Simulation and Gaming for Social Design

Preface
Acknowledgments
Contents
About the Editors
Part I: Simulation and Gaming for Social Design: Theory, Methodology and Perspective
Chapter 1: Simulation and Gaming as Instrument for Social Design
1.1 Introduction
1.2 Gaming as Instrument
1.2.1 Gestalt Communication
1.2.2 Why Now Gaming in Contemporary Information Society?
1.2.2.1 A Technique to Understand and Share a Complex Reality as a Whole
1.2.2.2 Potential of Gaming Models to Flexibly Convey Reality
1.2.2.3 Experience-Based Participation Tools-Healthy Relationship Between Civic Values and Social Design Practices
1.2.2.4 Reality Composition in Information Society Design
1.2.2.5 A Model Representation Form as Multi-Agent System
1.2.2.6 Contribution for Social Design Science
1.2.3 Three Directions of Gaming for Enhancing Instrumentality
1.2.4 Competition and Role-Playing: Two Typical Society Models in Gaming
1.2.4.1 Competition Society Model
1.2.4.2 Role-Playing Society Model
1.3 Common Process Structure in Gaming Techniques
1.3.1 Process Structure
1.3.2 Dealing with Reality
1.3.3 Is Gaming a Mapping or a Metaphor?
1.3.4 Importance of Contexts
1.3.5 Prototyping
1.4 Gaming as Scientific Method
1.4.1 Is Gaming an Empirical Science?
1.4.2 Does Gaming Rely on Game Theory?
1.4.3 Testing the Validity of Gaming
1.5 Gaming Model as Multi-Agent System
1.5.1 Multi-Agent System as Complex System
1.5.1.1 System of Medium Number
1.5.1.2 Local Information, Bounded Rationality, and Adaptation Function in Decision-Making
1.5.1.3 Contingency
1.5.1.4 Micro-Macro Linkage
1.5.2 Operational Models with Multi-Agent System for Social Design
1.5.2.1 Game Theory Model
1.5.2.2 Conflict Analysis Model
1.5.2.3 Agent-Based Social Simulation Model
1.5.2.4 Gaming-Simulation Model
1.5.3 Comparisons Among Operational Multi-Agent Models
1.6 Conclusion: Gaming as Primary Instrument for Social Design
References
Chapter 2: A Learning Process Analysis on Hypergame for Understanding Cognitive Conflict
2.1 Introduction
2.2 Conflicts in Multi-Agent Systems and Their Analysis
2.2.1 Conflict and Recognition
2.2.2 Hypergame-A Mathematical Model for Dealing with Cognitive Discrepancy Conflicts
2.2.3 Learning Process Analysis
2.3 First-Level Hypergame and Its Monotonic Learning Process
2.3.1 n Person First-Level Hypergame
2.3.2 Order Relationship between the Hypergames
2.3.3 Hypergame Space and Mutual Learning Process
2.4 Learning Process Analysis in First-Level Hypergame Space
2.4.1 Framework of the Learning Process Analysis
2.4.2 The Stability of Common Strategies During the Mutual Learning Process
2.4.3 Changes in Game Type Recognized by Agents During the Learning Process
2.5 The Actual Case of LPAH: The Process of Attracting Business Projects Through International Investment
2.5.1 Prior to Project Formation Phase
2.5.2 Project Formation Phase
2.5.3 Location Selection Phase
2.6 Conclusion
References
Chapter 3: Designing a Right-Conversion Game for Affordable Housing in Addis Ababa
3.1 Introduction
3.2 Right-Conversion Type Urban Redevelopment
3.2.1 Basis of an Addis Ababa Version of a Right-Conversion Type Urban Redevelopment
3.3 Right-Conversion Game
3.3.1 Outline of Right-Conversion Game
3.3.2 Devices for the Gaming Exercise
3.4 Case Study
3.4.1 Case Study Details
3.4.2 Proposed Plan
3.4.3 Playtest
3.4.4 Right-Conversion Game Evaluation and Findings
3.5 Recommendation
3.6 Conclusion
References
Chapter 4: Games to Change Perceptions of Social Norms: What Constitutes Serious Games?
