The International Simulation &
Gaming Yearbook
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Simulation game design prescriptions from cognitive psychology
Sivasailam Thiagarajan
Cognitive psychologists explore transfer of training variables by comparing the differences in the behaviours of expert and novice problem solvers. Their analyses suggest that experts are less likely to be distracted by irrelevant surface differences among problem situations and more likely to concentrate on the critical deep structure variables. Transfer of training from simulation games can be enhanced by a systematic analysis to identify critical deep-structure variables and irrelevant distractors and by incorporating them in the underlying simulation model. The simulation game should also permit repeated practice in discriminating between these two types of factor.
The art of getting more transferable skill mileage from a simulation
Peter November
If we regard the technical side of a simulation, that is its design and running characteristics, as the science of simulation, the art of using a simulation in a training context is the way in which a simulation is used to develop transferable skills. A given simulation can usually be used in many different ways. The purpose of this chapter is to address the question of how the training value of a simulation can be extended by how it is used rather than by changing the simulation itself. An example is given which illustrates the process: the ability of a business simulation to develop transferable skills was considerably extended without changing the simulation itself. General conclusions are given which could apply to other simulations.
Guidelines for enhancing learning opportunities in computer-based management simulations
Susan Armitage
This chapter considers the potential of computer-based management simulations and games for providing an experiential learning forum for management school undergraduate and postgraduate students. The suggestion advanced is that use of simulations needs to be planned in the light of sound pedagogical principles and in relation to coherent models of learning, in order to enhance student learning from this method. It cannot be left to chance. The work does not address the technical aspects of using simulations, but focuses on how models of learning can be employed by the tutor to enhance the opportunities for student learning from a computer-based management simulation/ game. Guidelines are suggested for the implementation of such an approach.
Game design and product engineering design: comparing the methods and determining how they can benefit from each other
Claartje Vorstman
Game design and product engineering design are essentially based on the same design processes. They do however differ in 'vision' and the use of certain tools and techniques. Based on the conviction that those two disciplines can profit from each other 1 have made a comparison between the methods they use. In doing so 1 have first devised an ,overall game design method' based on seven game design methods described in literature. This method is then compared to: the basic design cycle; methods by Pahl and Beitz and V131 for product/ engineering design; the Delft method for product design; and the Buijs model for the product development (innovation) processes. Results in the form of conclusions and recommendations are formulated. These results differ in nature: they deal with the fundamental nature of the models, with procedures, focus points, but also with tools and methods. Main areas of attention are: nature of design process; programme of requirements (POR); production and market development; and project management.
Adaptable simulations
Peter November
Adaptable simulations are simulations that can be adapted to a significant degree by trainers to meet their own special needs such as a particular industrial setting. This chapter describes such a simulation and gives reasons why this approach to simulation design may be less useful than supposed.
How to maximize transfer from simulation games through systematic debriefing
Sivasailam Thiagarajan
Reflection is a critical link between experience and learning. Debriefing helps participants reflect on their simulation game experience and to learn transferable skills and concepts. Alternative procedures for debriefing include guided debriefing, mediated debriefing, video-supported debriefing, debriefing games, journal writing, questionnaires, panel discussions, and dialogues. Structured debriefing (which uses standard sets of questions) appears to be more effective in ensuring transfer of training than the unstructured variety. Steps which involve relating the simulation game experience to the real world, rethinking strategies, and exploring what-if scenarios are especially useful in facilitating transfer. The use of a simulation game without adequate debriefing is inefficient and perhaps even unethical.
Simulation with multimedia - the ultimate in skills transfer?
Terry Walker
This chapter argues that advances in technology have created a new platform for delivery of simulation techniques. By using multimedia, simulations can be designed more realistically, be more entertaining and increase skill development and transfer to the workplace, But what does this all mean? The subject of multimedia, the technology supporting it, how simulations can be developed and delivered and some applications will be presented. The chapter will also argue that multimedia is only part of something we have all been doing for some time.
