Pierre Corbeil

Learning from the children: practical and theoretical reflections on playing and learning

Despite long years of effort and experimentation, the use of simulation/games for education has known little acceptance. In reaction to this, there has been a tendency to sharply distinguish adult games from children’s games. The author’s experience and observation leads him to argue that there is, in fact, a continuity and that the elements of games that favor learning in children are also at work with adults. However, there is a progression from child to adult, and the games used with adults must be adapted to the adult’s interest in games. The article ends with some practical suggestions for pursuing this approach.

Validity of a Simulation Game as a Method for History Teaching

The aim of this research is, first, to determine the validity of a simulation game as a method of teaching and an instrument for the development of reasoning and, second, to study the relationship between learning and students’ behavior toward games. The participants were college students in a History of International Relations course, with two groups participating in a simulation game and one serving as a control group. The results show that the experimental groups had higher scores on a test of comprehension and that participants within these two groups who were identified as operating at a level of formal reasoning (as evaluated by an arrangement test) obtained the highest knowledge scores. Learning style was found to be an important variable in explaining motivation toward the game.

History and Simulation/Gaming: Living With Two Solitudes

The History and Simulation/Gaming special issue should be understood as being bi-directional. The historical theme refers to the use of games and simulations, to the study of history, and to the place of history—or perhaps, simply the dimension of time and change—in the use and design of games. Historians in universities, designers and players of the well-known historical games, and the gamers who read and contribute to this journal seem to belong to distinct classes. This special issue, a modest undertaking in length and scope, is an attempt to bridge the chasm between the two classes. A sense of history can be a source of strength, intellectual or otherwise. The articles in this special issue are an opportunity for historians, gamers, and historical gamers to briefly connect.

Getting there: the game of getting published

Game objective: To be published in Simulation &Gaming (S&G) while ignoring the official Guide for S&G Authors. Instructional objectives: To assimilate the editorial guidelines of S&G; to encourage reflection on academic mores and behavior; to prevent gamers and game designers from taking themselves too seriously. Target audience: All readers ofS&G, especially those who submit material for publication. Playing time: The game will be played in turns of one publication year each, with a winner announced at the end of each year and a grand winner at each change of editor. Debriefing time: An hour or so at each annual conference of the affiliated associations. Number of players: Unlimited, for all practical purposes. Materials needed: A copy of this game manual; a copy of the Guide for S&G Authors (see www.unice.fr/sg/index.htm).

Introducing History Into STARPOWER

STARPOWER is a powerful simulation that shocks participants into a realization of the effects of power on both ruler and ruled. Its effect depends partly on the absence of a time horizon to guide the relationship between the groups and to give perspective to the decision making of the ruling class. A time variable reduces the tensions and reestablishes a link with real historical processes. This article describes and discusses such a modification.

Batting .333, or, 10 years out of 30 ain't bad

Gaming is more than a pastime; it is a passion that does not depend on professional affiliation. For a man of many passions, it is often necessary to make painful choices when priorities are not obvious. As a wargamer and a foreigner, the author has found both a home and a puzzle in NASAGA, an experience that is probably shared by other gamers, at least for the home part. NASAGA represents a positive creation of Anglo-American civilization, and it assuages the uncomfortable situation of living in a world that is in many ways as American as the classical world was Roman.

Conquest: A Game on Learning to Lose

Rating: Mature Archive Warning: Graphic Depictions Of Violence, Major Character Death Category: F/F Fandom: Dragon Age: Inquisition, Dragon Age (Video Games), Dragon Age All Media Types Relationship: Female Cousland/Leliana, Female Warrior Cousland/Leliana, Bethany Hawke/Female Trevelyan, Female Inquisitor/ Bethany Hawke Character: Female Cousland, Female Warden (Dragon Age), Female Warrior Cousland, Leliana (Dragon Age), Female Trevelyan, Female Mage Trevelyan, Trevelyan (Dragon Age), Bethany Hawke, Female Hawke, Female Rogue Hawke, Fenris (Dragon Age), Anders (Dragon Age), Varric Tethras, Merrill (Dragon Age), Warden Alistair (Dragon Age), Alistair (Dragon Age), Morrigan (Dragon Age), Kieran (Dragon Age), Sera (Dragon Age), Dorian Pavus, Iron Bull, Solas, Cassandra Pentaghast, Corypheus, Flemeth, Mythal, Cole (Dragon Age), Cullen Rutherford, Josephine Montilyet, Dagna (Dragon Age) Additional Tags: Action/Adventure, Drama, Angst with a Happy Ending Series: Part 3 of War of the Old Ones Saga Stats: Published: 2017-03-13 Updated: 2017-10-21 Chapters: 14/28 Words: 54016

A Global Model of Simulation and Game Evaluation

A global model of simulation and game evaluation is necessary if one is to demonstrate the anticipated benefits of games for learning or to develop more useful and efficient games. Many criteria and aspects of evaluation have already been documented. The relationship among these criteria and the functions and goals of evaluation are not, however, always clear. Important new criteria and interactions need to be emphasized. We have developed an evaluation model that blends new and well-established criteria. We have applied them to different aspects of evaluation of simulation and games and tried to integrate them in a global and systemic model. An application of the model to the evaluation of educational software is also considered.

Vital Roux, Forgotten Forerunner of Modern Business Games

Aim. This article presents the pioneering work of Vital Roux, a French businessman and author who proposed, in the 1800s, a teaching method to train business people which closely resembles the experiential method central to today’s business games. Background. This presentation indirectly discusses the fundamental issue of business games’ success as an educational innovation. We recall briefly that the roots of business games are distant, multiple, and far-ranging. Method. The pedagogy advocated by Vital Roux is revealed and innovative aspects of his educational system are noted and discussed. Roux’s obscurity is underlined, and a plausible explanation for the relative failure of his project is proposed. A social and historical hypothesis is then suggested to explain the success which business games have won in the United States a century and a half later. Conclusion. Roux’s key thoughts are summarized, suggesting he can appear as a forgotten forerunner of modern business games.

Simulation/game reviews

Objectives: SUSTAINABLE DEVELOPMENT: To identify the problems facing less industrialized nations, define sustainable development, analyze and identify actions that can bring about sustainable development, and discuss the relationships between long-term and short-term benefits regarding the environment and the economy. FINANCIAL SECURITY: To reflect on the value of education in terms of peace of mind and financial security; discover the mechanisms of investment in stocks, bonds, and mutual funds; and experiment with the financial problems that occur in real life. Audience: High school students but also any person interested in reflecting on the issues raised by the simulations. Playing time: The games are designed to be played in about 2 hours or two classroom periods. Number of players: One, but there is no reason why two or three students might not form a team. Materials included: Each game comes on a three-and-a-half-inch disk, with an introductory sheet. Equipment required: Any IBM compatible computer, a color monitor, and a recent version of DOS. The files must be copied to a directory on the hard disk, and the games are played from the DOS prompt. Price: