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Source publication
Background. Revealing tacit knowledge often is seen as very valuable for organizations, although it is usually challenging to enunciate and share this type of knowledge.
Methods. This study uses a participatory design and the application of a board gaming simulation as instruments to extract tacit knowledge. To illustrate this application, the gami...
Contexts in source publication
Context 1
... the third stage the performance of each role is evaluated; two cooperatives and two wholesalers fulfil different roles in the supply chain and have conflicting objectives (see Figure 3). ...
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Citations
... However, it is the interaction between them that creates a lasting experience for players. For instance, social interaction is a crucial aspect of situated learning (Lave and Wenger, 1991), especially for tacit knowledge (van Haaften et al., 2020), connected to the base need of relatedness (Rigby and Ryan, 2011). Furthermore, it has a potential strength when employing experiential learning, drawing on sharing of and learning from varied experiences (Kolb, 2002). ...
Serious games are a method that can be used to reach the public on complex topics related to the ocean. Although games used for learning generally, and ocean literacy specifically, have developed gradually since the 1970s, it was not until the popularization of digital games, around the turn of the millennium, that serious games rose to prominence in academia. Since then, vast amounts of serious games research have been published each year – chiefly on digital games, but also increasingly on hybrid and analogue games. In this article, we present results from a series of serious games that were played in three geographical regions in Norway with future-generation stakeholders and tie this to ocean literacy. We report on the potential benefits of serious games for learning and motivation based on these results. The games were played within the context of the United Nations Decade of Ocean Science, the sustainable development goals and multilevel governance, with a special focus on microplastic pollution and jellyfish blooms. We argue that using serious games can be beneficial not just for outreach but also as a tool for unintrusive collection of qualitative data in the form of narratives from transcriptions post-gaming session and contribute to ocean literacy.
... This study is part of a research project called SamenMarkt (Van Kooten, Nevejan, Brazier, Oey, & Hubers, 2018) which focuses on understanding trade in the Dutch horticultural sector. The importance of understanding the role tacit knowledge plays in competent professional performance has recently been recognized in a study that revealed that knowledge about trading is tacit in nature (Van Haaften, Lefter, Lukosch, van Kooten, & Brazier, 2021). This study continued the search for understanding trade in horticulture, by enabling participants to put their experience into practice (Bell, Kanar, & Kozlowski, 2008). ...
... Adaptation of the design while participating in the gaming simulation sessions was limited to the Advisory Board meetings. An earlier study where participants could adapt the design showed a similar outcome for the design process as in this study (Van Haaften et al., 2021). The combination with the modelling of gaming simulations makes this method sensitive to contextual adaptations, which matches with the personal and context-based nature of tacit knowledge (Nonaka & Takeuchi, 2007). ...
... In the end only the production volume that growers deliver to the cooperative, is what sellers use in trading with wholesalers. Like in the previous study Advisory Board members and interviewees stated that consensus on the quality of the goods between cooperative and wholesaler exists, before the actual negotiations take place (Van Haaften et al., 2021). Quality aspects are therefore left out in the final gaming simulation design. ...
... This study is part of a research project called SamenMarkt (Van Kooten, Nevejan, Brazier, Oey, & Hubers, 2018) which focuses on understanding trade in the Dutch horticultural sector. The importance of understanding the role tacit knowledge plays in competent professional performance has recently been recognized in a study that revealed that knowledge about trading is tacit in nature (Van Haaften, Lefter, Lukosch, van Kooten, & Brazier, 2021). This study continued the search for understanding trade in horticulture, by enabling participants to put their experience into practice (Bell, Kanar, & Kozlowski, 2008). ...
... Adaptation of the design while participating in the gaming simulation sessions was limited to the Advisory Board meetings. An earlier study where participants could adapt the design showed a similar outcome for the design process as in this study (Van Haaften et al., 2021). The combination with the modelling of gaming simulations makes this method sensitive to contextual adaptations, which matches with the personal and context-based nature of tacit knowledge (Nonaka & Takeuchi, 2007). ...
... In the end only the production volume that growers deliver to the cooperative, is what sellers use in trading with wholesalers. Like in the previous study Advisory Board members and interviewees stated that consensus on the quality of the goods between cooperative and wholesaler exists, before the actual negotiations take place (Van Haaften et al., 2021). Quality aspects are therefore left out in the final gaming simulation design. ...
... The in-game collaboration with a teammate, in combination with a group debriefing during which players' strategies are discussed, encourage players to make explicit their tacit views [71] about risk-management, priority-setting, short-term vs. long-term profitability, and producer responsibility to create sustainable products. By helping players to reflect on their actions and to articulate the reasons behind their decisions, Risk&RACE helps players to gain a deeper understanding of their drivers and barriers, raises awareness of the sustainability impacts of their decisions, and encourages them to explore new solutions. ...
Despite the increasing attention on circular economy at the policy level, the implementation of circular business models in companies is still limited. Many companies are put off by the apparent complexity to translate the general concepts of a circular economy into their business practice. This paper presents the development and testing of a simulation board game that aimed to address this gap between theory and business practice. The board game, Risk&RACE, was developed with the purpose of enabling students and business executives to experiment with circular economy business models. The gameplay was tested with 120 users, and cognitive learning outcomes as well as learning dynamics were assessed using a survey. The results of the game workshops demonstrated that the game advanced the participants’ awareness of the need for a circular economy, their understanding of basic circular economy principles, and their insight in opportunities and challenges of circular business models at the company level. When reflecting on the game as a learning tool, players highlighted its engaging and realistic nature and praised how it stimulated strategic thinking. Complementing the gameplay with a debriefing discussion afterwards encouraged players to reflect upon their newly gained insights, deepening their learning experience.
