Some caution has to be exercised in setting out the following model: the shear variety possible within ‘simulations’ (see here) means that a one-size-fits-all approach is potentially counter-productive. However, it is still possible to identify three core requirements than any simulation needs to satisfy in order have a possibility of a successful outcome.
Clear Learning Objectives
The game-designer needs to know why they are using a simulation. Without this, there is a strong danger of creating little more than a diversion or amusement for students. Clear learning objectives allow the designer to create an appropriate game-play, as well as an understanding of how students might understand what the simulation is for.
These learning objectives typically relate back to the range of purposes mentioned above of: substantive knowledge acquisition; skills development and; group socialisation. Since these overlap, clarity of purpose becomes all the more important. This is most notable in larger simulations, where students might be involved in creating their own rules and procedures or where outputs are openly defined.
For someone coming to simulations for the first time, the usual rule is to set out with modest goals. The scope of simulations to be subsequently modified and enlarged means that it is possible to work out from a central idea in stages. A certain degree of creativity is also helpful: a brainstorming session with colleagues to think of the most radical way to access that central idea is often a very good start.
For students, there is a certain ambiguity in this. Clear objectives help to guide them through what is often a new experience, by guiding them on the degree and nature of support and preparation, as well as any assessment. However, in some cases, the ultimate objective might be concealed from students, to allow them to ‘discover’ it: this game is a case in point. Nonetheless, even in these situations, the putative objective should still be set out for students.
Alignment of Learning Objectives, Game-Play and Assessment
The second key requirement flows logically from the first, namely that the learning objectives need to shape the game-play and assessment in such a way as to allow those objectives to be achieved. Equally clearly, knowing what your objectives are will also make this process much easier and will facilitate a review of whether they are being met a priori by the simulation as a whole.
Moreover, for students, proper alignment reduces the potential dislocation that simulations can offer, allowing them to immerse more fully into their simulated environment and ultimately to gain more from the experience.
Thus simulations need to create environments within which students can do what the game-designer wants them to do in order to achieve the objectives. Similarly, whether assessment focuses on processes, outcomes/outputs or on subsequent reflection will depend on what the game-designer wishes to valorise. As noted in the next section, misalignment is easy to do, especially as complexity increases and actions are less prescribed.
Provide Feedback
Without feedback, simulations lose the vast majority of their pedagogic value. Unfortunately, this is one of the most overlooked aspects of simulations (see Newman & Twigg 2000 for a rare exception), while simultaneously being relatively easy to remedy.
In substantive terms, feedback can focus on three main areas: processes, actors and outputs (see here for a general observation/feedback form). The particular focus will be informed by the learning objectives, although the inter-relation of the three makes it advisable to look at all three together, since they are present in any simulated environment.
Feedback can take place at a number of time points. Most obviously, it can come immediately after the game-play, when students can recall their actions and thoughts, connect it to their wider learning, as well as ‘exiting’ from the simulation. However, feedback can also be offered where there is substantial preparatory work (e.g. a negotiation brief) prior to game-play, to allow for a more rounded participation. Interim feedback can take place in longer exercises (especially those stretching over more than one session), although some care is needed not to become sucked into the simulation itself.
The form of feedback can be very varied. Game-leaders or assessors can produce video, blogs and reports, in addition to student-generated materials (e.g. outputs, notes, reflective pieces written ex post). Again, it makes sense to start with a more basic system, to which additional streams of information can be added in later iterations.
However, a key part of any feedback is the need for it to be student-led. The simulation itself is given meaning by the students and their actions, so any feedback needs to work out from their own understanding and appreciation of that scenario. Moreover, students will often notice aspects that game-leaders and assessors have not, and recognition of the value of their observations can give students increased confidence in their skills of self-evaluation and self-criticism.