Gaming As a Cultural Commons: Risks, Challenges, and Opportunities
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Singapore
Springer
2022
|
| Ausgabe: | 1st ed |
| Schriftenreihe: | Translational Systems Sciences Series
v.28 |
| Schlagworte: | |
| Online-Zugang: | HWR01 |
| Beschreibung: | Description based on publisher supplied metadata and other sources |
| Beschreibung: | 1 Online-Ressource (199 Seiten) |
| ISBN: | 9789811903489 |
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| 505 | 8 | |a Intro -- Preface -- Contents -- Contributors -- Part I: Culture in Gaming and Simulation -- Chapter 1: Gaming Simulation: Terminology and Fundamentals -- 1.1 Introduction: Terminology and Methodology of Gaming Simulation -- 1.2 Gaming Simulation as Science of Analysis and Science of Design -- 1.3 Gaming Simulation Applications -- 1.4 ''Serious Play'' and Gaming Simulation: Historical and Cultural Aspects -- 1.5 ''Gamification'' and Gaming Simulation Design -- 1.6 Gaming Simulation and Game-Based Learning -- References -- Chapter 2: Knowledge from the Great Ancestors: The ''Cone of Abstraction''-Revisiting a Key Concept Through Interviews with Ga... -- 2.1 The Concept of Richard Duke -- 2.2 Enhancement, Consolidation, Critique, and Practical Advice -- References -- Chapter 3: Board Game Immersion -- 3.1 Introduction -- 3.2 What Is Immersion? -- 3.3 Defining Board Game Immersion -- 3.4 Conclusion -- References -- Chapter 4: Women (and a Little Bit of Culture) in Simulation Gaming -- 4.1 Introduction -- 4.2 The Player as a Woman -- 4.3 Female Game Characters -- 4.4 The Game Developer as a Woman -- 4.5 The Female Facilitator -- 4.6 Conclusion and Discussion -- References -- Chapter 5: The Current Status of Japanese Game Players and Its Impact on the Society -- 5.1 The Rise in the Japanese Tabletop Game Market -- 5.2 The Survey -- 5.2.1 Method -- 5.2.2 Results -- 5.2.2.1 Characteristics of Japanese Tabletop Game Players -- 5.2.2.2 Attitudes Toward Games -- 5.2.2.3 Relations with Game Experience Questionnaire -- 5.3 Discussion -- References -- Part II: Education -- Chapter 6: Case Example: KIKATOPIA Game-A Simulation Game on Diversity and Living Together with Children as Co-designers -- 6.1 Background of the KIKATOPIA Game -- 6.2 Basic Pedagogical Principles -- 6.3 Opportunities for Experiential Learning and Improving Self-Concept via Simulation Games | |
| 505 | 8 | |a 6.4 Design Steps and Results of the Project -- 6.5 Main Characteristics and Elements of the KIKATOPIA Game. -- 6.6 Lessons and Ethical Considerations -- References -- Chapter 7: Bringing Gaming into Education: Cultural Context and Ethical Issues in the Case of SN Games -- 7.1 Introduction -- 7.2 The SN Game -- 7.3 Reinforcing Environmental Behavior Using Games -- 7.4 Simulation of Economic Disparity: Case Study -- 7.4.1 Purpose -- 7.4.2 Method -- 7.4.3 Results and Discussion -- 7.4.3.1 Persuasion Strategy: Individual Monetary Benefit vs. Environmental Protection -- 7.4.3.2 Success Rates of Persuasion -- 7.4.3.3 Learning Effect of the Game -- 7.5 Other Educational Effects of SN Game Rules -- 7.5.1 Role-Playing in Games and Its Relationship to Reality -- 7.5.2 The Difference Between Persuading and Being Persuaded -- 7.6 Discussion -- 7.6.1 Transferring to Other Issues -- 7.6.2 SN Game for Online -- 7.6.3 Perspective -- Appendix: The Settoku Nattoku (SN) Game -- Number of Players -- Supplies -- Preparation -- Session 1: First Persuasion -- Session 2: Changing the Role -- Debriefing -- References -- Chapter 8: Code of Conduct for Facilitators and the Ethics of Debriefing -- 8.1 Introduction -- 8.2 Facilitation of Gaming Simulation -- 8.3 Preparation -- 8.3.1 Gathering Information and Determining the Purpose of the Session -- 8.3.2 Selecting, Adjusting, or Designing Games -- 8.3.3 Preparing Materials and Preparing Oneself -- 8.4 Briefing -- 8.4.1 Clarifying the Purpose of the Session and Explaining What Is Going to Happen -- 8.4.2 Explaining the Rules, Goals, Procedures, Roles, etc. -- 8.4.3 Organizing Teams and Distributing the Materials -- 8.5 Game Execution -- 8.6 Debriefing -- 8.7 The Ethics of Debriefing -- 8.7.1 Thoughts on the Ethics of Debriefing -- 8.7.2 How Can Facilitators Be Trained? -- 8.7.3 Recommendations for Facilitators -- References | |
| 505 | 8 | |a Chapter 9: Ethics and Simulation Games in a Cultural Context: Why Should We Bother? And What Can We Learn? -- 9.1 Introduction: Why Should We Bother? -- 9.1.1 Added Value of SGs in Ethical Education -- 9.2 Specific Types of SGs and Their Related Challenges -- 9.3 The Role of (Social) Systems and Organizational Theory in Understanding Learning in SG -- 9.3.1 Distance -- 9.3.2 Scope -- 9.4 The Valley of Despair in Relation to Ethical Challenges -- 9.5 Ethical Challenges from Culture on a Personal, Group, Organization and Country Level -- 9.6 Case Study Examples from Practice -- 9.6.1 Inactive Players Due to Cultural Backgrounds -- 9.6.2 A Company's Culture Impeding the Learning -- 9.6.3 Case Study: A Group of Dutch Mayors -- 9.6.4 Case Study Rules Clash in a German SG -- 9.6.5 Social Workers Claiming to Be 'Not Competitive' -- 9.7 Conclusion and Future Research -- References -- Part III: Manipulation in Games -- Chapter 10: Subtle Manipulation in Games -- 10.1 Introduction -- 10.2 Case Studies -- 10.2.1 Blue Eyes-Brown Eyes -- 10.2.2 Werewolf (Mafia) -- 10.2.3 Fall-out Shelter -- 10.3 Fidelity and Ethics -- 10.4 Intentional Manipulation of Games -- 10.5 Subtle Manipulation of Games -- 10.6 Awareness of Ethical Issues Is Increasing in the World of Entertainment Games -- References -- Chapter 11: Manipulation Through Gamification and Gaming -- 11.1 Introduction -- 11.2 Why Is Unintended Manipulation a Serious Issue? -- 11.3 Gamification and Manipulation -- 11.4 Gaming Simulation and Manipulation and the Role of Debriefing -- 11.5 Embodied Experiences in Games -- 11.6 Recommendations for Reflecting on Ethics and Minimizing Manipulation -- 11.6.1 Analytical Science Perspective -- 11.6.2 Design Science Perspective -- 11.7 Ethics and Manipulation as Game Content -- 11.8 Ethics Within the Process of Gaming Simulation -- 11.8.1 Design Process | |
| 505 | 8 | |a 11.8.2 Facilitation and Gameplay -- 11.8.3 Debriefing/Evaluation -- References | |
| 650 | 4 | |a Mathematics | |
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Datensatz im Suchindex
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| author | Kikkawa, Toshiko |
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| author_sort | Kikkawa, Toshiko |
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| bvnumber | BV049019474 |
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| contents | Intro -- Preface -- Contents -- Contributors -- Part I: Culture in Gaming and Simulation -- Chapter 1: Gaming Simulation: Terminology and Fundamentals -- 1.1 Introduction: Terminology and Methodology of Gaming Simulation -- 1.2 Gaming Simulation as Science of Analysis and Science of Design -- 1.3 Gaming Simulation Applications -- 1.4 ''Serious Play'' and Gaming Simulation: Historical and Cultural Aspects -- 1.5 ''Gamification'' and Gaming Simulation Design -- 1.6 Gaming Simulation and Game-Based Learning -- References -- Chapter 2: Knowledge from the Great Ancestors: The ''Cone of Abstraction''-Revisiting a Key Concept Through Interviews with Ga... -- 2.1 The Concept of Richard Duke -- 2.2 Enhancement, Consolidation, Critique, and Practical Advice -- References -- Chapter 3: Board