4.1 Introduction
4.2 Serious Games Overview
4.2.1 Serious Games Overview
4.2.2 Definition of Serious Games
4.3 Reasons for Adopting Two Definitions
4.3.1 Characteristics of the Two Definitions
4.3.2 Reasons for Adopting the Two Definitions
4.3.3 Discourse Analysis on Serious Games
4.4 Discussion
4.4.1 Issue 1: Relationship Between Game Characteristics and Actual Advantage
4.4.2 Issue 2: Games to Solve Problems in Various Areas of Society
4.4.2.1 Games that Ask Questions about a Social Issue
4.4.2.2 Elements Reflecting Experience and Feelings Gained in the Game in the Real World
4.5 Conclusion
References
Chapter 5: An Agent-Based Framework for E-Government Service System Design
5.1 Introduction
5.1.1 E-Government Service Evolvement
5.2 Theoretical Aspect
5.2.1 Innovation Adoption
5.2.1.1 Macro-Level Diffusion Model
5.2.1.2 Micro-Level consumer´s Behaviour Model
5.2.2 Governance
5.2.3 Service System Perspective
5.3 Methodological Aspect
5.3.1 Quantitative Studies
5.3.2 Qualitative Studies
5.3.3 Agent-Based Simulation
5.4 Conceptual Framework
5.4.1 Public Services
5.4.2 Citizen-Side Learning and Channel Selection
5.4.3 Government-Side Resource Allocation
5.4.4 A Holistic View
5.4.5 Gaming and Simulation
5.5 Concluding Remarks
References
Part II: Simulation and Gaming for Sustainability
Chapter 6: Towards Explicating Gamification Types for Motivating Sustainability Action
6.1 Introduction
6.2 Play or Playfulness and Sustainability Actions
6.2.1 Stimulating the Imagination and Play Elements
6.2.2 Overview of Investigation
6.3 Literature Database Analysis Related to Gamification and Sustainability
6.3.1 Change Over Time
6.3.2 Analysis of Sustainability Issues Using Abstract Information
6.3.3 Analysis of the Use of Terminology Relating to Action to Stimulate Imagination
6.4 Types of Ways to Discuss Gamification Approach
6.4.1 Analysis of Paper Contents Based on Abstracts
6.4.2 Exploring Types of Ways to Discuss Gamification Approach
6.4.2.1 Types Found from Relationships with Actors
6.4.2.2 Types Found by Comparison and Combination with Other System
6.4.2.3 Types Found from Tools, Devices, and Mechanisms
6.4.2.4 Types Found from Targeted Issues
6.5 Concluding Remarks
References
Chapter 7: The Unique Value of Gaming Simulation as a Research Method for Sustainability-Related Issues
7.1 Introduction
7.2 Review of Research Methods Using Games
7.2.1 Game Theory
7.2.2 Social Psychology Experiments
7.2.3 Gaming
7.3 Experimental Studies on Energy Transition
7.3.1 Summary of Experiments in the Energy Transition Game
7.3.2 Analytical Results
7.3.3 Discussion
7.4 Conclusions
References
Chapter 8: Fish and Chips: Simulation of a Simple Problem That Is Not Easy to Solve
8.1 Introduction
8.2 How to Play
8.2.1 Outline
8.2.2 Beginning of the Game
8.2.3 Rounds
8.2.4 Ending
8.2.5 Recording
8.3 Practice
8.3.1 Example
8.3.2 Sustainability of Effective Strategies
8.3.3 Comments from Players
8.4 Background Model
8.4.1 Basic Model
8.4.2 Relation with Classical Theory
8.5 Discussion and Outlook
References
Chapter 9: Gaming for Arctic Sustainability
9.1 Introduction
9.2 Developing the Board Game
9.2.1 The Game´s Development as a Researcher-led Initiative
9.2.2 Decision to Develop a Role-playing Board Game
9.3 Concept of ``The Arctic´´ Board Game
9.4 Case Study: Playing ``The Arctic´´ to Understand the Impacts of Climate Change on the Arctic´s Indigenous Peoples
9.4.1 Players´ General Lack of Knowledge About the Arctic´s Indigenous Peoples