An interactive keynote on transferable skills
Danny Saunders and Sally Brown
We ran an interactive keynote session at the SAGSET/ISAGA '92 Conference. This introduced notions of 'ability', performance' and 'transferability' by asking participants identify valuable skills in their everyday lives. Through using an icebreaking exercise, some of these skills were discussed and explored; at the same time we generated 'skill checklists' for simulation and game activities for use throughout a conference or training programme. The session included THE SUITCASE GAME; an activity signed as an icebreaker, but also one which encourages self-reflection.
Metaphors for transfer of values and attitudes: six fast and powerful simulation games
Sivasailam Thiagarajan
Simulation games are powerful tools for transferring values, attitudes, and beliefs.However, they usually require a long time to play. In our attempt to maximize the transfer value, we have begun designing and collecting brief simulation games which provide sufficiently rich experiences for lengthy debriefing. DOLLAR AUCTION uses a slight twist on the typical auction procedure to create a metaphor for addition and escalation. QDPD uses two players and four cards to explore co-operation and competition. BRIEF ENCOUNTERS creates contacts with an alien culture and insights into one's own mindset. FIRST TOUCH presents a win-win situation which is usually ignored. DOLLAR OR CENTS makes us wonder why we ever bother to volunteer. NEGOTIATE simulates the formation and re-formation of coalitions. Simulation games serve as a powerful medium for transmitting values, beliefs, and attitudes. Recently we have experimented with their use in therapeutic settings to provide appropriate metaphors for personal change. In both training and therapy, a major drawback of the use of simulation games is that they usually require a long time to play. To reduce this problem, we have begun designing and collecting several simulation games which can be conducted rapidly and yet provide rich experiences for effective debriefing. This paper describes six brief simulation games which act as metaphors for the transfer of values and attitudes.
Transference to real-life contexts: conditions for experiential learning from simulation
Frans-Bauke van der Meer and Hanneke Mastik
This chapter analyses learning processes triggered by social simulation and gaming, a methodology based on the dynamics of social processes. Learning is thought of as consisting of two elements: acquiring knowledge, insight, skills on the one hand and application thereof in other settings on the other. Learning is accomplished when formation of and changes in repertoires of participants are achieved. A theoretical account is given of how characteristics of social simulation and gaming contribute to formation of or changes in repertoires of participants. It is concluded however that these characteristics are not the sole determinants. Individual and collective repertoires that exist before participation are of great importance as well. Moreover, evaluation of and reflection on participants' experiences as well as on the process and the outcomes of a certain simulation (game) influence if and how insights and experiences based thereon will be anchored in individual and collective repertoires.
Next, both theoretical reasoning and empirical observations with respect to transference of simulation (game) experiences to real-life contexts are presented. Five conditions are identified which co-determine the measure and mode of transference: the psychological and social realness of the simulation (game); the evaluative/ reflexive sessions; repetition of similar experiences in simulation and real-life contexts,- the social context and embedding in collective learning trajectories; the ex ante individual and collective repertoires.
Starting from scratch: developing the 'spirit of enterprise' while at business school
Hank Kune
This chapter discusses the STARTERS' CASE as it has developed at InterCollege, put in the broader context of its history and use in various forms at other Dutch business schools.
The STARTERS' CASE is an experiential learning activity used to develop a wide range of enterprise skills and affective objectives. At InterCollege (a business school at polytechnic level) it takes the form of a three-months interactive case-study, in which teams of first-year students compete in developing plans to start up a small business. Students learn team-building, commercial/ interaction and project management skills, as well as developing an enterprising approach to tackling practical problems and decisions.
Student perception of its effectiveness as a learning experience is positive. But how effective is it in transferring skills and attitudes from business school to business life? Can 'the spirit of enterprise' be learnt in an academic environment? A survey of graduates indicates its relevance to real business needs.
Enhancing imagination and creativity in simulations and experiential exercises
Walter J Wheatley
The education and training literature strongly suggests the efficacy of imagery as a means of improving the imagination and creative skills in trainees and students. This cognitive expansion technology has been employed successfully to augment most areas of academics from reading comprehension to athletics. However, to date little effort has been expended to introduce its unique and exciting training pedagogy into the classroom via simulations and experiential exercises.
