Gaming for Social Innovation

Authors

  • Thomas Mengel University of New Brunswick

Keywords:

Gamification, Social innovation, Sarkar game, Simulation, Foresight, Role playing, Leadership, Transformational leadership, Social change, Change leadership

Abstract

In this presentation I shared my experiences with and reflections on the highly engaging and effective Sarkar Game. The game is a one- to two-hour simulation foresight role-playing game I have used in the context of learning and teaching about social innovation and social change. The aim of the role-play is for participants to “uncover their assumptions about role, power and alliance that normally operate unconsciously in the background (personal, organizational and global paradigms). The Sarkar Game helps define personal and organizational leadership styles and comprehend power dynamics in cyclical change. Understanding social change and the strengths and weaknesses of each role group opens up the possibility of transformational leadership” (Howard & Voros, 2004,  https://library.teachthefuture.org/wp-content/uploads/2017/01/Sarkar-Game.pdf). 

First, I framed the presentation by summarizing my research about the gamification of learning particularly in the context of social innovation and foresight strategies. Second, I briefly introduced introduced Sarkar‘s model of social change underlying the game and its application. Third, I used a brief video sequence to demonstrate how, in the game, players first interact in a guided and role-specific way and then reflect on a personal and group level. Fourth, I offered reflections and recommendations based on my experience with the game in various contexts. Finally, participants were invited to share their own experiences with role-playing games. 

Author Biography

Thomas Mengel, University of New Brunswick

Thomas Mengel. The author is a professor of leadership studies at Renaissance College at the University of New Brunswick since 2005. He has been practicing, studying and teaching leadership for over 30 years. He holds degrees in theology, adult education (minor in psychology), history and computer science (minor in education and business).

References

De-Marcos, L., Dominguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers and Education, 75(1), 82-91.

Dominguez, A., Saenz-de-Navarrete, J., De-Marcos, L., & Martà­nez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63(1), 380-392.

Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of E-Learning and Knowledge Society, 11(3), 13-21.

Hayward, P., & Voros, J. (2006). Creating the experience of social change. Futures, 38(6), 708-715.

Inayatullah S. (1999). Situating Sarkar: Tantra, macrohistory and alternative futures. Brisbane, Australia: Gurukula Press.

Inayatullah S. (2002). Understanding Sarkar: The Indian episteme, macrohistory and transformative knowledge. Leiden, Netherlands: Brill.

Lister, M. C. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 1-22.

Mengel, T., & Tantawy, M. (2018).”¯Taking social entrepreneurship education (SEE) to the next level – A teaching and learning project at Renaissance College (University of New Brunswick). Collected Essays on Learning and Teaching,”¯(11), 22-41.

Mengel, T., Tantawy, M. & McNally, J. (2018). Social entrepreneurship education in Canada: Passion and practice. In M. Wielemaker &”¯B. Sharma (Eds.),”¯Aspects of”¯Entrepreneurship: Practice and Passion (pp. 197-217).”¯Newcastle Upon Tyne, UK: Cambridge Scholars Publishing.

Sarkar, P. R. (1982). The Liberation of Intellect: Neohumanism. Kolkata, India: Ananda Marga Publications.

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Published

2020-10-07

Issue

Vol. 22 (2018)

Section

Articles

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