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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 
Katrin Becker 
IASTED International 
Conference on Modelling 
and Simulation 
(MS 2013), 
Banff, Canada, 
July 17, 2013
1. All Games are Sims 
2. Computers  Simulation 
3. What the rest of the world knows of simulation 
4. Education View of Simulations & Games 
5. Why this is a Problem 
6. What can Simulations Take from Games? 
7. What simulations (including games) offer 
Education 
8. Design Implications 
Briefly…. 
22/06/2013 The Calm & the Storm © 2013, K.Becker 2
All Games are Simulations 
There are some things you learn best in calm, and some in storm. Willa Cather (1915) 
22/06/2013 The Calm & the Storm © 2013, K.Becker 3 
Botanicula
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. 
All Games are Sims 
22/06/2013 The Calm & the Storm © 2013, K.Becker 4 
Botanicula
Simulation has been at the very core of 
computer development since the very 
beginning, ….. 
Computers were created for Simulation 
22/06/2013 The Calm & the Storm © 2013, K.Becker 5 
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
Tennis for Two, 1958: 
Computers  Simulation 
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 we’ve applied what we know to 
games for almost as long. 
22/06/2013 The Calm & the Storm © 2013, K.Becker 6
Computers  Simulation 
Simulations are everywhere… 
they've been used in almost every manufactured and constructed artifact we have…. 
22/06/2013 The Calm & the Storm © 2013, K.Becker 7
BUT…… 
Computers  Simulation 
22/06/2013 The Calm & the Storm © 2013, K.Becker 8
What 
the rest of 
the world 
knows 
of 
simulations 
What the rest of the world knows of simulation 
The Blind Men and the Elephant 
22/06/2013 The Calm & the Storm © 2013, K.Becker 9 
And so these men of Hindustan 
Disputed loud and long, 
Each in his own opinion 
Exceeding stiff and strong, 
Though each was partly in the right 
And all were in the wrong. 
John Godfrey Saxe
What is simulation? 
22/06/2013 The Calm & the Storm © 2013, K.Becker 10 
Spore 
What is Simulation
What is Simulation 
A computer simulation is a 
computer program that 
attempts to simulate an abstract model of a 
particular system. 
Computational model of a phenomenon, 
environment, or experience. 
To Us 
22/06/2013 The Calm & the Storm © 2013, K.Becker 11
Educational 
Simulation 
= 
Live Role Play. 
Education View of Simulations & Games 
Computer simulations often thought to be 
computerized version of LARP 
To Education 
22/06/2013 The Calm & the Storm © 2013, K.Becker 12 
http://dare-network.blogspot.ca/2011/06/human-rights-education-through-dilemma.html
Education View of Simulations & Games 
In education, 
• simulations are about real life systems, 
• games are about fantasy 
Simulations often 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, 
• winning always takes precedence 
over exploration in games. 
Limitations 
22/06/2013 The Calm & the Storm © 2013, K.Becker 13
Education View of Simulations & Games 
Perspective is end-user (External) 
• Must be complex & REAL 
• Participants have defined roles 
• Data-rich environment, where students can execute 
range of strategies 
• Feedback is in form of changes to situation 
• Realism is essential to effective 
learning. 
• Learning the model is 
educational objective. 
• Understanding the model is the 
goal. 
Simulations 
according to Gredler (AECT), Alessi & Trollip 
22/06/2013 The Calm & the Storm © 2013, K.Becker 14
Fidelity 
according to Gredler (AECT), Alessi & Trollip 
Education View of Simulations & Games 
CS: 
fidelity = accuracy of the representation. 
If simulating real-world system, then fidelity is 
measure of closeness to reality. 
If not then fidelity is measure of closeness to 
model. 
Education: 
fidelity = level of realism presented to the learner. 
("High" fidelity = live action, regardless of accuracy) 
http://en.wikipedia.org/wiki/Simulation#Simulation_in_education_and_training 
22/06/2013 The Calm & the Storm © 2013, K.Becker 15
Education View of Simulations & Games 
CS: 
validity = are results usable? Do they allow for 
accurate predictions, descriptions, explanations? 
(accuracy = closeness of data (in & out) to thing 
being simulated) 
Education: 
validity = methodological 
measures: algorithmic, conceptual, 
construct, content, educational, 
event, external, internal,… 
Validity 
according to Gredler (AECT), Alessi & Trollip 
22/06/2013 The Calm & the Storm © 2013, K.Becker 16
Education View of Simulations & Games 
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 
wrong 
Games vs. Simulations 
according to Gredler (AECT), Alessi & Trollip 
22/06/2013 The Calm & the Storm © 2013, K.Becker 17
Why this is a Problem 
“Everyone should have his own point of view.” said Alec. 