The purpose of this study is to present current research findings on its pedagogical effectiveness. In addition, several techniques for enhancing imagination and creativity in simulations and experiential exercises will be provided in the hope of encouraging a greater utilization of this powerful training and educational tool.
Leadership and group skills: the use of a board game in skill development
Ann McClintock
This chapter gives a brief description of some of the features of a board game which has been developed for use in teaching group skills. It indicates some of the ways in which the game seeks to simulate the reality of group situations and suggests reasons why a board game of this type can be a useful educational resource.
Transferring skills: moving from the game player to the game builder perspective
Dany Laveault
Being able to build a successful game is proof enough of an ability to transfer skills. For instance, game construction may lead to the acquisition of new knowledge even more than game playing. Computers have made developing transferable skills through simulation and game playing a much easier task. Furthermore, we may also wonder how successful computer-assisted game construction is in fostering the transfer of skills and knowledge.
In Ontario, about 80 per cent of the educational software developed with the help of the Ministry of Education is simulation and games. Many allow the students not only to play a game but also to create new games based on a similar model. Students then share these games with their peers on a UniSys computer network. They create them with little experience in computers or programming.
Moving from a game playing to a game building situation has significant implications for instruction. To determine whether computer-assisted game construction promotes transferable skills, a new analysis of the field-testing of such software is presented. As an example, software developed by the Centre franco-ontarien de ressources dagogiques (CFORP) will be discussed. The results will illustrate the role played by important variables. Also they will help in judging the merits of such innovations for the transfer of skills and knowledge.
Jog Your Right Brain (JOG): a multipurpose exercise for simulation and gaming
Peter Raynolds and Gennie Raynolds
Jog Your Right Brain (JOG) is a flexible exercise with several uses in simulation/ gaming: (1) in developing transferable R-Mode skills such as creativity, insight, intuition, (2) in gaining non-verbal, holistic evaluations of the educational and training effects of other simulations and games, and (3) in eliciting knowledge in policy exercises and in systems modelling. Based upon rapidly made non-verbal choices from pairings of highly abstract visual pictures created by the authors, participants explore their reactions to a set of four topics tailor-made for each session. Results are scored quantitatively during the session and provide measures of individual attitude and identification, as well as shared mental mapping with respect to the topics. The abstracts are further employed qualitatively to elicit knowledge and insight about the topics. JOG is a 'framegame': (1) the major features of the exercise structure are always the same; four topics, non-verbal choices and scoring are based upon pairings of the same pictures, (2) the content of a given session is varied through selecting which topics to use and by adding or modifying both individual and group tasks.
Using synectics for problem solving
Sally Brown
Synectics is a tremendously valuable technique that harnesses metaphor and paradox to enable creative thinking. My approach to using synectics enables individuals and groups to work on problems in a variety of contexts, using lateral thinking techniques which can liberate them from narrow-vision approaches and allow for radical rethinking and problem solving.
What do we teach when we use games?
Richard Teach
Many Business School faculties in the United States utilize computerized business games in the classroom. But what does this pedagogy teach the student? This chapter reports on research that questioned previous US students, three to five years after graduation from college. The questionnaires collected information about the skills that they used on their current job, the importance of these skills to their job, where they learnt these skills. In addition, the questionnaire had respondents rate the college classroom pedagogies that taught these skills. The findings show that traditional lectures were poorly rated. The most important skills were taught by computer simulations but both experiential exercises and cases taught many of the used skills as well.
TRANSFER - a simulation approach to business behaviour
Hans Gernert
The corporate strategy of the firm relates the company to its environment. Outside forces affect all firms in the industry. Competition therefore is rooted in the underlying economic structure. The success of transition from a centrally planned towards a market oriented economy in the former Eastern-bloc countries depends strongly on restructuring all forces driving industrial competition - suppliers, buyers, rivalry among existing firms, new entrants, and the threat of substitute products or services.
TRANSFER, a simulation model aimed at demonstrating firms' behaviour during the complex and painful period of transition to competitiveness is under development at Humboldt University Berlin in cooperation with scientists from Russia and Czechoslovakia, supported by University Regensburg.
