The Instructor Role during Educational Wargaming
2014 (English)In: THE SHIFT FROM TEACHING TO LEARNING: Individual, Collective and Organizational Learning through Gaming / [ed] Willy C. Kriz, Bielefeld: W. Bertelsmann Verlag , 2014, 66-79 p.Conference paper (Refereed)
The instructor has a vital role in leading the debriefing discussion in game-based learning. The role during the gaming part is however not as clear. Some results suggest that the instructor should take an active and authoritative role, but results provide few clues on how to apply this to military wargaming. Wargaming is a two-sided game activity where both sides are assumed to learn from their play experience. Wargaming against a live opponent can however produce unwanted effects. One such effect is ‘gamer mode’ that is a result of an exaggerated willingness to win, which can be observed when the players, for instance, exploit the game rules in unrealistic manner. This paper investigates the main responsibilities or duties of the instructor to prevent gamer mode to occur and instead support the desired player-orientation toward the game. By reasoning on the main characteristic features of wargaming, to play the game and to learn from the experience, I conclude that the main duties of the instructor are to frame the game activity and to steer the learning process. This supports earlier results that the instructor should take an active part in the gaming process, yet needs to have the skills, knowledge, and authority to intervene in students’ game play. The findings are illustrated with excerpts from videotaped wargaming sessions at the Swedish National Defence College.
Place, publisher, year, edition, pages
Bielefeld: W. Bertelsmann Verlag , 2014. 66-79 p.
Wargaming, education, instructor, gamer mode
Human Computer Interaction
Research subject Ledningsvetenskap
IdentifiersURN: urn:nbn:se:fhs:diva-5107ISBN: 978-3-7639-5420-9OAI: oai:DiVA.org:fhs-5107DiVA: diva2:773863
45th Conference of the International Simulation and Gaming Association
QC 201412082014-12-192014-12-192014-12-19Bibliographically approved