“Isn’t this everyone’s Point of View?” asked Tock, looking 
Problem is…. 
around curiously. 
“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. 
22/06/2013 The Calm & the Storm © 2013, K.Becker 18 
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.” 
All Images © Jules Feiffer
Let's Make a Game! 
Why this is a Problem 
22/06/2013 The Calm & the Storm © 2013, K.Becker 19
Gamers think…. 
Black and White 
22/06/2013 The Calm & the Storm © 2013, K.Becker 20 
Katamari Damacy 
Why this is a Problem
Educators think….. 
Why this is a Problem 
22/06/2013 The Calm & the Storm © 2013, K.Becker 21
Comparing Conceptual Structures 
22/06/2013 The Calm & the Storm © 2013, K.Becker 22 
When 
terminology is 
used in different 
ways by 
different 
groups… 
communication 
suffers. 
Terminology 
Attributes 
Same Different 
Different Same 
Consensus 
Experts use 
terminology and 
concepts in the 
same way 
Correspondence 
Experts use different 
terminology for the 
same concepts 
Conflict 
Experts use same 
terminology for 
different concepts. 
Contrast 
Experts use different 
terminology and 
different concepts 
Shaw, 
M.L.G. & 
Gaines, B. 
(1989) 
Why this is a Problem
Why this is a Problem 
This was not a big handicap in the early 
days when simulations were primarily 
created for fairly specialized applications, 
22/06/2013 The Calm & the Storm © 2013, K.Becker 23
Why this is a Problem 
Thanks to the Internet, videogames, and 
mobile technology, things have changed. 
Things have Changed 
22/06/2013 The Calm & the Storm © 2013, K.Becker 24
Why this is a Problem 
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. 22/06/2013 The Calm & the Storm © 2013, K.Becker 25
What can Simulations Take from Games? 
Modern Games vs Traditional Simulations 
22/06/2013 The Calm & the Storm © 2013, K.Becker 26
What can Simulations Take from Games? 
Higher profile for Simulations, generally 
(games aren’t just for kids) 
A way to inspire new practitioners. 
What can Simulations Take from Games? 
22/06/2013 The Calm & the Storm © 2013, K.Becker 27
What can Simulations Take from Games? 
Drives hardware 
development. 
High-end games can now serve dual-purpose 
(Full Spectrum Warrior) 
Traditional simulations & commercial 
games are converging 
22/06/2013 The Calm & the Storm © 2013, K.Becker 28
What Simulations 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) 
winning (achievement). 
• Narrative approach (R.Schank). 
• Reduced Risk. 
What simulations (including games) offer 
Education 
22/06/2013 The Calm & the Storm © 2013, K.Becker 29
What Simulations offer Education 
Back 
together 
again… 
Simulation & Gaming 
22/06/2013 The Calm & the Storm © 2013, K.Becker 30
HOW? 
Design Implications 
Design Implications 
22/06/2013 The Calm & the Storm © 2013, K.Becker 31
Design Implications 
Simulation Design Game Design Instructional Design 
Object Environment 
(where) 
Player Experience 
(how) 
SD vs GD vs ID 
Content / Message 
(what) 
Role Experiment Teaching Method Receptacle for 
content 
Content / 
Method 
Content and 
Method 
interrelated 
Method primary 
(content may be 
irrelevant) 
Method secondary 
to Content (game as 
receptacle?) 
Fidelity Faithfulness to 
model essential 
self-consistent, 
otherwise irrelevant 
Faithfulness to 
message essential 
Vantage Point Science & 
Engineering 
Entertainment 
(SENG?) 
Formal Education 
Credentials Professional 
(Sci.,Eng.) 
Game Industry Education / 
Academia 
22/06/2013 The Calm & the Storm © 2013, K.Becker 32
1. Describe the Model 
2. Gather Data 
1. Create Conceptual Model 
3. Validate 
4. Create Operational Model 
5. Verify 
6. Translate into Simulation 
7. Test 
Simulation Design 
Design Implications 
22/06/2013 The Calm & the Storm © 2013, K.Becker 33
Instructional Design 
Design Implications 
22/06/2013 The Calm & the Storm © 2013, K.Becker 34
Game Design 
Design Implications 
Why are we 
playing? 
Where are we 
playing? 
How are we 
playing? 
22/06/2013 The Calm & the Storm © 2013, K.Becker 35
Design Implications 
22/06/2013 The Calm & the Storm © 2013, K.Becker 36
1. All Games are Sims (but not vice versa) 
and that's OK. 
2. Computers  Simulation (but not vice versa) 
3. The World doesn't know simulation 
and we should help them. 