The paper describes objectives, concepts, and results of the field research finished so far. The model will serve both teaching management students and research in organizational behaviour.
THE BATHTUB GAME
Drew Mackie
In the course of working with community groups to write economic development projects, the author has developed a simple model of local economics based on 'bathtub' principles - comparing inflows, circulation and outflows. This is used to give a thumbnail sketch of a local economy and to test projects. THE BATHTUB GAME is a gaming representation of this model in which players attempt to create or attract enterprises or projects to make their area more economically stable.
During the course of the game, players have to move an economy from decline and dependence towards sustainability. Seemingly attractive projects can have adverse effects and various economic strategies can be tried.
The game is used to take communities through complex issues and give them the 'feel' for appropriate strategies in a lighthearted environment.
Gaming concerning management of change
Jan H G Klabbers
In Europe we are in a period of tremendous institutional change, requiring many organizations to deal with strategic re-orientation. What learning environment is most appropriate for managers to learn to be effective in such circumstances? Regarding simulation models based on the machine approach, a distinction is made between trivial and non-trivial machines. Subsequently the actor approach is presented. This framework enables us to distinguish between three different learning environments: reproductive, heuristic and self-organizing.
Gaming in the sense of self-organizing learning environments is discussed as a powerful approach for developing skills concerning the management of change. Use of such management games is discussed both from a practitioner's and user's point of view.
Self-organizing of social systems is also discussed from the viewpoint of the approach mentioned above. Autopoiesis and chaos theory are introduced as new approaches to social steering. They provide productive notions on the management of change and self-organizing social systems.
A decision support system based on a simulation business game
Witold T Bielecki
A specific decision support system (DSS), DSS MANAGER, based on a computerized simulation business game was developed to teach executives how to make decisions following the new rules of market-driven Polish economics. This chapter describes the concept of using this 'tailor-made' DSS to help both senior and middle level managers in Polish transition economics. This DSS is also unique because it joins features of decision support systems with some features of expert systems (ES) and executive support systems (ESS). Its creation required the collaboration of scientists and senior level managers from Polish firms. Such an approach can be considered a predominate approach in the process of preparing DSSs for executives who must manage in difficult economic situations.
Using supplementary activities with computerized business simulations to develop transferable skills
William D Biggs
The purpose of this chapter is to present and describe activities which can be used to supplement computerized business simulations. The activities are used by the author in a senior level, capstone business policy course. To provide a context for understanding the nature of the activities the business policy course and the simulation used are briefly described. The activities included are: reports, presentations to boards of directors, poster presentations, labour negotiations, and ethical dilemmas. These activities are designed to provide students with knowledge and skills beyond what is achievable through the simulation alone. The activities appear to deal with skills which are particularly useful in business settings and therefore should have high transferability.
Computerized management games: the feedback process and servomechanism analogy
Jeremy Hall and Benita Cox
This chapter suggests that the proactive management of the dynamics of the simulation process will better meet learning objectives in terms of transferable skills. It explores the analogy between the system and behaviour of computerized management games and servomechanisms. The aim of this approach is to facilitate the measurement and control of the learning process so as to effectively and consistently meet learning objectives (transferable skills) through clarification of cognitive and affective dynamics. To this end a conceptual, two-dimensional model, in cognitive and affective space is suggested and explored in terms of learning and behavioural success. Finally a classification of simulations in terms of feedback mechanisms, level of tutor interactions and degree of computer support is suggested.
lessons in capitalism: the use and transferability of a management simulation within a pioneering Hungarian MBA programme
Joseph Wolfe
This chapter first analyses the issues challenging management education in Eastern European countries faced with the prospect of moving towards free market economies. It then describes the use and evaluation of a business simulation game designed to develop entrepreneurial management skills within a management development programme in Budapest, Hungary.
OPTIMIZE
Alan Cudworth and Clive Loveluck
This article describes the operation of OPTIMIZE - a simple and effective game to demonstrate concepts and problems associated with production scheduling.
This exercise provides a basic, but dramatic, introduction to the various concepts and problems associated with production scheduling. The equipment required is simple: packs of playing cards!
PACIFIC RIM 2020: a game of economic competition versus environmental protection
James R Lee
The conflict between economic growth and protection of the environment is becoming clearer with time. PACIFIC RIM 2020 extrapolates this conflict some 30 years into the future, positing an economic zone in the Pacific Rim where only resources differentiate regional economic competition (states as sovereign entities have withered away). In this world, economic competition is fierce and so is the desire to protect one's environment. PACIFIC RIM 2020 is a book and a computer software game for students (and other people) interested in the conflict between economics and the environment.
Project IDEALS: promoting an international dimension in education via active learning and simulation
David Crookall, Kiyoshi Arai, Carl C Farmer, Francine Goubet, Alexandra Bernstein
A multisite, network simulation is described. IDEALS concentrates on international understanding and cross-cultural communication. The project uses specialized simulation management software to allow teams, situated in different parts of the world, to send messages to each other and to hold real-time teleconferences.
Teaching international environmental analysis with THE MULTINATIONAL MANAGEMENT GAME
J Bernard Keys
This chapter discusses how a research project, allowing MBA students to conduct international research, can be made more meaningful by including the project just prior to the participation in an international management game. First THE MULTINATIONAL MANAGEMENT GAME is reviewed. Next an individual student country analysis research project is described. Next a team project, incorporating individual student term papers is described. The advantages of scheduling research prior to game play are discussed.
Simulation and gaming library for environmental education in Latvia
Valdis Bisters and Raimonds Ernshteins
Simulation and gaming are particularly important in meeting the requirements of environmental education. Through simulation games an interdisciplinary teaching-learning environment can be created and environmental problems explored in their complex, dynamic and social character.
There is a large variety of ready-to-use simulations and games but just a limited number of them is accessible to a wide audience of teachers and interested users. The problems are especially evident in Latvia and other republics of the former Soviet Union where environmental education and new teaching techniques are starting to emerge due to the new political and economic orders.
It seems that there is no urgent need for designing new original simulations but priority must be given to the dissemination of a variety of simulation and gaming experiences through having available printed materials, improving information access and training potential users. These are the main work objectives of the Simulation and Gaming Library of the University of Latvia Ecological Centre.
Gaia simulations: games for understanding environmental systems?
Peter H Cock
This chapter addresses some of the issues facing the task of environmental education and critically reviews the contribution of simulation gaming, its strengths and limitations. It argues that they are a significant advance on traditional curriculum methods, particularly in providing tools for understanding the complexity of Gaia.
Three examples are used as case studies. These explore the interconnections between the organization of society and its implications for our relations with Gaia. These simulations are called AUSTRALIA 2020, LOGGERHEADS and THE GREENHOUSE GAME.
The chapter concludes with a critical review of simulation games. They are viewed as limited in their capacity to engage their users in facing the challenge of developing ways to engage with Gaia, particularly as the methods of simulation gaming are increasingly being dominated by machine-human processes.
Values in place: the use of a journalism simulation to explore environmental interpretation
Alan Jenkins, John R Gold and Martin J Haigh
A day-long simulation is described, in which student groups take on the role of journalists writing an article on the landscape and environment of a South Wales town. The central idea taught through the simulation is how the values/ interpretive framework of the observer shape the reality that is observed.
Computer-supported simulation and the teaching of history in schools: problems and possibilities
Allan Martin
Since the 1960s the role-playing simulation has been a tool available to the teacher of history, but one which was not at first widely adopted. However, the arrival of microcomputers in British schools during the 1980s enabled historical simulations to 'take off' as a teaching tool, and achieve widespread usage. This development has not been without controversy, and a number of problems may be identified which concern the use of computer-supported simulations in teaching and learning history. In this paper a typology of simulations is presented, and British experience of computer assisted simulation in history teaching is discussed. Attention is then drawn to some of the key issues which emerge, and strategies which may be adopted for dealing with the problems, and enhancing the effectiveness of the computer-supported simulation as a teaching and learning tool, are considered.
