**4. Mind Matters for formal trainings**

#### **4.1. Didactical approach**

This conflict can even evolve during a scene (each action may require a different approach).

To provide additional inspiration, education, and guidance for the player, there is a source of information about influencing in the game, in the form of a booklet. Its contents cover most relevant topics of the theory and practice of influencing and often relate directly to the conflict

The game requires about 45 minutes to play for the first time. Subsequent play troughs take significantly less time, by allowing the player to choose individual interactive scenes directly,

The in-game feedback relates to the game goals. So, in-game feedback pertains to your performance as a researcher and the score on team spirit and customer relationship KPIs. Post-game feedback (**Figure 6**) pertains to the meta-goal of the game and provides feedback on how the player dealt with conflict situations: what was done vs. what was needed in terms of influencing, per scene. Additionally, pointers to other educational resources for further development

in order to experiment with different approaches and experience their outcomes.

Player's choice defines how each conflict is resolved.

situations themselves.

162 Leadership

**3. Feedback**

of leadership competence are provided.

**Figure 6.** a–d. Post-game feedback.

The instruction on how to play this game is inspired by an *inquiry-based learning cycle*, which identifies five distinct phases: orientation, conceptualization, investigation, conclusion, and discussion [5] (see **Figure 7**). In the first two phases of this cycle (*orientation* and *conceptualization*), trainees are asked to formulate hypotheses about a particular question in need of investigation. During the *investigation* phase, trainees check whether a hypothesis is correct or not by conducting several experiments. During the last two phases of the inquiry learning process (*conclusion* and *discussion*), trainees are linking their hypotheses with the evidence collected during the investigation phase. Trainees are also reflecting on their learning processes and outcomes, comparing and discussing these with other trainees facilitated by a trainer.