Game Immersion -- 3.1 Introduction -- 3.2 What Is Immersion? -- 3.3 Defining Board Game Immersion -- 3.4 Conclusion -- References -- Chapter 4: Women (and a Little Bit of Culture) in Simulation Gaming -- 4.1 Introduction -- 4.2 The Player as a Woman -- 4.3 Female Game Characters -- 4.4 The Game Developer as a Woman -- 4.5 The Female Facilitator -- 4.6 Conclusion and Discussion -- References -- Chapter 5: The Current Status of Japanese Game Players and Its Impact on the Society -- 5.1 The Rise in the Japanese Tabletop Game Market -- 5.2 The Survey -- 5.2.1 Method -- 5.2.2 Results -- 5.2.2.1 Characteristics of Japanese Tabletop Game Players -- 5.2.2.2 Attitudes Toward Games -- 5.2.2.3 Relations with Game Experience Questionnaire -- 5.3 Discussion -- References -- Part II: Education -- Chapter 6: Case Example: KIKATOPIA Game-A Simulation Game on Diversity and Living Together with Children as Co-designers -- 6.1 Background of the KIKATOPIA Game -- 6.2 Basic Pedagogical Principles -- 6.3 Opportunities for Experiential Learning and Improving Self-Concept via Simulation Games 6.4 Design Steps and Results of the Project -- 6.5 Main Characteristics and Elements of the KIKATOPIA Game. -- 6.6 Lessons and Ethical Considerations -- References -- Chapter 7: Bringing Gaming into Education: Cultural Context and Ethical Issues in the Case of SN Games -- 7.1 Introduction -- 7.2 The SN Game -- 7.3 Reinforcing Environmental Behavior Using Games -- 7.4 Simulation of Economic Disparity: Case Study -- 7.4.1 Purpose -- 7.4.2 Method -- 7.4.3 Results and Discussion -- 7.4.3.1 Persuasion Strategy: Individual Monetary Benefit vs. Environmental Protection -- 7.4.3.2 Success Rates of Persuasion -- 7.4.3.3 Learning Effect of the Game -- 7.5 Other Educational Effects of SN Game Rules -- 7.5.1 Role-Playing in Games and Its Relationship to Reality -- 7.5.2 The Difference Between Persuading and Being Persuaded -- 7.6 Discussion -- 7.6.1 Transferring to Other Issues -- 7.6.2 SN Game for Online -- 7.6.3 Perspective -- Appendix: The Settoku Nattoku (SN) Game -- Number of Players -- Supplies -- Preparation -- Session 1: First Persuasion -- Session 2: Changing the Role -- Debriefing -- References -- Chapter 8: Code of Conduct for Facilitators and the Ethics of Debriefing -- 8.1 Introduction -- 8.2 Facilitation of Gaming Simulation -- 8.3 Preparation -- 8.3.1 Gathering Information and Determining the Purpose of the Session -- 8.3.2 Selecting, Adjusting, or Designing Games -- 8.3.3 Preparing Materials and Preparing Oneself -- 8.4 Briefing -- 8.4.1 Clarifying the Purpose of the Session and Explaining What Is Going to Happen -- 8.4.2 Explaining the Rules, Goals, Procedures, Roles, etc. -- 8.4.3 Organizing Teams and Distributing the Materials -- 8.5 Game Execution -- 8.6 Debriefing -- 8.7 The Ethics of Debriefing -- 8.7.1 Thoughts on the Ethics of Debriefing -- 8.7.2 How Can Facilitators Be Trained? -- 8.7.3 Recommendations for Facilitators -- References Chapter 9: Ethics and Simulation Games in a Cultural Context: Why Should We Bother? And What Can We Learn? -- 9.1 Introduction: Why Should We Bother? -- 9.1.1 Added Value of SGs in Ethical Education -- 9.2 Specific Types of SGs and Their Related Challenges -- 9.3 The Role of (Social) Systems and Organizational Theory in Understanding Learning in SG -- 9.3.1 Distance -- 9.3.2 Scope -- 9.4 The Valley of Despair in Relation to Ethical Challenges -- 9.5 Ethical Challenges from Culture on a Personal, Group, Organization and Country Level -- 9.6 Case Study Examples from Practice -- 9.6.1 Inactive Players Due to Cultural Backgrounds -- 9.6.2 A Company's Culture Impeding the Learning -- 9.6.3 Case Study: A Group of Dutch Mayors -- 9.6.4 Case Study Rules Clash in a German SG -- 