Effect of the creative thinking approaches to teaching and learning in the secondary schools of Bahrain
Fatima Al-Ahmed
An experimental study has been undertaken in which a comparison was made between the attainment of gains of groups of Bahraini secondary school teachers and students of English. The use of creative thinking approaches such as perception, convergent thinking and divergent thinking produced significant gains in learning compared with conventional teaching which has never used such approaches.
These differences are also seen in the attainment of analysis and synthesis skills of higher order cognitive skills (eg divergent thinking). In addition, the regression was predicted for each component within the creative thinking for future application of such approaches in the classroom.
The significance of these results was discussed in terms of designing new approaches and methods in the learning/ teaching process and of students' performance in the classroom.
Evaluation of the Grampian Primary Industry Project
Henry Ellington
ABSTRACT
During the 1986-87 session, a highly ambitious project took place in Grampian Region - a project that involved pupils in 21 primary schools in all parts of the region finding out about industry through the medium of problem-based learning. During the 1990-91 session, this was followed up by an even more ambitious project - an attempt to give primary pupils an insight into the 'business' side of industry through the medium of gaming and simulation and by forming links with local industrial and commercial organizations. This report describes the project, shows how it was subsequently evaluated, and summarizes the results of the evaluation. Copies of the full evaluation report can be obtained from the author.
Transferable skills for interviewees for promoted posts in Scottish schools
Tommy Doherty
One of the greatest problems for candidates for promotion in Scottish schools is a feeling of unfamiliarity with three key aspects of the promotion interview: (1) the content and style of questions likely to be asked; (2) the membership and roles of an interviewing panel; and (3) a lack of actual experience of the interview situation.
The staff development programme in question addresses all three questions partly by using a role-playing simulation to address vital transferable skills. All participants play the roles of interviewee and interviewer. A debriefing session analyses key aspects of skills transferred via the simulation.
Gaming simulation as an experiential tool in training trainers
Florosito Q Pimentel
This chapter concerns the training of trainers in private, non-government and government institutions. It describes the need for employing experiential learning techniques, gives details of the design of training sessions and reflects on the lessons to be learned from initial experiences.
Assessing training device effectiveness
Mike Brown
The effectiveness of training devices, particularly of high-cost items such as flight simulators, is of major interest in times of financial pressure. The author is part of a team currently involved in evaluating advanced military flight simulators and the chapter covers the background to the methodology being used.
The evaluation is based on the work of Dr E Bazzochi which proposed a method of determining aircraft performance characteristics and its effectiveness as a teaching mechanism. This methodology was subsequently developed by British Aerospace (BAe) for assessing the value of proposed simulators. When used for assessing simulators the approach is a means of quantifying and weighting the opinions of subject matter experts.
Initial trials of the methodology were undertaken by Cranfield using the Hawk simulator as a basis. This chapter describes how the methodology has been used to gather data for the Royal Air Force's (RAF's) most advanced flight simulator. Over 40 operational pilots were asked to provide various ratings in the following areas:
• importance of fidelity characteristic for training tasks;
• simulator potential for training tasks;
• specific scoring for the simulator.
The chapter covers the methodology, some initial findings, the weighting system, problems highlighted and proposed developments.
Remote training of instructors for the development and use of simulation games
Giorgio Panizzi
This article describes a project being managed by CNITE - The Italian National Centre of Educational Technologies - to produce a training package to enable instructors teaching in colleges to plan, develop and manage simulation activities. An open learning approach is being developed to deliver this training.
Interactive learning methods in orientation programmes for overseas students
Elizabeth Christopher
Research suggests that Asian students bring a very different educational and intellectual experience to an Australian University environment compared with their local counterparts. This often leads to culture shock for both overseas students and host staff. This chapter describes the theoretical foundation for a series of interactive staff/student integration workshops at Charles Sturt University, based on a model that demonstrates three critical factors in cross-cultural communication breakdown. The model identifies the behaviour in each case and indicates appropriate responses.
Health care negotiations policy exercise (ZORG! MARKT)
Ivo WenzIer, Richard Duke, Jac Guerts and Peter van der Lugt
The Dutch government is presently working on a fundamental change of the health care system of The Netherlands. The new health care system will bring a shift from government-imposed rules and regulations to more regulation by market.
