Introduction to Simulation Games

What are simulation games? The two essential elements of simulation games are that they are simulations and that they are games. A dictionary defines 'simulate' as 'to give the appearance or effect of'. A simulation is an imitation or representation of something else, an operating model of a physical or social situation. (A good example of a physical simulation is the capsule simulator used in training astronauts for space missions.) In simulation, reality is reduced to manageable proportions. What in real life may be an extremely complex situation is simplified and condensed; non-essentials are omitted. The simulations with which we are concerned are also games, involving many of the elements which we associate with other kinds of games: there are goals to be achieved, rules to be observed, usually some form of competition - and they are fun to play! Types of games Simulation and other educational games fall into two basic categories: board games and role-play games. The format selected usually depends on the subject and the purpose or group of people for which the game is designed. Board games These are built around a game-board on which most of the action takes place. They are similar to Monopoly or Ludo. (Monopoly, incidentally, could be called a simulation game.) By the end of the game, players have seen the course of development graphically represented on the board. Role-play games This basic structure is used primarily in games that teach processes involving negotiation, bargaining and compromise; in general, human interaction. A scenario sets the scene for the action, and each participant has a specific role to play. This may be clearly set out in a role profile, or left to the individual to develop from a broad general outline. The purposes of simulation games Conflict and change are part of our way of life. How can we confront and deal with conflict? How can we anticipate the effects of possible changes? Games can help us to do both these things A game may thrust us into a conflict situation - perhaps one that we would try to avoid in real life. In the game there is no escape. We have to come to terms with the situation and other people involved. We have to make choices and decisions. And we have to live with the results of those choices. What games provide, perhaps uniquely, is the opportunity to deal with complex problems in concrete ways. Often a game enables us to get the "feel" of a situation in a way that would be impossible for us in real life. And because the game reduces reality to manageable proportions, we are able to act with a greater sense of purpose and understanding. Games also provide opportunities for experimenting and taking risks. They allow us to try things out: different behaviour, new solutions to familiar problems and different ways of organising our simulated environment. A general summary of the purposes of simulation games: To become aware of existing views on an issue To understand the social, religious, political, and economic aspects of the situation To understand the feelings of those in the situation To analyse possible outcomes, or actual historical ones To generalise factors and apply to other cases. The educational values of simulation games Most games demonstrate the advantage of cooperative effort (though a strong competitive element is often involved). They develop empathy, with the possibility that the player will develop sensitivity to and understanding of the person whose role he has assumed. Games help develop the ability to analyse the essential elements in a situation. Games provide a chance to experience the situation, not merely to hear or read about it. Players learn that there is a casual relationship between their behaviour and the outcome of events. Games allow for feelings to be expressed, even hostile ones. Players can explore the possibilities of affecting (changing) their environment. Players are involved in relevant inquiry, questioning values in a non-threatening atmosphere, thereby learning to think critically and creatively. Games provide high motivation for learning. Players may gain insight into their own behaviour, thereby assisting in their personal growth. They may also gain insights into their relationship with others. Consequences of decisions can be immediately observed and evaluated. Players learn to take responsibility for their own decisions and actions. For further information Contact the Global Education Professional Development providers in your state/territory for more information and copies of suitable simulation games. http://www.globaleducation.edna.edu.au/globaled/page156.html

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