Marieke De Wijse-Van Heeswijk
Biographic Data
| ID | 4609386 |
|---|---|
| NAME | Marieke De Wijse-Van Heeswijk |
| GIVEN NAMES | Marieke De Wijse |
| FAMILY NAME | Van Heeswijk |
| SIGNATURE | VAN HEESWIJK M W |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-2205-9594 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Facilitating adaptive learning: A QCA study on conditions for learning in simulation games
Background Research on how facilitation design and facilitator interventions influence adaptive learning outcomes in simulation games remains limited. While previous studies have examined individual learning conditions in simulation games, less is known about how these conditions operate in combination to support adaptive learning. Aims This study investigates which combinations of facilitation design conditions and facilitator interventions enha…
Advancing the Role of the Facilitator in Game Science: A Systems Theory Approach to Learning and Adaptation in Rule-Based and Open Games
Background This paper contributes to the ongoing work of the ISAGA Special Interest Group (SIG) on Game Science, coordinated by em. prof. Jan H.G. Klabbers since its initiation in October 2021. It builds on the themes explored during the ISAGA Symposium ‘On the Architecture of Game Science’ (Simulation & Gaming, 49(3), June 2018). In this article, we further develop the scientific foundations of Game Science by advancing the understanding of the …
Media of Representation in Game Science
Purpose of the Research This article explores simulation games (SGs) as epistemic and cultural artefacts, focusing on the role of media of representation in shaping knowledge creation and meaning-making. Drawing on perspectives from the anthropology of knowledge and epistemology, we argue that SGs communicate knowledge through symbolic forms - such as language, rules, gestures, and interactions - that are socially negotiated and context-dependent…
The learning effects of first, second, and third order interventions in a rule-based and open simulation game
The aim of this study is to find out what the effects of facilitated learning interventions in a simulation game (SG) are and what type of SG renders which type of learning. Therefore, we research the effects of facilitator interventions on learning in an analogue open SG (in which there are as few rules as possible) and an analogue rule based SG (in which every decision is rule based). In both SGs the learning goal was to increase participants’ …
The Role of Reflection in Learning with Simulation Games – A Multi-Method Quasi Experimental Research
Introduction The role of reflection in experience-based learning is discussed widely. This paper researches the effects of a reflection assignment as part of debriefing with qualitative and quantitative methodology in five simulation game-based seminars. Research Design and Methods The intervention (reflection assignment) used in this study consists of three reflective questions that are discussed in groups. We aim to find out the effects of addi…
Complexifying Facilitation by Immersing in Lived Experiences of on-the-fly Facilitation
Background: Describing the role of a facilitator often results in to-do lists resembling a recipe or a laundry list to follow. Such lists fail to grasp the inherent complexity of facilitation and are not very useful in guiding facilitators when, why and if they should intervene in the unfolding live performance of that day. Aim: To develop a deeper understanding of on-the-fly facilitation by analyzing rich empirical accounts of in-situ facilitati…
Ethics and the Simulation Facilitator: Taking your Professional Role Seriously
Background: When selecting, managing, and debriefing simulations, facilitators wishing to maintain appropriate standards, face demanding ethical challenges especially in learning contexts. Aim: This article considers why facilitators need to attend to ethical issues in facilitating simulation games. Issues examined include the influence of complexity in socio-technical system simulation games, perceptions of both facilitator and participants’ beh…
Why Facilitation
Complexifying Facilitation by Immersing in Lived Experiences of on-the-fly Facilitation
Background: Describing the role of a facilitator often results in to-do lists resembling a recipe or a laundry list to follow. Such lists fail to grasp the inherent complexity of facilitation and are not very useful in guiding facilitators when, why and if they should intervene in the unfolding live performance of that day. Aim: To develop a deeper understanding of on-the-fly facilitation by analyzing rich empirical accounts of in-situ facilitati…
Ethics and the Simulation Facilitator: Taking your Professional Role Seriously
Background: When selecting, managing, and debriefing simulations, facilitators wishing to maintain appropriate standards, face demanding ethical challenges especially in learning contexts. Aim: This article considers why facilitators need to attend to ethical issues in facilitating simulation games. Issues examined include the influence of complexity in socio-technical system simulation games, perceptions of both facilitator and participants’ beh…
Why Facilitation
The Role of Reflection in Learning with Simulation Games – A Multi-Method Quasi Experimental Research
Introduction The role of reflection in experience-based learning is discussed widely. This paper researches the effects of a reflection assignment as part of debriefing with qualitative and quantitative methodology in five simulation game-based seminars. Research Design and Methods The intervention (reflection assignment) used in this study consists of three reflective questions that are discussed in groups. We aim to find out the effects of addi…
The learning effects of first, second, and third order interventions in a rule-based and open simulation game
The aim of this study is to find out what the effects of facilitated learning interventions in a simulation game (SG) are and what type of SG renders which type of learning. Therefore, we research the effects of facilitator interventions on learning in an analogue open SG (in which there are as few rules as possible) and an analogue rule based SG (in which every decision is rule based). In both SGs the learning goal was to increase participants’ …
Facilitating adaptive learning: A QCA study on conditions for learning in simulation games
Background Research on how facilitation design and facilitator interventions influence adaptive learning outcomes in simulation games remains limited. While previous studies have examined individual learning conditions in simulation games, less is known about how these conditions operate in combination to support adaptive learning. Aims This study investigates which combinations of facilitation design conditions and facilitator interventions enha…
Advancing the Role of the Facilitator in Game Science: A Systems Theory Approach to Learning and Adaptation in Rule-Based and Open Games
Background This paper contributes to the ongoing work of the ISAGA Special Interest Group (SIG) on Game Science, coordinated by em. prof. Jan H.G. Klabbers since its initiation in October 2021. It builds on the themes explored during the ISAGA Symposium ‘On the Architecture of Game Science’ (Simulation & Gaming, 49(3), June 2018). In this article, we further develop the scientific foundations of Game Science by advancing the understanding of the …
Media of Representation in Game Science
Purpose of the Research This article explores simulation games (SGs) as epistemic and cultural artefacts, focusing on the role of media of representation in shaping knowledge creation and meaning-making. Drawing on perspectives from the anthropology of knowledge and epistemology, we argue that SGs communicate knowledge through symbolic forms - such as language, rules, gestures, and interactions - that are socially negotiated and context-dependent…
Educational Games and Gamification (6 works) · Facilitation (5 works) · Facilitator (5 works) · Psychology (5 works) · Computer Science (4 works) · Social Psychology (4 works) · Debriefing (3 works) · Psychological intervention (3 works) · Knowledge management (2 works) · Mathematics education (2 works)