9.6.5 Social Workers Claiming to Be 'Not Competitive' -- 9.7 Conclusion and Future Research -- References -- Part III: Manipulation in Games -- Chapter 10: Subtle Manipulation in Games -- 10.1 Introduction -- 10.2 Case Studies -- 10.2.1 Blue Eyes-Brown Eyes -- 10.2.2 Werewolf (Mafia) -- 10.2.3 Fall-out Shelter -- 10.3 Fidelity and Ethics -- 10.4 Intentional Manipulation of Games -- 10.5 Subtle Manipulation of Games -- 10.6 Awareness of Ethical Issues Is Increasing in the World of Entertainment Games -- References -- Chapter 11: Manipulation Through Gamification and Gaming -- 11.1 Introduction -- 11.2 Why Is Unintended Manipulation a Serious Issue? -- 11.3 Gamification and Manipulation -- 11.4 Gaming Simulation and Manipulation and the Role of Debriefing -- 11.5 Embodied Experiences in Games -- 11.6 Recommendations for Reflecting on Ethics and Minimizing Manipulation -- 11.6.1 Analytical Science Perspective -- 11.6.2 Design Science Perspective -- 11.7 Ethics and Manipulation as Game Content -- 11.8 Ethics Within the Process of Gaming Simulation -- 11.8.1 Design Process 11.8.2 Facilitation and Gameplay -- 11.8.3 Debriefing/Evaluation -- References |
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| dewey-full | 003.3 |
| dewey-hundreds | 000 - Computer science, information, general works |
| dewey-ones | 003 - Systems |
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| discipline | Informatik |
| discipline_str_mv | Informatik |
| edition | 1st ed |
| format | Electronic eBook |
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| id | DE-604.BV049019474 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T22:13:39Z |
| indexdate | 2024-07-10T09:52:58Z |
| institution | BVB |
| isbn | 9789811903489 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034282381 |
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| physical | 1 Online-Ressource (199 Seiten) |
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| record_format | marc |
| series2 | Translational Systems Sciences Series |
| spelling | Kikkawa, Toshiko Verfasser aut Gaming As a Cultural Commons Risks, Challenges, and Opportunities 1st ed Singapore Springer 2022 ©2022 1 Online-Ressource (199 Seiten) txt rdacontent c rdamedia cr rdacarrier Translational Systems Sciences Series v.28 Description based on publisher supplied metadata and other sources Intro -- Preface -- Contents -- Contributors -- Part I: Culture in Gaming and Simulation -- Chapter 1: Gaming Simulation: Terminology and Fundamentals -- 1.1 Introduction: Terminology and Methodology of Gaming Simulation -- 1.2 Gaming Simulation as Science of Analysis and Science of Design -- 1.3 Gaming Simulation Applications -- 1.4 ''Serious Play'' and Gaming Simulation: Historical and Cultural Aspects -- 1.5 ''Gamification'' and Gaming Simulation Design -- 1.6 Gaming Simulation and Game-Based Learning -- References -- Chapter 2: Knowledge from the Great Ancestors: The ''Cone of Abstraction''-Revisiting a Key Concept Through Interviews with Ga... -- 2.1 The Concept of Richard Duke -- 2.2 Enhancement, Consolidation, Critique, and Practical Advice -- References -- Chapter 3: Board Game Immersion -- 3.1 Introduction -- 3.2 What Is Immersion? -- 3.3 Defining Board Game Immersion -- 3.4 Conclusion -- References -- Chapter 4: Women (and a Little Bit of Culture) in Simulation Gaming -- 4.1 Introduction -- 4.2 The Player as a Woman -- 4.3 Female Game Characters -- 4.4 The Game Developer as a Woman -- 4.5 The Female Facilitator -- 4.6 Conclusion and Discussion -- References -- Chapter 5: The Current Status of Japanese Game Players and Its Impact on the Society -- 5.1 The Rise in the Japanese Tabletop Game Market -- 5.2 The Survey -- 5.2.1 Method -- 5.2.2 Results -- 