Many important problems will develop with the advent of the new system, and many uncertainties will manifest themselves for different parties involved regarding the operational consequences, opportunities, and degrees of freedom within the new system.
The specific policy issue of interest is the need to establish a structured forum through which all interested parties can understand and confront the new regulations in order to clarify and explore alternative models of negotiation and workable methods for their pragmatic implementation. With this in mind the Health Care Negotiations Policy Exercise (ZORG! MARKT) was developed.
This policy exercise provides an environment in which participants generate and test different models of negotiation, feel the impact of their decisions, and develop an insight on possible real-life options available. The shared insight also helps participants to reduce fears and uncertainties about different actors and to build trust which could be used as an instrument to create further real-world dialogue on the issues.
Computer, game, myth: using the CHINESE HOUSE GAME to teach international relations
James R Lee
The CHINESE HOUSE GAME is a computer-based simulation and book about international relations. The simulation context - a game - is based on a Herman Hesse novel (Magister Ludi: The Glass Bead Game) which portrays the life of a man in a post-holocaust society whose culture is shaped by a rigorous intellectual test known as the Glass Bead Game. The greatest of all such efforts is the Chinese House Game, a blend of Western and Eastern philosophies. The game here is not Hesse's, but an adaptation directed towards students of international relations. The book describes the simulation of international relations that has been built and how simulations can assist in the teaching of international relations. It both acknowledges and departs from the tradition of Harold Guetzkow's INTER-NATION SIMULATION.
The CHINESE HOUSE GAME was developed to teach soft technologies (conceptual skills) to students, in particular students of international relations. Playing the game is also a way to learn about international relations (IR), about the nature of decision-making and about how states develop and interact with one another. It uses the computer as an intermediary device which joins the mythical world with the player, who assumes the role of a potential state decision-maker in that world.
A game to create a cordial atmosphere
Mieko Nakamura
In this chapter, the author compares three games: THE PRETZEL, A PUZZLE RING, and KNOTS. All of them are similar in that the goal is to untangle a knot. In THE PRETZEL, the twisted circle is made by players who manoeuvre themselves into position by stepping over another player's arm, etc. In Japan, it has been modified so that physical touch can be as limited as possible. The modified game is called A PUZZLE RING. In the PRETZEL and A PUZZLE RING, a chosen player resolves a twisted circle. In KNOTS, however, all players take part in resolving it. KNOTS is a game in which no player knows whether it will be resolved or not.
The author played THE PRETZEL and KNOTS with her students and observed that they preferred KNOTS to THE PRETZEL. It was because all players could take part in untangling the knot and they could feel the joy of achievement after they succeeded. Thus, KNOTS goes beyond a modification of THE PRETZEL. It has become a new game.
Can a values clarification exercise and career choice interview enhance student achievement motivation?
Louise Keys and Patricia Whitaker
One of the problems facing college students today is the lack of achievement motivation in terms of academic performance. Drawing from the possibilities of achievement motivation studies, the authors felt that students could change or enhance their achievement motivation through values clarification and career choice interviews. Using three classes of traditional, first- and second-year university students, with documented unsatisfactory academic success and enrolled in a required methods of learning course, the authors designed and implemented a values clarification exercise and career interview to improve student achievement motivation. They found from pre- and post-assessment scores on an achievement motivation instrument, a significant increase in the achievement motivation level of these underachievers.
Is there anybody out there? The use of experiential teaching techniques with adult learners in UK universities
Ruth Cherrington and Morry van Ments
This chapter introduces some preliminary findings of ongoing research into the use of experiential teaching methods by tutors in university adult and continuing education. It begins by pointing out that few tutors in the sample had ever heard of SAGSET. Most of them classified the techniques of role play, simulations and games as 'experiential' but did not use many of the commercial ones available. There is some discussion of the problem of defining the term 'experiential' and how this affected the results. Most tutors felt that what they were doing was 'experiential' but interpreted this quite widely, going beyond the use of specific techniques. The pressures that tutors face are also touched upon here in an attempt to explain their limited use of ready-made materials.
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