Concurrent Breakout Sessions VI:6A. Alternative Learning

Gaming and Simulation in the Classroom

Mr. Andrew G. HarterIntel Officer (Assessments), DIAThe information and views expressed are solely those of the author and do not reflect the official policy or position of DIA, DoD, or the USG

Opening RemarksOpening Remarks

Objectives and StyleObjectives and Style Credibility Means SuccessCredibility Means Success The Role of ToolsThe Role of Tools

Objectives and StyleObjectives and Style

Learning ObjectiveLearning Objective• For classroom use, the For classroom use, the

learning objective is learning objective is paramountparamount

• Experientally reinforce Experientally reinforce information absorption?information absorption?

• Build a skill?Build a skill?• Is the game’s goal the Is the game’s goal the

same as the learning same as the learning goal?goal?

Game Design StylesGame Design Styles

• GamistGamist• Goal is achievement – to Goal is achievement – to

win or to advancewin or to advance

• NarrativistNarrativist• Goal is to have a good Goal is to have a good

story/narrative story/narrative

• SimulationistSimulationist• Goal is to achieve realism Goal is to achieve realism

and immersionand immersion

Credibility Means SuccessCredibility Means Success

Pitfall #1: Gaming Style MismatchPitfall #1: Gaming Style Mismatch Proper setting of expectations required to have all participants Proper setting of expectations required to have all participants

buy-in to the game style’s resolution systembuy-in to the game style’s resolution system ““Forget it - I can’t win.” – a misplaced gamistForget it - I can’t win.” – a misplaced gamist ““Forget it – this isn’t realistic at all” – a misplaced simulationistForget it – this isn’t realistic at all” – a misplaced simulationist

Pitfall #2: The Probable versus the PossiblePitfall #2: The Probable versus the Possible Subjective adjudication defaults to dealing with the probableSubjective adjudication defaults to dealing with the probable

Default of “I think / you think” without resolutionDefault of “I think / you think” without resolution

Dealing with the Dealing with the possiblepossible requires an agreed-upon, usually requires an agreed-upon, usually objective determinantobjective determinant Simulation, software, rolling a die, flipping a coinSimulation, software, rolling a die, flipping a coin

The Role of ToolsThe Role of Tools

Avoid the lure of the whiz-bangAvoid the lure of the whiz-bang Tools don’t help unless they support the learning objective and Tools don’t help unless they support the learning objective and

gaming style determinedgaming style determined Good tools support the game instructionGood tools support the game instruction

Example #1 – Mail/RFI SystemsExample #1 – Mail/RFI Systems Supports remote collaboration and knowledge managementSupports remote collaboration and knowledge management

Example #2 – Mod and Sim SystemsExample #2 – Mod and Sim Systems Support the credible resolution of possible /probable outcomes based on Support the credible resolution of possible /probable outcomes based on

agreed upon initial assumptionsagreed upon initial assumptions Example #3 – Classroom Response mechanisms (Clickers)Example #3 – Classroom Response mechanisms (Clickers)

Add a gamist / achievement reinforcement to lecture-based learningAdd a gamist / achievement reinforcement to lecture-based learning Example #4 – Roleplaying ScenariosExample #4 – Roleplaying Scenarios

Allow a simulationist immersion and experiential learningAllow a simulationist immersion and experiential learning Allow potential narrativist resolution to reinforce / direct play to learning Allow potential narrativist resolution to reinforce / direct play to learning

objectivesobjectives