4. Education doesn't understand Simulations 
and we NEED to help them. 
5. Simulation can gain higher profile from 
Games (so let's do it). 
6. Simulations has MUCH to offer Education 
(so let's do it). 
7. Serious Game Design must be a synergy. 
Summary 
22/06/2013 The Calm & the Storm © 2013, K.Becker 37
Thanks! 
22/06/2013 The Calm & the Storm © 2013, K.Becker 38

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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

  • 1. 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 Conference on Modelling and Simulation (MS 2013), Banff, Canada, July 17, 2013
  • 2. 1. All Games are Sims 2. Computers  Simulation 3. What the rest of the world knows of simulation 4. Education View of Simulations & Games 5. Why this is a Problem 6. What can Simulations Take from Games? 7. What simulations (including games) offer Education 8. Design Implications Briefly…. 22/06/2013 The Calm & the Storm © 2013, K.Becker 2
  • 3. All Games are Simulations There are some things you learn best in calm, and some in storm. Willa Cather (1915) 22/06/2013 The Calm & the Storm © 2013, K.Becker 3 Botanicula
  • 4. 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. All Games are Sims 22/06/2013 The Calm & the Storm © 2013, K.Becker 4 Botanicula
  • 5. Simulation has been at the very core of computer development since the very beginning, ….. Computers were created for Simulation 22/06/2013 The Calm & the Storm © 2013, K.Becker 5 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
  • 6. Tennis for Two, 1958: Computers  Simulation 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 we’ve applied what we know to games for almost as long. 22/06/2013 The Calm & the Storm © 2013, K.Becker 6
  • 7. Computers  Simulation Simulations are everywhere… they've been used in almost every manufactured and constructed artifact we have…. 22/06/2013 The Calm & the Storm © 2013, K.Becker 7
  • 8. BUT…… Computers  Simulation 22/06/2013 The Calm & the Storm © 2013, K.Becker 8
  • 9. What the rest of the world knows of simulations What the rest of the world knows of simulation The Blind Men and the Elephant 22/06/2013 The Calm & the Storm © 2013, K.Becker 9 And so these men of Hindustan Disputed loud and long, Each in his own opinion Exceeding stiff and strong, Though each was partly in the right And all were in the wrong. John Godfrey Saxe
  • 10. What is simulation? 22/06/2013 The Calm & the Storm © 2013, K.Becker 10 Spore What is Simulation
  • 11. What is Simulation A computer simulation is a computer program that attempts to simulate an abstract model of a particular system. Computational model of a phenomenon, environment, or experience. To Us 22/06/2013 The Calm & the Storm © 2013, K.Becker 11
  • 12. Educational Simulation = Live Role Play. Education View of Simulations & Games Computer simulations often thought to be computerized version of LARP To Education 22/06/2013 The Calm & the Storm © 2013, K.Becker 12 http://dare-network.blogspot.ca/2011/06/human-rights-education-through-dilemma.html
  • 13. Education View of Simulations & Games In education, • simulations are about real life systems, • games are about fantasy Simulations often 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, • winning always takes precedence over exploration in games. Limitations 22/06/2013 The Calm & the Storm © 2013, K.Becker 13
  • 14. Education View of Simulations & Games Perspective is end-user (External) • Must be complex & REAL • Participants have defined roles • Data-rich environment, where students can execute range of strategies • Feedback is in form of changes to situation • Realism is essential to effective learning. • Learning the model is educational objective. • Understanding the model is the goal. Simulations according to Gredler (AECT), Alessi & Trollip 22/06/2013 The Calm & the Storm © 2013, K.Becker 14
  • 15. Fidelity according to Gredler (AECT), Alessi & Trollip Education View of Simulations & Games CS: fidelity = accuracy of the representation. If simulating real-world system, then fidelity is measure of closeness to reality. If not then fidelity is measure of closeness to model. Education: fidelity = level of realism presented to the learner. ("High" fidelity = live action, regardless of accuracy) http://en.wikipedia.org/wiki/Simulation#Simulation_in_education_and_training 22/06/2013 The Calm & the Storm © 2013, K.Becker 15
  • 16. Education View of Simulations & Games CS: validity = are results usable? Do they allow for accurate predictions, descriptions, explanations? (accuracy = closeness of data (in & out) to thing being simulated) Education: validity = methodological measures: algorithmic, conceptual, construct, content, educational, event, external, internal,… Validity according to Gredler (AECT), Alessi & Trollip 22/06/2013 The Calm & the Storm © 2013, K.Becker 16
