Merger and Acquisition (M&A) is currently booming. While M&A is an effective strategy, it also poses a considerable risk for companies. As the premium increases, so too does the risks of the failure. However, the clear reasons for difficult to control variables and compare in M&As. Thus, in this paper, we simulated M&A activity as gaming and aim to reveal reasons the premium increases. As a result, we were able to show a new way to explore the reason of the increase of the premium. In the simulation we conducted, we revealed that the number of buyers, the type of M&A (contest vs non-contest) and the news influence the premium. This result implies that non-contest and 1on1 M&A, which is commonly used by Japanese companies, is more beneficial to acquiring companies than acquired ones. Also, we conducted questionnaire and found that this gaming has an educational effect especially for M&A beginners.

This study sought to enhance the earthquake coping capacities of Malaysian students using gaming simulations. Although theoretical and practical evidence has found that coping capacities are vital for community disaster risk reduction, the incorporation of this important factor into disaster-related gaming simulations remains unexplored. As gaming simulations have been found to potentially increase coping capacities, this study integrated earthquake coping capacity requirements with gaming simulations to increase learner coping capacity knowledge, skills, and motivations. In particular, a gaming simulation called Earthquake Evacuation Gaming Simulation was developed as a disaster education tool in which the learners experience an earthquake evacuation. This research evaluated the learners’ cognitive and affective coping capacity learning outcomes by comparing the achievement and retention of the learning outcomes with conventional disaster education lecture methods. It was found that the gaming simulation was effective in developing the students’ cognitive and affective coping capacities and long-term retention of learning outcomes.

This study developed a gaming simulation to learn a deliberative process of policy decisions and their evaluation by referring to stakeholders’ preferences in relation to a controversial issue in their community so as to arrive at a consensus. The content of the game referred to a tram system in Neuss city in Germany. There was a controversial debate on whether the tramline located in a narrow street of Neuss city center should be kept for citizens’ convenience or removed for their safety. In the game, after being provided with the background of the tram system in Neuss, players prioritized which of the six issues were important by referring to three citizen’s profile cards that reflected the results of a social survey conducted in Neuss in 2009. Thereafter, the players of small groups consisted of 2 to 5 decided which of the three options (the tram should be remove/remain/single track) to choose. Each player got a score based on whether his/her priority matched the group’s decision to promote deliberation on the opinion distribution of values not only for specific benefits but for the whole citizens. After the game, the players had a debriefing session during which they discussed the results of the decisions of the small groups and compared them to the consequences of the policy decisions that had been taken in Neuss. The results revealed that the players’ scores were based on their ability to discuss citizen profiles and their own opinion and to adjust their interests according to accept various values and views of the whole citizens. Finally, the applicability of this gaming simulation in decision making with reference to actual stakeholder opinions was discussed.

The goal of the current study is to clarify the process of cooperation beyond intergroup conflicts over the disparity in wealth and resources. We conducted the Simulated International Society Game, which simulates the process of conflicts and cooperations in intergroup dynamics focusing on global environmental issues. Focusing on the recognition of common fate, i.e., the recognition of superordinate goals, we examined the associations of the factors that recognition of common fate is formed by communication and promotes acceptance of cooperation. We also examined how the representation of recognition of common fate differs for each group, analyzing at not only the individual level but also the group level. We conducted ten games. The results indicated that recognition of common fate was formed by communication and promoted acceptance of cooperation. In addition, in the representation on the group level, while many groups shaped recognition of common fate and increased cooperation after the occurrence of environmental issues which was the common crisis for all, some groups failed to shape recognition of common fate and increasing cooperation. Those failed groups intensified competition between companies and did not express concern about the environmental issues. The differences in the representations were discussed.

In this paper, the authors introduce two types of online classes, using simulation and gaming; one involves the use of games during lectures, and one interactivity that is incorporated into reports on lecture material. Due to the COVID-19 pandemic, Japanese universities have had to hold classes online. Accordingly, the authors conducted lectures online. Pre-COVID-19, the authors regularly used games for didactic purposes, most of which were face-to-face in nature. Thus, there were challenges in the transition to online classes. Face-to-face games were successfully translated into online games, and interactivity was retained using the Cisco Webex Meeting system. Thiagarajan (2005) originally designed the games as a part of interactive lectures. The games were also playfully incorporated into reports given on lecture material. In this case, although the lectures did not contain games, the reports assigned to the students had a game-like nature. After one year of the above-mentioned practices, the authors conclude it is possible to retain interactivity in a class setting without the necessity of physical presence. The authors discuss the weaknesses and strengths of face-to-face gaming and online implementation in a university course, and consider the potential of these techniques.

With Germany being the largest game market in Europe, many parents are concerned about their children’s use of games. There are laws related to youth protection and game ratings in Germany; however, the German game rating system in recent years has not been clarified. The purpose of this study was to examine the game rating system in Germany and its adaptation to the realm of digital distribution of games. The results showed the following characteristics of the game rating system in Germany: (1) It is a co-regulation system managed by the Entertainment Software Self-Regulation (USK), which is the organization responsible for computer and video game ratings in Germany, based on laws related to youth protection; (2) the guiding criteria of the USK for the evaluation of computer and video games is in accordance with the Legislation on Youth Protection and is decided upon and adjusted by the USK Advisory Council; (3) the use of symbols of unconstitutional organizations in computer and video games is considered in conjunction with social adequacy; (4) the USK covers ratings of online games and apps (USK.online started in 2011, and the International Age Rating Coalition participated in 2015); and (5) the USK has promoted awareness through various activities to improve transparency of the USK ratings system. The Federal Review Board for Publications Harmful to Young People (BPjM) registers the data media and telemedia which might have a severely damaging impact on the development and education of children and adolescents and includes them in the list of harmful media.