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Conflict simulation, peacebuilding, and development

Category Archives: simulation and gaming journals

Simulation & Gaming, August 2017

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The latest issue of Simulation & Gaming 48, 4 (August 2017) is now available.

 

Editorial


Articles


Design Case Study


Gaming articles in International Studies Perspectives

isp.gifThe latest issue of International Studies Perspectives 18, 2 (May 2017) has a several articles on game-related topics that might be of interest to PAXsims readers.

The first, by Nicolas de Zamaróczy, is entitled “Are We What We Play? Global Politics in Historical Strategy Computer Games.”

Building upon current interest in studies of how popular culture relates to global politics, this article examines one hitherto overlooked aspect of popular culture: computer games. Although not prominent in the field of International Relations (IR), historical strategy computer games should be of particular interest to the discipline since they are explicitly designed to allow players to simulate global politics. This article highlights five major IR-related assumptions built into most single-player historical strategy games (the assumption of perfect information, the assumption of perfect control, the assumption of radical otherness, the assumption of perpetual conflict, and the assumption of environmental stasis) and contrasts them with IR scholarship about how these assumptions manifest themselves in the “real world.” This article concludes by making two arguments: first, we can use computer games as a mirror to critically reflect on the nature of contemporary global politics, and second, these games have important constitutive effects on understandings of global politics, effects that deserve to be examined empirically in a deeper manner.

The second, by Craig Hayden, looks at “The Procedural Rhetorics of Mass Effect: Video Games as Argumentation in International Relations.”

Popular culture is a significant interest for scholars of International Relations and world politics. This article explores the capacity of video games to articulate, represent, and simulate the practice of international politics in both narrative and procedural capacities through a study of the highly popular Mass Effect science fiction series of video games. The introduction of procedural rhetoric as a means of textual criticism is argued to address existing concerns within the study of International Relations to articulate the significance of representation with cultural texts and to extend the implications of claims about science fiction as a compelling set of contingent arguments about the broader sphere of social life that constitutes International Relations.

The third, by Tina Zappile, Daniel J. Beers, and Chad Raymond, addresses “Promoting Global Empathy and Engagement through Real-Time Problem-Based Simulations.”

We introduce a real-time problem-based simulation in which students are tasked with drafting policy to address the challenge of internally displaced persons in post-earthquake Haiti from a variety of stakeholder perspectives. Students who participated in the simulation completed a quantitative survey as a pre-/post-test on global empathy, political awareness, and civic engagement and provided qualitative data through post-simulation focus groups. The simulation was run in four courses across three campuses in a variety of instructional settings from 2013 to 2015. An analysis of the data reveals that scores on several survey items measuring global empathy and political/civic engagement increased significantly after the simulation, while qualitative student comments corroborated the results. This format of a real-time problem-based policy-making simulation is readily adaptable to other ongoing and future global crises using the framework provided in this paper.

Simulation & Gaming (June 2017)

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The latest issue of Simulation & Gaming 48, 3 (June 2017) is now available. The piece by John Curry, Dana Ruggiero, Phil Sabin, Michael Young on modelling international crises using confrontation analysis is likely to be of particular interest to PAXsims readers.

Editorial


Articles


Simulation & Gaming (April 2017)

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The latest edition of Simulation & Gaming 48, 2 (April 2017) is now available online.

Editorial

Simulation and Gaming can be Used to Determine Validity While Engaging in Collaborative Environments
Timothy C. Clapper

Articles

Oasistan
Martin de Jong, Harald Warmelink

We’re Just Playing
Mike P. Cook, Matthew Gremo, Ryan Morgan

Assessing Gaming Simulation Validity for Training Traffic Controllers
G. van Lankveld, E. Sehic, J. C. Lo, S. A. Meijer  

Construct Development and Validation in Game-Based Research
Michael D. Coovert, Jennifer Winner, Winston Bennett

Governments Should Play Games
Lobna Hassan

Gaming Material Ready to Use

Simulating a Climate Engineering Crisis
Nils Matzner, Robert Herrenbrück

Simulation & Gaming (December 2016)

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The latest issue of Simulation & Gaming 47, 6 (December 2016) is now available.

Editorial
Articles
Gaming Material Ready to Use

 

Simulation & Gaming, October 2016

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The latest issue of Simulation & Gaming 47, 5 (October 2016) is now available. The issue is devoted to the topic of “service design games.”

Editorial
Symposium Articles
Case Example
Articles
News & Notes

Simulation & Gaming (August 2016)

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The latest issue of Simulation & Gaming 47, 4 (August 2016) is now available.

Editorial
Articles
Gaming Material Ready to Use

Simulation & Gaming, July 2015

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The latest issue of Simulation & Gaming 47, 3 (July 2016) is now available.

Articles
Gaming Material Ready to Use

 

Simulation & Gaming, April 2016

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The latest issue of Simulation & Gaming 47, 2 (April 2016) is now available. This issue features a selection of papers first delivered at the International Simulation and Gaming Association’s (ISAGA) 2014 conference.


Symposium issue:
45th ISAGA Conference, July 2014, Dornbirn, Austria (Part 1)
Editorial
Articles

 

Simulation & Gaming, December 2015

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The latest issue of Simulation & Gaming 46, 6 (December 2015) is now available. It is a special symposium issue devoted sustainable development.

