Projects are complex systems as they consist of different elements interacting with each other considering a certain degree of uncertainty. Serious games - defined as those that are not primarily intended to entertain - can be used to better understand, analyse, or design projects in such complex socio-technical systems. They are a powerful research method because they provide data and insights into people's behaviour in relation to their environment. They do this in an engaging way in a safe environment, making them suitable for testing hypotheses and gathering data on choices, decisions, and interactions of people. In addition, serious games provide an environment that allows for mixed methods data collection. This article introduces the Game Research by Design - Approach about the development of serious gaming research set-ups, which addresses three cycles - theoretical, design and empirical one - when conducting research using serious games. This article illustrates the choices researchers need to make when developing research design and experiments based on serious gaming. Further research is needed to elaborate the different steps and to fine-tune this approach.

Background: In a world of ever-increasing complexity, organizations and people have an ever-increasing need for support systems that help them understand and shape the world around them. While simulation game design derived from the very idea to propose an instrument able to address complexity, seminal approaches dealt with a different level of complexity. In a networked, digitalized world, complexity has increased, and traditional approaches towards designing games show certain shortcomings that have to be overcome. Aim: This article proposes a new process of game design for complex problems and complex systems that can both be used by game designers as well as the scientific community in the field. This process is represented within a framework, based on two parts. The so-called ‘Funnel of Game Design’ based on the IDEAS approach represents the process of problem derivation, while the ‘House of Game Design’ also covers possible steps towards the final game product and process, including de-briefing and evaluation. Method: Based on hands-on experiences and related work, we developed several steps of a game design process (IDEAS approach). In face-to-face interviews, we discussed the first version of the framework with experts in the field of simulation game studies. Results: This process led to the framework presented in this article, which shows the steps of problem derivation as well as challenges that can occur, and proposes adaptive methods to overcome these challenges. The framework includes elements that support the definition of complex problems, and their translation into game designs. Recommendation: We recommend practitioners and scientists to apply the new framework presented here in their efforts to define the underlying problem that should be addressed by an envisioned simulation game, and in translating this into a valid, engaging and meaningful game experience.

Background.: Simulation gaming sessions can be understood as a sequence of briefing, game play, and debriefing - with feedback loops and iterative steps in between. Often, these sessions are supported by a facilitator, who organizes the session, sets learning goals, and guides the players through briefing, game play and debriefing (Taylor, Backlund & Niklasson, 2012), which we call facilitation. Debriefing is a vital part of the facilitation process, as according to Crookall (2010) and Kriz (2010), it facilitates learning. Contrary to many traditional models that locate the debriefing phase at the very end of a simulation gaming session, we conceptualize debriefing as reflection moments during the whole session, in which participants have the opportunity to reflect on their game play, experiences, and learnings. Facilitation is the process of enabling participants to address challenging situations of the game play, and make connections between the game play and the real environment the game refers to throughout the simulation gaming session. Method & Results.: We analysed existing debriefing literature within the Simulation & Gaming journal. This review revealed that many existing approaches do not sufficiently consider changing needs of participants during a simulation gaming session to allow for a direct reflection on what is happening. Instead, a large number of debriefing approaches focus on a post-action reflection only. Moreover, the approaches analysed in our article often are abstract and only provide scarce practical recommendations. In addition to the literature review, we draw conclusions from observations of our own work in and with simulation gaming sessions. Based on the related and our own work, we propose a new model for simulation game facilitation, which better connects moments of reflection with the game play - the Impulse-Debriefing-Spiral. Conclusions.: We provide a holistic understanding of debriefing that helps facilitators when implementing simulation games for learning purposes. Our model, called the Impulse-Debriefing-Spiral, conceptualizes the role of facilitation between briefing and debriefing throughout the whole process of a simulation gaming session - starting with its planning to reacting on emerging needs of the participants in between, up to closing the session as last step before transferring new knowledge and competencies into a new context (learning transfer).

The aim of this paper is to analyse whether the design decision in terms of the choice between a digital or an analogue simulation game does have an influence on validity, play(er) experience, and learning outcomes. Therefore, we analysed and compared a digital and analogue version of a simulation game for port management regarding their validity, play(er) experience, and learning outcomes. Our results showed that engagement is one of the key factors for learning, but that simulation games need to be realistic enough to also guarantee specific learning outcomes. Further research is needed to statistically evaluate our findings and the applicability of these results in other games.

Serious games as research instruments are seen as a special type of participatory modelling, allowing a researcher to observe the behaviour and decisions taken by players. Yet, games have their own dynamics and come with certain challenges when used as a research instrument. This article reports on specific challenges in using games as research instruments in the domain of transportation. Therefore, three digital games from the transportation sub-systems freight transport, airport management and public transport are presented. The cases are analysed according to the challenges faced during the phases of requirements analysis, design, implementation, usage as research instrument, and evaluation. Based on this cross-case analysis of the research games, Do’s and Don’ts as well as practical recommendations are derived to support researchers and practitioners in applying serious games as research instruments in transportation. The new ReDIRE-framework to analyse serious games for research purposes is presented for this aim. Design guidelines resulting from our contribution can be helpful for game designers and researchers alike.

This paper concentrates on methods to facilitate interactions and knowledge exchange between different expert groups. The specific case examined is on expert groups from the aviation and humanitarian context. Both are highly complex, multidisciplinary systems where stakeholders work under high time pressure and uncertainty and in a complex decision-making environment. Especially during a sudden on-set (natural) disaster, stakeholders from the humanitarian field and airport management need to work closely together to guarantee the most efficient way of handling issues like overwhelmed customs officials, unsolicited aid donations and unsafe or unprepared warehouses. While several approaches are available, the question still remains: which method works best to create a mutual understanding between these two worlds. To answer it, three different approaches have been examined: (1) discussion rounds with experts, (2) gaming-related method and (3) simulation game. The set-ups as well as the results will be described and pros and cons of each method discussed.