The Calm and the Storm: Simulation and Games Why All Games are Simulations and the Challenges of Using Simulations and Games for Learning Katrin Becker IASTED International Co nference on Modelling a nd Simulation (MS 2013), Banff, Canada, July 17, 2013
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The Calm and The Storm: Simulation and Games - Why All Games are Simulations and the Challenges of Using Simulations and Games for Learning
"There are some things you learn best in calm, and some in storm." Willa Cather (1915)
In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and we’ve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts).
In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools.
Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both ‘pure’ simulations as well as games for learning.
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Transcript
The Calm and the Storm:
Simulation and GamesWhy All Games are Simulations
and the Challenges of Using Simulations and Games for Learning
1. All Games are Sims2. Computers Simulation3. What the rest of the world knows of
simulation4. Education View of Simulations & Games5. Why this is a Problem6. What can Simulations Take from Games?7. What simulations (including games) offer
MH-1A was a pressurized water reactor and the first floating nuclear power station. http://upload.wikimedia.org/wikipedia/commons/c/c8/MH1Asimulator.JPG
Computers Simulation
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…and we’ve applied what we know to games for almost as long.
Tennis for Two, 1958:Higinbotham realized how static and non-interactive most science exhibits were at that time. As head of Brookhaven Lab’s Instrumentation Division, he would change that. While reflecting on his creation, Higinbotham wrote, “it might liven up the place to have a game that people could play, and which would convey the message that our scientific endeavors have relevance for society."
And so these men of HindustanDisputed loud and long,Each in his own opinionExceeding stiff and strong,Though each was partly in the rightAnd all were in the wrong.
Games vs. Simulationsaccording to Gredler (AECT), Alessi & Trollip
Game = • Games rarely played differently from the way they were
intended.• Winning will take precedence over experimenting• Games are less efficient learning models than other
methodologies• Educators have negative beliefs about games
Educational Game =• Learning embedded in game, not part of it• Has rules, winning is important • Winning should not have random factor for Ed• No distracting bells and whistles• Include directions in booklets• Students shouldn’t lose points when
“Everyone should have his own point of view.” said Alec.
“Isn’t this everyone’s Point of View?” asked Tock, looking around curiously.
Norton Juster, p.107-108, “The Phantom Toll Booth”
For instance, from here that looks like a bucket of water,” he said pointing
to a bucket of water; “but from an ant’s point of view it’s a vast ocean,
from an elephant’s just a cool drink, and to a fish, of course, it’s home. So, you see, the way you see things depends a great deal on where
you look at them from. Now, come along and I’ll show you the rest of the
forest.”
“Of course not,” replied Alec, sitting himself down on nothing. “It’s only mine, and you certainly can’t always look at things from someone else’s Point of View.
What simulations (including games) offer Education
• Free from “shackles” of reality (or not).• Fidelity can be dialed up or down as appropriate.• Validity is negotiable.• Non-linear (“random access”).• User-control.• Exploration is encouraged (& supported).• Variable perspectives (be the frog, or the fly he
eats).• Learning must be integral to (required for)