**5. Game model**

(social learning) how they would explain their results, based on the mental image they had initially and their assumptions regarding the factors that influence(d) them. The trainer also facilitates the transfer of knowledge and application to real-life situations that trainees might experience in their daily practice. In this way, this new type of learning experience helps trainees explore the consequences of different influencing styles and learn from these experiences.

**Figure 8.** Conflicxt-situational model.

**Figure 7.** Inquiry-based learning circle [taken from 6].

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The simplified dynamic game model [7] integrates and balances several game components [8]: *mechanic*s (the procedures and rules of the game), *esthetics* (how the game looks and sounds), *technology* (the tools and systems to implement the gameplay), and *story* (the narrative aspect of the game). The *story* should be plausible, realistic, and valid with a high degree of fidelity from the player's point of view. To put it differently, the player should be able to mentally map his/her world to the in-game world and vice versa. **Figure 9** depicts an overview of the game components and the underlying aspects that from a game designer point of view needs to be taken into account to develop such a game. Player agency—the perceived experience that you can influence the narrative and storyline—increases the user experience [9].

**Figure 9.** Balanced game components.
