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 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). 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).

中文翻译：

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模拟游戏简化的脉冲汇报螺旋设计

背景。

模拟游戏会话可以理解为一系列简介，游戏和汇报的过程-介于两者之间的反馈循环和迭代步骤。通常，这些会议由主持人支持，主持人组织会议，设定学习目标并通过简报，游戏和汇报来指导玩家（Taylor，Backlund和Niklasson，2012年），我们称之为促进。汇报是促进过程的重要组成部分，根据Crookall（2010）和Kriz（2010）的说法，汇报有助于学习。与定位汇报的许多传统模型相反在模拟游戏会话的最后阶段-从计划对参与者之间的新兴需求做出反应开始，直到最后阶段关闭会话，然后再将新知识和能力转移到新环境中（学习转移）。便利化是使参与者能够解决游戏过程中具有挑战性的情况，并使游戏过程与游戏在整个模拟游戏会话中所指的真实环境之间建立联系的过程。

方法与结果。

我们分析了《模拟与游戏》杂志中现有的汇报文献。这项审查表明，许多现有方法并未充分考虑在模拟游戏会话期间改变参与者的需求，从而无法直接反思正在发生的事情。取而代之的是，许多汇报方法仅集中于事后反思。此外，本文中分析的方法通常是抽象的，仅提供了很少的实用建议。除了文献综述之外，我们还通过观察我们自己在模拟游戏会议中以及在模拟游戏会议中的工作得出结论。根据相关的和我们自己的工作，我们提出了模拟游戏的新模式便利化，它可以更好地将反思的时刻与游戏过程-冲动，汇报，螺旋联系在一起。

结论

我们提供了有关汇报的整体理解，可在为学习目的实施模拟游戏时帮助协调员。我们的模型称为“冲动-汇报-螺旋”，它在模拟游戏会话的整个过程中概念化了简介和汇报之间的促进作用-从计划对参与者之间新兴需求的反应做出计划，直到会议闭幕。作为将新知识和能力转移到新环境中的最后一步（学习转移）。