Background
In January 2014 over seven thousand EVE Online players engaged in a 21-h battle that came to be known as the Battle of B-R5RB, in which an estimated $330,000 of virtual property was destroyed, calculated in real U.S. dollars as measured by time.
Aim
To discern why players were willing to commit time and resources to fight in a large-scale virtual battle, which in turn informs how players perceive risk and develop large-scale emergent political structures.
Method
Drawing from multiple case history and journalism reports on the Battle of B-R5RB, the author combines the inductive ideographic case study approach and process tracing method to uncover key causal mechanisms.
Results
The author inductively theorizes that the Battle of B-R5RB resulted from the Null-Sec’s anarchic structure, player commitment to their respective Corporations, measurable economic value, and risk associated with permanent loss. These mechanisms closely align with the offensive realism and anarchy.
Discussion and conclusion
The Battle of B-R5B is a relevant example of real-world emergent political behavior developing in a virtual world setting. Analysis of this single battle suggests that players are willing to project actual value onto virtual assets. Perception of value is magnified in virtual worlds lacking overt governance or security structures. Players must form groups to mitigate risk, and the greater the risk, the greater the commitment to the group.
Any systems approach to postharvest handling starts with the consumer. Three major issues confront handlers of fresh produce. Consumption of fresh fruits and vegetables is too low to promote health. Losses of fresh produce from farm to market are too high. Income for growers of plant crops is too low resulting in rural poverty around the world. Fresh produce travels a supply or value chain from the farm to the market. Chains are not systems. Links in the chains may fit the criteria of systems. Our original concept of postharvest systems needs reframing. Systems thinking is more appropriate than a systems approach for postharvest handling.
We gain understanding using the scientific method, an engineering approach, and systems thinking. Scientists conduct research by reducing complexity, developing and refuting hypotheses, and replicating results. Engineering design determines needs, develops new designs, and deploys innovations. Systems thinkers study systems holistically, select models and methodologies, simulate activities, and share insights. Game simulations are effective means of understanding the complexity of a system. Critical systems thinking clarifies the interactions within a system. Then it unveils new ways to design improvements. Interactive leadership experiences involve management in implementing changes to improve performance. If improvement of fresh fruit and vegetable value chains focuses only on links in the chain, it fails to explore how the links interact. Advances in postharvest handling require greater use of systems thinking techniques.
As a pandemic spread throughout the world in 2020, restricting possibilities of physical presence, ‘going digital’ became acutely necessary for analogue serious game providers. Digitalization of analogue serious games based on player interaction is an arduous task requiring a substantial rethinking of the relationship between players, the facilitator(s), the game, and technology. Empirical research on the matter is inadequate, leaving practitioners without proper guidance in carrying out the digitalization process. This paper presents a novel framework, called the ‘Participant Centred Framework’, that can aid in moving from the analogue to the digital medium. The framework consists of several categories of relationships we believe instrumental in reimagining games for the digital realm. For each of these categories, several factors or topics to consider are included. The Participant Centred Framework is presented alongside a detailing of what we learned during our own, iterative digitalization process – mapped to the categories and factors of the framework.
Especially in times of distance learning, educational institutions need to diversify their digital teaching methods. Often, they offer only few opportunities for interaction, which is, however, essential for learning motivation. To integrate motivational aspects into digital teaching, this study tests digital games for their compatibility with a learning objectives catalogue of economics. Numerous studies have already shown that serious games have positive effects on learning motivation. In this study, however, not only serious games are considered, but also entertainment games. The main findings include that, on average, there is a 57% thematic overlap with the learning objectives catalogue. 20% of the objectives are explained in a way that makes abstract application possible. The thematic overlap of serious and entertainment games is nearly the same. The results show that there is a lack of games that are compatible with the considered learning catalogue. Remarkably, on average no major differences regarding knowledge transfer were found between the analysed serious and entertainment Games.
Nem csak az élethez viszonyulhatunk játékosan, de az élet különböző területeit is modellálhatjuk játékként. Talán nem véletlen, hogy az első videójátékok megjelenésével egyidősek a szimulációk tanulási potenciáljával kapcsolatos kutatások – keresztmetszetük pedig, a komoly játék, legalább fél évszázados jelenségnek számít. De vajon mit tanulhatunk egy nem komoly játékból? A szimuláció alapú tanulás szakirodalma több úton, párhuzamosan fejlődött. Az előadás célja a közös vonások megtalálásával átfogó képet nyújtani a videójátékos szimulációk nonformális és informális tanulással való kapcsolatáról, valamint koherens szempontrendszert ismertetni az értékelésükhöz. Az előadás hátterében egy másodlagos kutatás áll, amely a Scopus által jegyzett teljes szakirodalom több mint feléért felelős Simulation & Gaming folyóirat irodalmi áttekintéséből indul ki, majd annak kvalitatív tartalomelemzésével jut el végső megállapításaihoz. A videójátékos szimulációk egyéni és társas szinten is segíthetik tervezőik és résztvevőik tanulását. A formai sokszínűség mögött valójában kisszámú hatékonyságot szabályozó tényező rejlik. A videójátékok, szimulációk és a tapasztalati tanulás kapcsolatát kutató multidiszciplináris szakirodalom összehasonlító tartalomelemzésével megállapíthatóak olyan játékmetodológiai sarokpontok, amelyek segítségével a komoly és szabadidős videójátékok tanulási potenciálja is felbecsülhető. Egy blokk bányászó játékból néha többet tanulhatunk mint hinnénk!