  • 17. Education View of Simulations & Games 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 wrong Games vs. Simulations according to Gredler (AECT), Alessi & Trollip 22/06/2013 The Calm & the Storm © 2013, K.Becker 17
  • 18. Why this is a Problem “Everyone should have his own point of view.” said Alec. “Isn’t this everyone’s Point of View?” asked Tock, looking Problem is…. around curiously. “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. 22/06/2013 The Calm & the Storm © 2013, K.Becker 18 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.” All Images © Jules Feiffer
  • 19. Let's Make a Game! Why this is a Problem 22/06/2013 The Calm & the Storm © 2013, K.Becker 19
  • 20. Gamers think…. Black and White 22/06/2013 The Calm & the Storm © 2013, K.Becker 20 Katamari Damacy Why this is a Problem
  • 21. Educators think….. Why this is a Problem 22/06/2013 The Calm & the Storm © 2013, K.Becker 21
  • 22. Comparing Conceptual Structures 22/06/2013 The Calm & the Storm © 2013, K.Becker 22 When terminology is used in different ways by different groups… communication suffers. Terminology Attributes Same Different Different Same Consensus Experts use terminology and concepts in the same way Correspondence Experts use different terminology for the same concepts Conflict Experts use same terminology for different concepts. Contrast Experts use different terminology and different concepts Shaw, M.L.G. & Gaines, B. (1989) Why this is a Problem
  • 23. Why this is a Problem This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, 22/06/2013 The Calm & the Storm © 2013, K.Becker 23
  • 24. Why this is a Problem Thanks to the Internet, videogames, and mobile technology, things have changed. Things have Changed 22/06/2013 The Calm & the Storm © 2013, K.Becker 24
  • 25. Why this is a Problem 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. 22/06/2013 The Calm & the Storm © 2013, K.Becker 25
  • 26. What can Simulations Take from Games? Modern Games vs Traditional Simulations 22/06/2013 The Calm & the Storm © 2013, K.Becker 26
  • 27. What can Simulations Take from Games? Higher profile for Simulations, generally (games aren’t just for kids) A way to inspire new practitioners. What can Simulations Take from Games? 22/06/2013 The Calm & the Storm © 2013, K.Becker 27
  • 28. What can Simulations Take from Games? Drives hardware development. High-end games can now serve dual-purpose (Full Spectrum Warrior) Traditional simulations & commercial games are converging 22/06/2013 The Calm & the Storm © 2013, K.Becker 28
  • 29. What Simulations 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) winning (achievement). • Narrative approach (R.Schank). • Reduced Risk. What simulations (including games) offer Education 22/06/2013 The Calm & the Storm © 2013, K.Becker 29
  • 30. What Simulations offer Education Back together again… Simulation & Gaming 22/06/2013 The Calm & the Storm © 2013, K.Becker 30
  • 31. HOW? Design Implications Design Implications 22/06/2013 The Calm & the Storm © 2013, K.Becker 31
  • 32. Design Implications Simulation Design Game Design Instructional Design Object Environment (where) Player Experience (how) SD vs GD vs ID Content / Message (what) Role Experiment Teaching Method Receptacle for content Content / Method Content and Method interrelated Method primary (content may be irrelevant) Method secondary to Content (game as receptacle?) Fidelity Faithfulness to model essential self-consistent, otherwise irrelevant Faithfulness to message essential Vantage Point Science & Engineering Entertainment (SENG?) Formal Education Credentials Professional (Sci.,Eng.) Game Industry Education / Academia 22/06/2013 The Calm & the Storm © 2013, K.Becker 32
  • 33. 1. Describe the Model 2. Gather Data 1. Create Conceptual Model 3. Validate 4. Create Operational Model 5. Verify 6. Translate into Simulation 7. Test Simulation Design Design Implications 22/06/2013 The Calm & the Storm © 2013, K.Becker 33
  • 34. Instructional Design Design Implications 22/06/2013 The Calm & the Storm © 2013, K.Becker 34
  • 35. Game Design Design Implications Why are we playing? Where are we playing? How are we playing? 22/06/2013 The Calm & the Storm © 2013, K.Becker 35
  • 36. Design Implications 22/06/2013 The Calm & the Storm © 2013, K.Becker 36
  • 37. 1. All Games are Sims (but not vice versa) and that's OK. 2. Computers  Simulation (but not vice versa) 3. The World doesn't know simulation and we should help them. 4. Education doesn't understand Simulations and we NEED to help them. 5. Simulation can gain higher profile from Games (so let's do it). 6. Simulations has MUCH to offer Education (so let's do it). 7. Serious Game Design must be a synergy. Summary 22/06/2013 The Calm & the Storm © 2013, K.Becker 37
  • 38. Thanks! 22/06/2013 The Calm & the Storm © 2013, K.Becker 38

Notas del editor

  1. These notions end up being more limiting than liberating.