  • Edutainment for Sustainable Development: A Survey of Games in the Field
    • Korina Katsaliaki and Navonil Mustafee
  • Ethical Thinking and Sustainability in Role-Play Participants: A Preliminary Study
    • Karen Schrier
  • Clarifying Sustainable Development Concepts Through Role-Play
    • Odile Blanchard and Arnaud Buchs
  • Communicating About Water Issues in Australia: A Simulation/Gaming Approach
    • Sondoss ElSawah, Alan McLucas, and Jason Mazanov
  • LAND RUSH: Simulating Negotiations Over Land Rights – A ready-to-use simulation
    • An Ansoms, Klara Claessens, Okke Bogaerts, and Sara Geenen
  • Managerial Myopia in Mismanaging Renewable Resources: The GONE FISHING Game
    • Federico Barnabè
  • Hybrid Active Learning Situations: Common Pools, Climate Change and Course Purposes
    • David Goetze
  • Possibilities and Limitations of Transferring an Educational Simulation Game to a Digital Platform
    • Ulrike Erb

Other Articles

  • Do Videogames Simulate? Virtuality and Imitation in the Philosophy of Simulation
    • Veli-Matti Karhulahti
  • Synchronous Mobile Audio-Visual Recording Technology (SMART) Cart for Healthcare Simulation Debriefing
    • Don Stephanian, Taylor Sawyer, Jennifer Reid, Kimberly Stone, Joan Roberts, Douglas Thompson, and Tom Pendergrass

Connections UK in MS&T

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The latest issue of Military Simulation & Training magazine has an extended article on the Connections UK interdisciplinary wargaming conference held at King’s College London in September. You’ll find it here.

Simulation & Gaming, June-August 2015

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The latest issue of Simulation & Gaming 46, 3-4 (June-August 2015) has now been published. It is a special symposium issue on system dynamics and simulation/gaming.

Simulation & Gaming, April 2015

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The latest issue of Simulation & Gaming 46, 2 (April 2015) is now available. This is a symposium issue devoted to Theory to Practice in Simulation.

Simulation & Gaming (February 2015) now available

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The latest issue of Simulation & Gaming 46, 1 (February 2015) is now available. It includes a tribute to the late Donald Featherstone by John Curry of the History of Wargaming Project.

Tributes

PS: Political Science & Politics: Summary of TLC 2015 simulation and role play track

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The latest issue of PS: Political Science and Politics 48, 3 (July 2015) contains a summary of the simulation and role play track of the American Political Science Association’s 2015 Teaching and Learning Conference. We’ve reproduced it below at length. Each year the TLC includes a number of papers presentations and discussions on the use of simulations in teaching political science.

Simulation and Roleplay

Michelle Allendoerfer, George Washington University

Casey Delehanty, Florida State University

As in previous years, the 2015 Simulations and Role Play track served as an ideal arena for the presentation and discussion of active learning exercises for a variety of classroom environments. Track participants took care to integrate the lessons of previous years into the discussion, so as to build upon previous insights and identify recurring themes.One of the main themes of the track was the evaluation and implementation of simulations and games. Andrew Schlewitz and Joan Andorfer explored the degree to which substantive learning took hold within a Model OAS simulation and how these outcomes differed based on individual student characteristics. Chad Raymond compared the effectiveness of two different simulations in terms of their ability to cultivate empathy in students. Robbin Smith presented a fantastic US government simulation as well as pre- and post-test assessments of student learning outcomes. Michelle Allendoerfer used follow-up surveys to test the degree to which simulations were more-or-less effective than lecture in terms of increasing student retention.

Generally the results of these attempts at assessment were muddled. Studies of simulation effectiveness are continually plagued by “small-n” problems as well as the lack of true control groups, which poses problems for instructors who seek to “justify” the implementation of simulations and other active learning exercises in the classroom. While empirical analysis has yet to conclusively demonstrate the superiority of active learning techniques, it is generally the case that simulations are not worse for student learning than traditional techniques. Despite this muddled empirical record, track participants generally concluded that the increase in student enjoyment and engagement provoked by simulations is valuable in and of itself. While it may be difficult to empirically demonstrate the inherent value of active learning, the process in itself can generate positive student outcomes across a range of activities.

Gavin Mount’s “Simulating World Politics: Teaching as Research” presented the idea that simulations themselves can be used as sites of inquiry for students. While instructors often think of active learning exercises as delivery mechanisms for knowledge, deconstructing the institutional rules and implied norms of simulations themselves can be a productive method of debriefing students and encouraging critical thinking about political systems. Discussion then centered on the importance of debriefing: whether done as an in-class discussion or through personal reflective essay, instructors should allow students to discover the underlying themes and lessons from active learning rather than “telling.”

Finally, a number of presentations addressed the notion of adapting new or existing simulations to changing learning environments or goals. Gretchen Gee presented a simulation of Chechen terrorism for use in a “blended” classroom (a mix of online as well as classroom meetings), spurring an interesting discussion on the challenges of adapting active learning to non-traditional environments as classroom dynamics change. Nina Kollars, Victor Asal, Amanda Rosen, and Simon Usherwood demonstrated the flexibility of the Hobbes Game in terms of the learning goals it can be structured to evoke, demonstrating the degree to which small changes in simulation structure can beget new learning opportunities or goals.

The Simulations and Role Play track enjoyed a conference filled with rigorous discussions about how to effectively use simulations. Discussions surrounding assessment led to the general conclusion that as long as simulations seem to engage student learning and do not negatively effect learning outcomes, that a shift in the discussion to how to successfully create and execute simulations was in order. To that end, participants discussed how to effectively use debriefing strategies to engage students. Further, participants in the track concluded with a fruitful discussion of advantages and disadvantages of existing simulations that served a very practical purpose.

Next year’s TLC will take place in Portland, Oregon on 12-14 February 2016.

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