5.2.2.1 Characteristics of Japanese Tabletop Game Players -- 5.2.2.2 Attitudes Toward Games -- 5.2.2.3 Relations with Game Experience Questionnaire -- 5.3 Discussion -- References -- Part II: Education -- Chapter 6: Case Example: KIKATOPIA Game-A Simulation Game on Diversity and Living Together with Children as Co-designers -- 6.1 Background of the KIKATOPIA Game -- 6.2 Basic Pedagogical Principles -- 6.3 Opportunities for Experiential Learning and Improving Self-Concept via Simulation Games 6.4 Design Steps and Results of the Project -- 6.5 Main Characteristics and Elements of the KIKATOPIA Game. -- 6.6 Lessons and Ethical Considerations -- References -- Chapter 7: Bringing Gaming into Education: Cultural Context and Ethical Issues in the Case of SN Games -- 7.1 Introduction -- 7.2 The SN Game -- 7.3 Reinforcing Environmental Behavior Using Games -- 7.4 Simulation of Economic Disparity: Case Study -- 7.4.1 Purpose -- 7.4.2 Method -- 7.4.3 Results and Discussion -- 7.4.3.1 Persuasion Strategy: Individual Monetary Benefit vs. Environmental Protection -- 7.4.3.2 Success Rates of Persuasion -- 7.4.3.3 Learning Effect of the Game -- 7.5 Other Educational Effects of SN Game Rules -- 7.5.1 Role-Playing in Games and Its Relationship to Reality -- 7.5.2 The Difference Between Persuading and Being Persuaded -- 7.6 Discussion -- 7.6.1 Transferring to Other Issues -- 7.6.2 SN Game for Online -- 7.6.3 Perspective -- Appendix: The Settoku Nattoku (SN) Game -- Number of Players -- Supplies -- Preparation -- Session 1: First Persuasion -- Session 2: Changing the Role -- Debriefing -- References -- Chapter 8: Code of Conduct for Facilitators and the Ethics of Debriefing -- 8.1 Introduction -- 8.2 Facilitation of Gaming Simulation -- 8.3 Preparation -- 8.3.1 Gathering Information and Determining the Purpose of the Session -- 8.3.2 Selecting, Adjusting, or Designing Games -- 8.3.3 Preparing Materials and Preparing Oneself -- 8.4 Briefing -- 8.4.1 Clarifying the Purpose of the Session and Explaining What Is Going to Happen -- 8.4.2 Explaining the Rules, Goals, Procedures, Roles, etc. -- 8.4.3 Organizing Teams and Distributing the Materials -- 8.5 Game Execution -- 8.6 Debriefing -- 8.7 The Ethics of Debriefing -- 8.7.1 Thoughts on the Ethics of Debriefing -- 8.7.2 How Can Facilitators Be Trained? -- 8.7.3 Recommendations for Facilitators -- References Chapter 9: Ethics and Simulation Games in a Cultural Context: Why Should We Bother? And What Can We Learn? -- 9.1 Introduction: Why Should We Bother? -- 9.1.1 Added Value of SGs in Ethical Education -- 9.2 Specific Types of SGs and Their Related Challenges -- 9.3 The Role of (Social) Systems and Organizational Theory in Understanding Learning in SG -- 9.3.1 Distance -- 9.3.2 Scope -- 9.4 The Valley of Despair in Relation to Ethical Challenges -- 9.5 Ethical Challenges from Culture on a Personal, Group, Organization and Country Level -- 9.6 Case Study Examples from Practice -- 9.6.1 Inactive Players Due to Cultural Backgrounds -- 9.6.2 A Company's Culture Impeding the Learning -- 9.6.3 Case Study: A Group of Dutch Mayors -- 9.6.4 Case Study Rules Clash in a German SG -- 9.6.5 Social Workers Claiming to Be 'Not Competitive' -- 9.7 Conclusion and Future Research -- References -- Part III: Manipulation in Games -- Chapter 10: Subtle Manipulation in Games -- 10.1 Introduction -- 10.2 Case Studies -- 10.2.1 Blue Eyes-Brown Eyes -- 10.2.2 Werewolf (Mafia) -- 10.2.3 Fall-out Shelter -- 10.3 Fidelity and Ethics -- 10.4 Intentional Manipulation of Games -- 10.5 Subtle Manipulation of Games -- 10.6 Awareness of Ethical Issues Is Increasing in the World of Entertainment Games -- References -- Chapter 11: Manipulation Through Gamification and Gaming -- 11.1 