Gaming as a Cultural Commons: Risks, Challenges, and Opportunities (Translational Systems Sciences, 28)

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