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Article

Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education

1
Department of Geoinformatics, Palacký University Olomouc, 17. listopadu 50, 77146 Olomouc, Czech Republic
2
Department of Informatics and Applied Mathematics, Moravian Business College Olomouc, tř. Kosmonautů 1, 77900 Olomouc, Czech Republic
3
Department of Development and Environmental Studies, Palacký University Olomouc, 77146 Olomouc, Czech Republic
4
Department of Media and Culture Studies, Utrecht University, Muntstraat 2-2A, 3512 EV Utrecht, The Netherlands
*
Author to whom correspondence should be addressed.
Academic Editors: Wolfgang Kainz and Giuseppe Borruso
ISPRS Int. J. Geo-Inf. 2021, 10(2), 74; https://0-doi-org.brum.beds.ac.uk/10.3390/ijgi10020074
Received: 9 December 2020 / Revised: 26 January 2021 / Accepted: 8 February 2021 / Published: 13 February 2021
(This article belongs to the Special Issue Spationomy—Spatial Exploration of Economic Data)
Simulation games, as a method of playful learning, have been used for more than 70 years in various disciplines with the economy as a leading application field. Their development has been tied with advances in computer science, and nowadays, hundreds of simulation games exist. However, simulation games are not just useful for encouraging disciplinary knowledge production; they also promise to be effective tools for interdisciplinary collaboration. To further explore these promises, we report on the design and playing of a simulation game on the boundary of geoinformatics and business and economics; an interdisciplinary field we have termed Spationomy. Within this game, students from different disciplinary (and cultural) backgrounds applied their knowledge and skills to tackle interdisciplinary problems. In this paper, we also analyze students’ feedback on the game to complement this aspect. The main goal is to discuss the design process that went into creating the game as well as experiences from play sessions in relation to this increase of interdisciplinary knowledge among students. In the end, we present a new gaming concept based on real-world data that can be played in other interdisciplinary situations. Here, students´ feedback on individual features of the game helped to identify future directions in the development of our simulation game. View Full-Text
Keywords: interdisciplinary learning; tertiary education; playful learning; serious gaming; GIScience interdisciplinary learning; tertiary education; playful learning; serious gaming; GIScience
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MDPI and ACS Style

Pászto, V.; Pánek, J.; Glas, R.; van Vught, J. Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education. ISPRS Int. J. Geo-Inf. 2021, 10, 74. https://0-doi-org.brum.beds.ac.uk/10.3390/ijgi10020074

AMA Style

Pászto V, Pánek J, Glas R, van Vught J. Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education. ISPRS International Journal of Geo-Information. 2021; 10(2):74. https://0-doi-org.brum.beds.ac.uk/10.3390/ijgi10020074

Chicago/Turabian Style

Pászto, Vít, Jiří Pánek, René Glas, and Jasper van Vught. 2021. "Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education" ISPRS International Journal of Geo-Information 10, no. 2: 74. https://0-doi-org.brum.beds.ac.uk/10.3390/ijgi10020074

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