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Rex, thank you for your review of Liberia, and your balanced assessment of its worth in an instructional setting.
The problem with many manual simulations that could be used in the classroom is not only that they require a fair amount of physical effort to work through their mechanics, the “fiddlier” the worse, but also that most of the potential players haven’t got a clue about how to play a moderately sophisticated wargame like Liberia in the first place. It lies quite out of their frame of reference; either they have experience playing computer games where the “black box” takes care of all the die roll modifiers etc., or they have some experience of German-style games that derive satisfaction from player interaction, not actual simulation or reflection of what the real-world analogue of their play might be.
We forget that most people never will go as deeply into these games as we have. A few years ago I met a man from the CIA who used my game on Algeria as a training aid in classes; the challenge was to create a “degritted” version of the game that could be taught quickly, and still teach some of the main lessons in the space of an afternoon, as the students in most cases had never even seen a wargame before. We worked it out successfully.
I think a possible way around this is to have umpired games where only a couple of people (should be more than one!) know the rules to the game in depth and can handle the fiddly stuff for the players, and inform them “OK, this worked, but this didn’t this time around…” so that the players can
a) focus on their roles and not on the game mechanics;
b) still be in a bit of a fog as to what works, to avoid playing to the rules (“OK, I’ve figured I need exactly four of these and a leader to do that – can’t lose!); and
c) you get some “fog of war” – necessary to playing most games but especially so with these exercises.
(BTW, thinking of a reply to your earlier post on what Eric Walters and I had to say about game mechanics.)