How Digital Strategy and Management Games can Facilitate the Practice of Dynamic Decision-Making
Czauderna, André and Budke, Alexandra (2020): How Digital Strategy and Management Games Can Facilitate the Practice of Dynamic Decision-Making. In: Education Sciences, 10 (4), pp.1-24. https://www.mdpi.com/2227-7102/10/4/99/pdf
This paper examines how digital strategy and management games that have been initially designed for entertainment can facilitate the practice of dynamic decision-making. Based on a comparative qualitative analysis of 17 games—organized into categories derived from a conceptual model of decision-making design—this article illustrates two ways in which these games may be useful in supporting the learning of dynamic decision-making in educational practice: (1) Players must take over the role of a decider and solve situations in which players must pursue different conflicting goals by making a continuous series of decisions on a variety of actions and measures; (2) three of the features of the games are considered to structure players’ practice of decision-making and foster processes of learning through the curation of possible decisions, the offering of lucid feedback and the modification of time. This article also highlights the games’ shortcomings, from an educational perspective, as players’ decisions are restricted by the numbers of choices they can make within the game, and certain choices are rewarded more than others. An educational application of the games must, therefore, entail a critical reflection of players’ limited choices inside a necessarily biased system.
Playing with Complex Systems? The Potential to Gain Geographical System Competence through Digital Gaming
Lux, Joelle-Denise and Budke, Alexandra (2020): Playing with Complex Systems? The Potential to Gain Geographical System Competence through Digital Gaming. In: Education Sciences, 10(5), 130. https://www.mdpi.com/2227-7102/10/5/130/pdf
The current socio-ecological challenges and phenomena that are major topics of geography education, like climate change and migration, are highly complex. Maturity in these contexts requires a networked way of thinking, and a systemic competence that is difficult to develop in geography classes alone. Digital games that simulate complex systems which include the pressing issues of today’s challenges may be a useful supplement to foster systems thinking. In this study, we develop a framework to assess the complexity of in-game systems. A subsequent analysis of a selection of current commercial strategy and simulation games shows how system complexity is designed differently in the various games. Based on these results, we make recommendations for the selection and use of different games in formal and informal learning contexts.
Game Designers as Agents of Political Education
Czauderna, André, und Alexandra Budke. 2021. „Game Designer als Akteure der politischen Bildung“. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 38 (Aneignung politischer Information): 94-116. https://doi.org/10.21240/mpaed/38/2021.01.25.X.
Many digital games designed for entertainment are relevant for political education because they allow their players to slip into roles of political decision-makers and deal with topics such as urban development, migration, resource conflicts or climate change. Thus, game designers can be perceived not only as agents of the culture industry, but also as agents of political education. The present article reconstructs how designers of entertainment games shape this role, from the perspectives of media education and geography education, based on a qualitative content analysis of nine semi-structured interviews. In particular, it is shown that game designers’ positions towards the design of political decision-making are largely consistent with the «Beutelsbach Consensus», which constitutes a set of basic principles for political education in Germany. Nevertheless, since entertainment game designers are first and foremost obliged to entertain their players, their products cannot be judged according to educational criteria just as strictly as materials created specifically for political education. Therefore, the use of entertainment games in political education must be accompanied by an in-depth classroom discussion. A critical reflection of digital games in political education should discuss, among other things, their neglect of democratic negotiation processes.