9.4.2 Indigenous Peoples and Their Role in ``The Arctic´´ Board Game
9.4.3 Workshopping the Board Game with a Focus on Educating Workshop Attendees About Arctic Indigenous Peoples
9.4.3.1 Workshop at Mie University
9.4.3.2 Workshop at Osaka Kyoiku University
9.4.4 Players´ Interest in and Understanding of Indigenous Peoples
9.5 Conclusion
References
Chapter 10: Serious Board Game Jam as an Exercise for Transdisciplinary Research
10.1 Introduction
10.2 Review of Research Methods
10.2.1 Game Jam Studies
10.2.2 Experimental Studies: Serious Board Game Jam 2018
10.2.2.1 Framework
10.2.2.2 Event Roadmap
10.2.2.3 Result
10.3 The Ten-Step Approach for a Serious Board Game Jam
10.3.1 Overview
10.3.2 Linking Knowledge about Game Development with Social Issues (Steps 1-4)
10.3.3 Identify the Situations and Actors and Represent Them as a Game (Steps 5-9)
10.3.4 Reflecting on the Game Jam Experience (Step 10)
10.4 Conclusions
10.4.1 Overview
10.4.2 Discussion
References
Part III: Simulation and Gaming for Social Entrepreneurship
Chapter 11: Amalgamating Agent and Gaming Simulation to Understand Social-Technical Systems
11.1 Introduction
11.2 Difficulty in Defining the Boundaries of a Socio-Technical System
11.3 Constructivist Approach and Agent-Based Simulation
11.4 The Significance of the Constructivist Approach
11.5 Formal Description of the Results of Agent Simulation as Could-be Cases
11.6 The Importance of a Participatory Approach
11.7 Toward the Integration of Constructivist and Participatory Approaches
11.8 Concluding Remarks
References
Chapter 12: Sharing Tacit Knowledge by Playing Supply Chain Collaboration Games
12.1 Introduction
12.2 BASE Supply Chain Collaboration Games
12.2.1 BASE Business Games
12.2.2 Education Policy
12.2.3 SCC Games
12.2.4 SCC2 Game
12.3 Discussion
12.3.1 Lectures at SIIT
12.3.2 Questionnaire Research
12.4 Conclusions
References
Chapter 13: Diversity of Views on Food: A Gaming Simulation to Promote Food-Related Communication
13.1 Introduction
13.2 Reexamining Society through Food
13.2.1 The Social Functions of Food
13.2.2 A Food Ethics Based on Liberalism
13.2.3 Ethics of Care
13.2.4 Ethics of Care and Ethics of Justice
13.3 Gaming Design
13.3.1 Gaming Concept
13.3.2 Phase 1: RPG-style Debate about Diverse Food Views
13.3.3 Phase 2: Consensus Building on a Food Ideal
13.4 The Evaluation Framework for This Gaming
13.4.1 A Framework for Evaluating Awareness of the Diversity of Food Views
13.4.2 A Framework for Assessing Consensus Building on Food
13.4.3 The Analysis Model of This Gaming
13.5 Implementing the Gaming
13.5.1 Summary of Implementation
13.5.2 Results
13.6 Conclusion
References
Chapter 14: Project PAL: Development of Simulation Games for Solving Social Problems of Indigenous People
14.1 Introduction
14.1.1 Background
14.1.2 Problem Solving
14.1.3 Learning Objectives
14.2 Learning Model
14.2.1 SECI Model
14.2.2 Collaborative Learning Methods
14.2.3 New Games
14.3 Development of Project PAL
14.3.1 PAL Frame Game
14.3.2 Preparations for the Game
14.3.2.1 Game Materials
14.3.2.2 Game Story
14.3.2.3 Game Tools
14.3.3 PAL Version Games
14.4 Implementation of Project PAL
14.4.1 Project PAL: Hawaii
14.4.1.1 Practice of the Games
14.4.1.2 Debriefing after the Games
14.4.2 Evaluation of PAL: Hawaii
14.4.2.1 Game Learnings
14.4.2.2 Game Activities
14.5 Project PAL for the Future
14.5.1 Dual Function for Indigenous People
14.5.2 Multilogue for Social Designs
14.6 Conclusion
References