Introduction -- 11.2 Why Is Unintended Manipulation a Serious Issue? -- 11.3 Gamification and Manipulation -- 11.4 Gaming Simulation and Manipulation and the Role of Debriefing -- 11.5 Embodied Experiences in Games -- 11.6 Recommendations for Reflecting on Ethics and Minimizing Manipulation -- 11.6.1 Analytical Science Perspective -- 11.6.2 Design Science Perspective -- 11.7 Ethics and Manipulation as Game Content -- 11.8 Ethics Within the Process of Gaming Simulation -- 11.8.1 Design Process 11.8.2 Facilitation and Gameplay -- 11.8.3 Debriefing/Evaluation -- References Mathematics Kriz, Willy Christian Sonstige oth Sugiura, Junkichi Sonstige oth Erscheint auch als Druck-Ausgabe Kikkawa, Toshiko Gaming As a Cultural Commons Singapore : Springer,c2022 9789811903472 |
| spellingShingle | Kikkawa, Toshiko Gaming As a Cultural Commons Risks, Challenges, and Opportunities Intro -- Preface -- Contents -- Contributors -- Part I: Culture in Gaming and Simulation -- Chapter 1: Gaming Simulation: Terminology and Fundamentals -- 1.1 Introduction: Terminology and Methodology of Gaming Simulation -- 1.2 Gaming Simulation as Science of Analysis and Science of Design -- 1.3 Gaming Simulation Applications -- 1.4 ''Serious Play'' and Gaming Simulation: Historical and Cultural Aspects -- 1.5 ''Gamification'' and Gaming Simulation Design -- 1.6 Gaming Simulation and Game-Based Learning -- References -- Chapter 2: Knowledge from the Great Ancestors: The ''Cone of Abstraction''-Revisiting a Key Concept Through Interviews with Ga... -- 2.1 The Concept of Richard Duke -- 2.2 Enhancement, Consolidation, Critique, and Practical Advice -- References -- Chapter 3: Board Game Immersion -- 3.1 Introduction -- 3.2 What Is Immersion? -- 3.3 Defining Board Game Immersion -- 3.4 Conclusion -- References -- Chapter 4: Women (and a Little Bit of Culture) in Simulation Gaming -- 4.1 Introduction -- 4.2 The Player as a Woman -- 4.3 Female Game Characters -- 4.4 The Game Developer as a Woman -- 4.5 The Female Facilitator -- 4.6 Conclusion and Discussion -- References -- Chapter 5: The Current Status of Japanese Game Players and Its Impact on the Society -- 5.1 The Rise in the Japanese Tabletop Game Market -- 5.2 The Survey -- 5.2.1 Method -- 5.2.2 Results -- 5.2.2.1 Characteristics of Japanese Tabletop Game Players -- 5.2.2.2 Attitudes Toward Games -- 5.2.2.3 Relations with Game Experience Questionnaire -- 5.3 Discussion -- References -- Part II: Education -- Chapter 6: Case Example: KIKATOPIA Game-A Simulation Game on Diversity and Living Together with Children as Co-designers -- 6.1 Background of the KIKATOPIA Game -- 6.2 Basic Pedagogical Principles -- 6.3 Opportunities for Experiential Learning and Improving Self-Concept via Simulation Games 6.4 Design Steps and Results of the Project -- 6.5 Main Characteristics and Elements of the KIKATOPIA Game. -- 6.6 Lessons and Ethical Considerations -- References -- Chapter 7: Bringing Gaming into Education: Cultural Context and Ethical Issues in the Case of SN Games -- 7.1 Introduction -- 7.2 The SN Game -- 7.3 Reinforcing Environmental Behavior Using Games -- 7.4 Simulation of Economic Disparity: Case Study -- 7.4.1 Purpose -- 7.4.2 Method -- 7.4.3 Results and Discussion -- 7.4.3.1 Persuasion Strategy: Individual Monetary Benefit vs. Environmental Protection -- 7.4.3.2 Success Rates of Persuasion -- 7.4.3.3 Learning Effect of the Game -- 7.5 Other Educational Effects of SN Game Rules -- 7.5.1 Role-Playing in Games and Its Relationship to Reality -- 7.5.2 The Difference Between Persuading and Being Persuaded -- 7.6 Discussion -- 7.6.1 Transferring to Other Issues -- 7.6.2 SN Game for Online -- 7.6.3 Perspective -- Appendix: The Settoku Nattoku (SN) Game -- Number of Players -- Supplies -- Preparation -- Session 1: First Persuasion -- Session 2: Changing the Role -- Debriefing -- References -- Chapter 8: Code of Conduct for Facilitators and the Ethics of Debriefing -- 8.1 Introduction -- 8.2 Facilitation of Gaming Simulation -- 8.3 Preparation -- 8.3.1 Gathering Information and Determining the Purpose of the Session -- 8.3.2 Selecting, Adjusting, or Designing Games -- 8.3.3 Preparing Materials and Preparing Oneself -- 8.4 Briefing -- 8.4.1 Clarifying the Purpose of the Session and Explaining What Is Going to Happen -- 8.4.2 Explaining the Rules, Goals, Procedures, Roles, etc. -- 8.4.3 Organizing Teams and Distributing the Materials -- 8.5 Game Execution -- 8.6 Debriefing -- 8.7 The Ethics of Debriefing -- 8.7.1 Thoughts on the Ethics of Debriefing -- 8.7.2 How Can Facilitators Be Trained? -- 8.7.3 Recommendations for Facilitators -- References Chapter 9: Ethics and Simulation Games in a Cultural Context: Why Should We Bother? And What Can We Learn? -- 9.1 Introduction: Why Should We Bother? -- 9.1.1 Added Value of SGs in Ethical Education -- 9.2 Specific Types of SGs and Their Related Challenges -- 9.3 The Role of (Social) Systems and Organizational Theory in Understanding Learning in SG -- 9.3.1 Distance -- 9.3.2 Scope -- 9.4 The Valley of Despair in Relation to Ethical Challenges -- 9.5 Ethical Challenges from Culture on a Personal, Group, Organization and Country Level -- 9.6 Case Study Examples from Practice -- 9.6.1 Inactive Players Due to Cultural Backgrounds -- 9.6.2 A Company's Culture Impeding the Learning -- 9.6.3 Case Study: A Group of Dutch Mayors -- 9.6.4 Case Study Rules Clash in a German SG -- 9.6.5 Social Workers Claiming to Be 'Not Competitive' -- 9.7 Conclusion and Future Research -- References -- Part III: Manipulation in Games -- Chapter 10: Subtle Manipulation in Games -- 10.1 Introduction -- 10.2 Case Studies -- 10.2.1 Blue Eyes-Brown Eyes -- 10.2.2 Werewolf (Mafia) -- 10.2.3 Fall-out Shelter -- 10.3 Fidelity and Ethics -- 10.4 Intentional Manipulation of Games -- 10.5 Subtle Manipulation of Games -- 10.6 Awareness of Ethical Issues Is Increasing in the World of Entertainment Games -- References -- Chapter 11: Manipulation Through Gamification and Gaming -- 11.1 Introduction -- 11.2 Why Is Unintended Manipulation a Serious Issue? -- 11.3 Gamification and Manipulation -- 11.4 Gaming Simulation and Manipulation and the Role of Debriefing -- 11.5 Embodied Experiences in Games -- 11.6 Recommendations for Reflecting on Ethics and Minimizing Manipulation -- 11.6.1 Analytical Science Perspective -- 11.6.2 Design Science Perspective -- 11.7 Ethics and Manipulation as Game Content -- 11.8 Ethics Within the Process of Gaming Simulation -- 11.8.1 Design Process 11.8.2 Facilitation and Gameplay -- 11.8.3 Debriefing/Evaluation -- References Mathematics |
| title | Gaming As a Cultural Commons Risks, Challenges, and Opportunities |
| title_auth | Gaming As a Cultural Commons Risks, Challenges, and Opportunities |
| title_exact_search | Gaming As a Cultural Commons Risks, Challenges, and Opportunities |
| title_exact_search_txtP | Gaming As a Cultural Commons Risks, Challenges, and Opportunities |
| title_full | Gaming As a Cultural Commons Risks, Challenges, and Opportunities |
| title_fullStr | Gaming As a Cultural Commons Risks, Challenges, and Opportunities |
| title_full_unstemmed | Gaming As a Cultural Commons Risks, Challenges, and Opportunities |
| title_short | Gaming As a Cultural Commons |
| title_sort | gaming as a cultural commons risks challenges and opportunities |
| title_sub | Risks, Challenges, and Opportunities |
| topic | Mathematics |
| topic_facet | Mathematics |
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