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Based on a comparative qualitative analysis of 17 games-organized into categories derived from a conceptual model of decision-making design-this article illustrates two ways in which these games may be useful in supporting the learning of dynamic decision-making in educational practice: (1) Players must take over the role of a decider and solve situations in which players must pursue different conflicting goals by making a continuous series of decisions on a variety of actions and measures (2) three of the features of the games are considered to structure players' practice of decision-making and foster processes of learning through the curation of possible decisions, the offering of lucid feedback and the modification of time. This paper examines how digital strategy and management games that have been initially designed for entertainment can facilitate the practice of dynamic decision-making. Finally, the article argues for an application of the game in political education in upper secondary school.
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The contribution reconstructs the game’s implicit learning possibilities and exemplifies observable learning processes, which become visible in “affinity spaces” around the game, for example, on platforms such as YouTube, when players present and discuss their own realizations of utopian or dystopian policies in Let’s Play videos. In this sense, playing DEMOCRACY 3 is read as applied political philosophy which might be utilized in political education. Political dystopias refer to political utopias that do not suit the player’s ideological standpoint or that went objectively wrong in the practice of playing. Political utopias are understood as coherent sets of political ideas and/or policies following a particular theory of justice, such as political philosophies, political ideologies, or manifestos from political parties. The article looks at the possibility of tinkering with political utopias and dystopias in the turn-based political simulation DEMOCRACY 3.