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Gaming and Simulation Using Microsoft Excel
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SB46
J
ACKSON
:
E
XCEL
S
IMULATIONS
P
AGE
6
OF
41
5.
Realistic: in as much as possible, use conditions based upon reality while still maintaining the simplicity of the simulation.
6.
Partially informed. Participants should have part of the information that they need to perform the simulation, but depending on the nature of the simulation, other key information would need to be researched, calculated or shared.
7.
Expert. A simulation should in a sense contain the expertise of a subject matter expert in how it represents reality and the key points that are demonstrated.
8.
Debriefed: spend at least a third of the time devoted to the simulation in debriefing the participants and discussing the experience, the ways in which it reflected reality, the lessons learned, the ways in which it was not entirely accurate, and what the assumptions of the simulation were and how those might be questioned.
“The Point”: Designing simulations is much like all good instructional design,
which is an iterative process, and can start in several points. The design of a good simulation usually begins with a point that needs to be made. This is the bottom line idea, emotion or perspective you want the learners to come away from the simulation with. In the developingcountry.xls, for example, the point of the simulation is that the decisions that African leaders made in their early years made sense within that context, but only later did the negative consequences become apparent. In the budgetmaker.xls simulation, the point is that making a municipal budget is both an administrative task of balancing revenue and expenditure, and a political task of accommodating different policy preferences.
Domain: Closely related to the content point of the simulation is the domain that
is targeted by the simulation. This is usually the affective domain, in which the learner’s feelings are targeted. Those may be competitiveness, curiosity, frustration, amusement, but the designer should have a sense of what feelings the learner should come away with at the end of the simulation.
Roles: The role or roles that the learner is expected to assume in the simulation is
usually determined by the demands of the training. This could be the role or position for which the learner is training, or it could be a different position for which the learner needs more information. In a simulation of a large organization, for example, it is useful for employees to be trained in the perspectives of other types of employees: shop floor workers simulating the tasks of executive managers, executives to experience the perspectives of supervisors, etc. In designing for multiple roles, it is important to keep in mind the multiplication of complexity can increase the work in building the simulation considerably. On the other hand, if the individual incidents or scenes are the same for all roles, then there really isn’t a need for a multi-role simulation. Users usually enjoy playing the simulation multiple times if different roles are available.
Status: The next major portion of the simulation that needs to be sketched out
near the beginning of design are the simulation consequences, either of failure or success both within the simulation, that is the fictional consequences, and the real-life consequences of running the simulation. Scores, incidents, questions and feedback for a simulation that will influence an employee’s salary should be very different from one in
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| | Authors: Jackson, Steven. |
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SB46
J
ACKSON
:
E
XCEL
S
IMULATIONS
P
AGE
6
OF
41
5.
Realistic: in as much as possible, use conditions based upon reality while
still maintaining the simplicity of the simulation.
6.
Partially informed. Participants should have part of the information that
they need to perform the simulation, but depending on the nature of the
simulation, other key information would need to be researched, calculated
or shared.
7.
Expert. A simulation should in a sense contain the expertise of a subject
matter expert in how it represents reality and the key points that are
demonstrated.
8.
Debriefed: spend at least a third of the time devoted to the simulation in
debriefing the participants and discussing the experience, the ways in
which it reflected reality, the lessons learned, the ways in which it was not
entirely accurate, and what the assumptions of the simulation were and
how those might be questioned.
“The Point”: Designing simulations is much like all good instructional design,
which is an iterative process, and can start in several points. The design of a good
simulation usually begins with a point that needs to be made. This is the bottom line idea,
emotion or perspective you want the learners to come away from the simulation with. In
the developingcountry.xls, for example, the point of the simulation is that the decisions
that African leaders made in their early years made sense within that context, but only
later did the negative consequences become apparent. In the budgetmaker.xls simulation,
the point is that making a municipal budget is both an administrative task of balancing
revenue and expenditure, and a political task of accommodating different policy
preferences.
Domain: Closely related to the content point of the simulation is the domain that
is targeted by the simulation. This is usually the affective domain, in which the learner’s
feelings are targeted. Those may be competitiveness, curiosity, frustration, amusement,
but the designer should have a sense of what feelings the learner should come away with
at the end of the simulation.
Roles: The role or roles that the learner is expected to assume in the simulation is
usually determined by the demands of the training. This could be the role or position for
which the learner is training, or it could be a different position for which the learner
needs more information. In a simulation of a large organization, for example, it is useful
for employees to be trained in the perspectives of other types of employees: shop floor
workers simulating the tasks of executive managers, executives to experience the
perspectives of supervisors, etc. In designing for multiple roles, it is important to keep in
mind the multiplication of complexity can increase the work in building the simulation
considerably. On the other hand, if the individual incidents or scenes are the same for all
roles, then there really isn’t a need for a multi-role simulation. Users usually enjoy
playing the simulation multiple times if different roles are available.
Status: The next major portion of the simulation that needs to be sketched out
near the beginning of design are the simulation consequences, either of failure or success
both within the simulation, that is the fictional consequences, and the real-life
consequences of running the simulation. Scores, incidents, questions and feedback for a
simulation that will influence an employee’s salary should be very different from one in
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