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Background. The problems and benefits of a multicultural society are actively discussed in many countries. FOUNTAINS is a table-top simulation game designed as a study aid to enhance comprehension of cultural integration processes. The game was developed for use in regular classroom settings and has been successfully tested with several groups of participants. The design of the game is based on the bi-dimensional model of acculturation that focuses on the joint issues of maintaining one’s culture and involvement in decision making. It also introduces the dilemma of cooperation and competition in a situation of limited resources. Participants must find ways to preserve their own comprehensive culture and at the same time provide other groups access to resources. Aim. The article examines the dynamics of the game and describes its basic design. The rules of the game and suggestions for debriefing are provided in an accompanying article – this issue. The purpose of the study was to evaluate the game’s validity and to assess the potential educational value and usability of the game. Method. FOUNTAINS was piloted with several groups, and a brief post-game questionnaire was conducted to evaluate learning outcomes. Experts of both integration and gaming were asked to evaluate the game; their feedback on the usability of the game referred to the face value of the game as an educational tool. After piloting the game was introduced to teachers, the majority of whom expressed willingness to use the game in their classes. Conclusion. The article concludes with the basic results of the evaluation. In spite of some limitations it can be said that FOUNTAINS is an efficient learning aid that works well with different age groups.

The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory and Kant. We aimed to describe the pedagogical practices of reflection, and to develop a descriptive model of the practices of reflection in tertiary dance education which can be used by dance educators to support their students' reflection activities. Data about the reflection practices were collected from 13 dance teachers in the Netherlands. The developed model of pedagogical practices consists of five types of reflection based on the Kantian and pragmatists' notions of reflection.

We explored doctoral supervisors’ explanations for students’ lack of progress toward gaining their degree and describe the activities that supervisors said they take on such occasions. Data were collected using semi-structured interviews from 21 supervisors specializing in the fields of natural and educational sciences and then analyzed using thematic analysis. The results indicated that supervisors communicated understanding about the stalling of studies. The supervisors noted that it is important that students have the knowledge and skills suitable to maintain progress toward their degree. However, the supervisors indicated that successful progress depends on a student’s initiative to ask for help, believing that because the student is an adult learner, they should be intrinsically motivated. Consequently, supervisors often adopt a wait-and-see attitude in terms of their intervention strategy.