A simulation game is a replicated real-life experience involving two or more players who are required to operate under clearly defined rules for the purpose of achieving a predetermined goal in a concentrated period of time. The game may involve role play, cards, a board or a combination of these elements.

The board (if used) is a visual representation of the movement through time or space. Roles for players may be passive (i.e. everyone is in business to make money and drive out competition as in Monopoly) or active (players are required to speak and act from the role assigned them). Clear options are presented to the players who must choose the most appealing option. Sooner or later feedback is provided to help the player evaluate the quality of the option chosen. Chance is built into simulation games through the roll of dice or the draw of a card. Eventually a winner emerges.

Simulation games simplify complex experiences making them easier to understand. Because the game is not "real" players can practice behaviors which they might be reluctant to try under normal circumstances. Time is compressed; therefore players get feedback on their decisions quickly and can see the relationship of events more clearly than in real life. The games are fun. They are a great way to break up lectures. They involve more participation than most learning techniques. They stimulate discussion. They can be used for problem solving, evaluation, information, analysis, verbal and interpersonal skill development and conflict resolution. They allow players to see themselves and others under different conditions.

Because simulation games are associated with "play" they are often not taken seriously. Players may reject game experiences as "just a game." Sometimes the game may excessively simplify a complex experience and therefore "distort" reality. If the game is not well designed it may confuse players and cause frustration. To use simulation games for educational purposes requires different skills on the part of the educator.

CHECKLIST FOR FACILITATING A SIMULATION GAME

PREVIEW THE GAME

1. read the rules,

2. play the game in advance if possible,

3. anticipate questions that can be used to stimulate discussion,

4. determine if the game will meet your learning objectives, and

5. decide if this simulation is the best teaching/learning technique to use in this case.

INTRODUCE THE GAME TO THE PLAYERS

1. explain the purpose and rules of the game,

2. help players choose roles (assign the roles if time is limited), and

3. answer questions but if questions go on too long then suggest that the players get started and learn by playing.

STIMULATE DISCUSSION

1. ask questions,

2. try to get the group to discuss problems until they agree on a solution,

3. do not dominate discussion,

4. do not try to be the expert on everything,

5. give clear direction to the experience at first,

6. then become less vocal and directive as the players get involved, and

7. determine when discussion has wandered off the subject and gently guide it back.

KEEP THE GAME MOVING

1. enforce the rules, and

2. if the players can't agree on a rule or solution then say something like, "We need to move along now, so I will declare Jane's solution to be the best one. It is not the only correct answer but for now it will be the official answer."

SUMMARIZE THE GAME

1. Help each player draw conclusions from the game.

2. Ask questions like, "What did you learn from this game? How can you use the information in your community? What new ideas can you try? What are the likely benefits and costs of trying new ideas? What problems are you likely to encounter that were not in this game? How might you solve those problems?"

3. Encourage players to help other players as they answer these questions.