The Calm and the Storm: Understanding Simulations and Games

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)
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
Botanicula

Simulation has been at the very core of
computer development since the very
beginning, …..
Computers were created for Simulation
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:
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.

Simulations are everywhere…
they've been used in almost every manufactured and constructed artifact we have….

BUT……

What
the rest of
the world
knows
of
simulations
What the rest of the world knows of simulation
The Blind Men and the Elephant
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?
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

Educational
Simulation
=
Live Role Play.
Education View of Simulations & Games
Computer simulations often thought to be
computerized version of LARP
To Education
http://dare-network.blogspot.ca/2011/06/human-rights-education-through-dilemma.html

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

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

Fidelity
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

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

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

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.
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!

Gamers think….
Black and White
Katamari Damacy

Educators think…..

Comparing Conceptual Structures
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)

This was not a big handicap in the early
days when simulations were primarily
created for fairly specialized applications,

Thanks to the Internet, videogames, and
mobile technology, things have changed.
Things have Changed

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

Higher profile for Simulations, generally
(games aren’t just for kids)
A way to inspire new practitioners.

Drives hardware
development.
High-end games can now serve dual-purpose
(Full Spectrum Warrior)
Traditional simulations & commercial
games are converging

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

What Simulations offer Education
Back
together
again…
Simulation & Gaming

HOW?
Design Implications
Design Implications

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

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

Instructional Design
Design Implications

Game Design
Design Implications
Why are we
playing?
Where are we
playing?
How are we
playing?

Design Implications

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

Thanks!

The Calm and the Storm: Understanding Simulations and Games

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