Simulated games

Opinions differ on the usefulness of simulated games. The following statements provide an initial insight into the discussion:

Concentration in computer games is not rational or thoughtful. On the contrary, it's like a state of intoxication (...). The real skill required here is the ability to immerse yourself totally in the game in question. Thinking about things takes too long and will lead to "disaster". (Bergmann)

A playful approach is needed because each program demands new skills and opens up new opportunities that first have to be discovered. You play against the program. The computer itself is probably less of a tool than a toy (...). There is little difference between a text program, a flight simulator or a program that is specifically offered as computer-aided simulation. (Rötzer)

We must learn to think in systems. (...) Where can we learn this? Not in "real" life. Any errors we make become apparent too late to help us reorganize our behavior. We may never see the consequences of our actions in "real" life. And in real life, time passes so slowly it makes it difficult for us to comprehend the characteristics of processes (...). That's why I advocate simulation games! Time passes quickly in a computer-simulated system. A computer-simulated system is a time-lapse system. Confronting this type of time-lapse system makes trivial errors made when dealing with systems visible. A simulation system opens our eyes to the side effect and long-term consequences of plans and decisions. This increases our awareness in real life. (Dörner)

The quotes show that the discussion on "simulated games" as an intensive learning environment or fun play tool is full of controversy and almost always produces a degree of polarization. Naturally, we don't wish to continue the discussions here, but our own experience has led us to a Solomon conclusion. We believe it all depends on the framework with which the simulated game units are initially introduced and subsequently evaluated by seminar leaders. This framework determines the extent to which a simulated game is seen as a useful learning environment that will remain implanted in the memory or whether an employee simply recalls "It was fun" in his appraisal of the experience.

We therefore attach top priority to structuring the framework for our simulated game units:

• Before starting each simulated game we attach great importance to explaining to the group how the simulated game will contribute to the seminar's learning objectives. Participants are constantly reminded of this where there are several simulated game sequences.

• We don't overemphasize the task's attractiveness in terms of content or the contribution made by the computer. We see the PC as a useful support tool for certain simulation processes but mainly focus on expounding specific processes that often appear to have their own momentum. We aim to make participants aware of this in the analysis and highlight the deducing points that are overlooked in the dynamics of the game.

• After every simulated game unit we believe it is vital to relate the experience to practice: What content experienced in the game is known from practice, what consequences can be drawn in terms of one's own behavior and opinions?

Structured in this way, simulated games are a fascinating learning tool that can leave a lasting memory in the minds of participants because of the intensity and depth of experience. When combined with a professionally led analysis, this produces an intensive learning experience for every participant of a simulated game.

Why not experience the adventurous learning environment of simulated games with us?.

The following pages provide information on three simulated games that have been developed by us and successfully used in practice.

Please contact us if you would like to know more on this subject.