Aim. Although cultural dimensions theory is a topical strand of quantitative cultural research, few intercultural simulation games use it. We present the design and review of the application of OASISTAN, an intercultural role-playing simulation game that is specifically based on cultural dimensions theory. Method. OASISTAN was first designed in 1999 for use in Master’s courses on cross-cultural management at Delft University of Technology in the Netherlands, attracting 20-23 year old students with a Bachelor degree in engineering and from various cultural backgrounds. Since its first design the game has been played approximately 45 times at Delft University of Technology in the Netherlands and three times at Harbin Institute of Technology in China in the years 2006-2008. We reviewed their experiences designing and facilitating OASISTAN since 1999. Results. The game has a no-tech role-play design and revolves around the geopolitically complex region of the Caspian Sea, specifically the fictional country of ‘Oasistan’. The game consists of students forming small teams of Oasistani, Western and non-Western public/private actors collaborating with each other to try and reach the common goal of oil exploration and production in this country. In total 15-30 students were involved. We found that OASISTAN allowed its players not only to intensely experience the difficulty and awkwardness of being confronted with cultural differences, but also to interpret and understand these differences through cultural dimensions. Students who played OASISTAN identified ten out of the 12 dimensions by Maleki and De Jong. The two dimensions that students were not able to identify are uncertainty avoidance and collaborativeness. Conclusion. OASISTAN shows how a game design field (i.e., intercultural simulation gaming) can be reinvigorated in light of new or updated scientific theories pertaining to the field’s subject matter (i.e., cultural dimensions). Several opportunities for future research are identified.
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The adoption of tablets by young children has raised enthusiasm and concern among speech and language pathologists. This study investigated whether tablet games can be used as effectively as real play objects in vocabulary intervention for children with developmental language disorder (DLD). A randomized, controlled non-inferiority trial was conducted with 70 3-year-old children with DLD. The novel intervention group (n = 35) received 12 10-min scripted intervention sessions with symbolic play using a tablet game spread out over 8–9 weeks. The standard intervention group (n = 35) received the same amount of intervention with real objects using the same vocabulary scripts. In each session, children were exposed to 22 target words. The primary outcome was the number of new target words learned. This was measured using a picture selection task including 22 target words and 22 control words at 3 time intervals: before the intervention, immediately post-intervention, and 5 weeks later. In both intervention groups, the children learned significantly more target words than control words. No significant differences in gains between the two intervention conditions were found. This study provides evidence that vocabulary intervention for toddlers with DLD using a tablet game is equally as effective as an intervention using real objects.
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A group of Dutch teachers, as part of their Master’s programme, developed a game that allows teachers to break free from their day-to-day affairs and reflect on futures by designing scenarios about the future of their school. In this game-based approach the journey of scenario exploration is composed of seven steps: (1) choice of a theme and timeframe, (2) selection of key dilemmas on which two scenario axes will be based, (3) understanding the content and context of a “matrix” provided for the game, (4) setting up scenario groups, (5) developing four scenarios, (6) sharing scenarios, and (7) reflection on the scenarios.
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GAMEHEARTS will seek to maximise the value of the European videogame industry ecosystems (hereafter, EVGIE) within a wider social context of the creative and cultural industries (hereafter, CCI). This will consider the importance of the EVGIE in contributing to economic growth, job creation, physical and mental wellbeing, and social and cultural cohesion, by particularly focusing on, how a stronger and closer working relationship between more the traditional and emergent cultural sectors, can work better to create more inclusive and socially responsible cultural experiences. The consortium will offer policy recommendations and roadmaps setting out how the EVGIE can and should develop, and where it could act as a driver for sustained innovation and economic growth. It will utilise an evidence-based approach that focuses not just on videogame development, but rather adopts a holistic ecosystem approach, utilising both established and more innovative methodologies, to consider the competitiveness and development of the EVGIE, and how videogame know-how and technologies could drive innovation in the wider CCI. In doing so, GAMEHEARTS will develop ‘ludic experiences’, to explore possibilities of more inclusive, engaging, and empowering cultural experiences. Working across seven work packages the universities of Salford (UK), Tampere (Finland), Vienna (Austria), Breda University of Applied Sciences (Netherlands), and Wroclaw University of Economics and Business (Poland) will work in parentship with Ubisoft (France) and other major videogame partners and associations (including the ISFE & EGDF) to explore current and future trends in the EVGIE.
