cite

Abstract:The meaningful participation of stakeholders in decision-making is now widely recognized as a crucial element of effective water resource management, particularly with regards to adapting to climate and environmental change. Social learning is increasingly being cited as an important component of engagement if meaningful participation is to be achieved. The exact definition of social learning is still a matter under debate, but is taken to be a process in which individuals experience a change in understanding that is brought about by social interaction. Social learning has been identified as particularly important in transboundary contexts, where it is necessary to reframe problems from a local to a basin-wide perspective. In this study, social learning is explored in the context of transboundary water resource management in the St. Lawrence River Basin. The overarching goal of this paper is to explore the potential role of serious games to improve social learning in the St. Lawrence River. To achieve this end, a two-pronged approach is followed: (1) Assessing whether social learning is currently occurring and identifying what the barriers to social learning are through interviews with the region's water resource managers; (2) Undertaking a literature review to understand the mechanisms through which serious games enhance social learning to understand which barriers serious games can break down. Interview questions were designed to explore the relevance of social learning in the St. Lawrence River basin context, and to identify the practices currently employed that impact on social learning. While examples of social learning that is occurring have been identified, preliminary results suggest that these examples are exceptions rather than the rule, and that on the whole, social learning is not occurring to its full potential. The literature review of serious games offers an assessment of such collaborative mechanisms in terms of design principles, modes of play, and their potential impact on social learning for transboundary watershed management. Serious game simulations provide new opportunities for multidirectional collaborative processes by bringing diverse stakeholders to the table, providing more equal access to a virtual negotiation or learning space to develop and share knowledge, integrating different knowledge domains, and providing opportunities to test and analyze the outcomes of novel management solutions. This paper concludes with a discussion of how serious games can address specific barriers and weaknesses to social learning in the transboundary watershed context of the St. Lawrence River Basin.

show abstract

“…Important aspects include a) unclear system boundaries, b) ambiguity e.g. with regard to definition of the problems to resolve, differing values and perceptions, c) making choices between competing claims and the interests, needs and values of the stakeholders behind them and last but not least d) different types of uncertainty with regard to knowledge, the behaviour of other actors or future changes (Mayer 2009, Mayer et al 2013.…”

Section: Research and Role Play For Msp Expertsmentioning

confidence: 99%

Results 2nd Nordic Workshop on MSP

Morf¹,

Perus²,

Steingrímsson³

et al. 2014

Self Cite

View full text Add to dashboard Cite

Integrated, ecosystem-based Marine Spatial Planning: Design and results of a game-based, quasi-experiment

Cited by 35 publications

References 42 publications

The research and evaluation of serious games: Toward a comprehensive methodology

The research and evaluation of serious games: Toward a comprehensive methodology

Exploring the Potential Impact of Serious Games on Social Learning and Stakeholder Collaborations for Transboundary Watershed Management of the St. Lawrence River Basin

Results 2nd Nordic Workshop on MSP

Contact Info

Product

Resources

About