Simulation Game (Gamification)

Consider:

• Which topic will be explored?
• What should participants learn or understand?
• What is the central question?

Examples include:

• the future of mobility in a neighbourhood
• redesigning a public square
• managing conflicting uses of public space
• climate adaptation in urban areas

Create a scenario that is realistic while remaining easy to understand.

The scenario should:

• include concrete challenges
• highlight different interests and perspectives
• allow participants to make meaningful decisions

Example:

"A village is about to lose its bus service. Participants take on different roles and work together to develop future mobility solutions."

Define the different roles participants will assume.

Examples include:

• mayor
• local resident
• transport planner
• youth representative
• environmental initiative representative
• local business owner

Each role description should include:

• objectives
• interests
• possible conflicts
• background information

Important:

Role descriptions should be clear and easy to understand while leaving enough room for participants to interpret and develop their roles.

Plan the different stages of the simulation.

Examples include:

• problem analysis
• idea generation
• discussion and negotiation
• decision-making and budgeting

Prepare:

• guiding questions
• task descriptions
• time allocations
• supporting materials

Provide:

• enough space for group work
• a shared space for plenary discussions
• sufficient time for breaks and reflection

If the simulation is conducted online:

• test the technology beforehand
• provide clear instructions for access
• ensure technical support is available

The invitation should clearly explain:

• the purpose of the Simulation Game
• that the session is interactive and role-based
• the duration of the activity
• what participants can expect

Providing this information helps reduce uncertainty and encourages participation.

As part of the district festival in Herberhausen, a playful participation activity was developed, particularly aimed at families with children. The objective was to make participation easily accessible and to engage people who would be unlikely to take part in more traditional participation formats.

Instead of using questionnaires or facilitated discussion rounds, the activity relied on playful elements. Participants explored the topic through simple tasks, familiar game materials, and interactive stations. The game itself was not the main focus but served as an engaging introduction to the participation topic. During the activity, many conversations developed naturally through the shared experience of playing.

Gamification uses familiar game mechanics to reduce barriers to participation and make engagement more attractive. Children and families, in particular, are often easier to reach through playful activities than through conventional participation formats. At the same time, conversations emerge naturally while playing, creating opportunities to gather honest feedback and spontaneous ideas.

The playful approach immediately attracted attention, even from a distance, and encouraged many visitors to participate. Familiar materials such as balls and simple game elements made it easy for people to join in without requiring lengthy explanations. It also became clear that adults frequently became involved while accompanying children, leading to conversations about the actual participation topic. Overall, the method proved particularly effective for engaging people spontaneously and associating participation with a positive experience.

The game should be easy to understand and explain within a few seconds. The game mechanics and the participation topic should be closely linked so that the activity adds meaningful value rather than distracting from the intended objective. Sufficient time and space should also be provided for conversations during or after the game, as these often generate the most valuable insights. Game materials should be robust, intuitive to use, and suitable for participants of different ages.

At the beginning of the session, the game facilitator explains:

• the topic and objectives
• the overall process
• the rules of the simulation
• the role allocation
• the schedule

Important:

Many participants may be unfamiliar with Simulation Games. Allow enough time to explain how the activity works before it begins.

Participants read their role descriptions and familiarise themselves with their responsibilities and interests.

Helpful guiding questions include:

• What are the objectives of my role?
• Which challenges does my role face?
• Which interests might conflict with those of other roles?

A short round of introductions while staying in character can help participants immerse themselves in the simulation.

Participants now work through the different game phases or assignments.

Depending on the structure of the simulation, they may:

• discuss challenges
• develop solutions
• negotiate with other participants
• make decisions
• prioritise measures

The facilitation team supports the groups by ensuring that:

• everyone participates
• the schedule is maintained
• conflicts are addressed constructively

In many Simulation Games, participants eventually negotiate and make decisions together.

This allows them to recognise:

• where interests align
• where conflicts arise
• which compromises are possible

Constructive disagreement is an important and valuable part of this phase.

At the end of the activity, participants step out of their roles and reflect together on the experience.

Helpful reflection questions include:

• How did it feel to take on this role?
• What did you find challenging?
• Which conflicts emerged?
• Which solutions seemed realistic?
• What lessons can be transferred to real-life situations?

Reflection is one of the most important elements of the Simulation Game and should not be omitted.

Record:

• developed solutions
• key discussions and conflicts
• decisions made
• insights from the reflection session

Useful documentation methods include:

• photographs
• written notes
• maps or worksheets
• digital documentation

Consider:

• Which perspectives became visible?
• Which solutions were developed?
• Which topics require further discussion?

The results can then:

• be explored further in workshops
• inform real planning processes
• contribute to educational or participatory initiatives

Source: https://mobilitaetsplanung-hessen.de/methodenkoffer-partizipative-planung/