Conflict simulation, peacebuilding, and development

Serious Games in Defence Education

A study on “Serious Games in Defence Education,” prepared by Caspian Learning for the UK Defence Academy, can be found here.

From the executive summary:

This report aims to demonstrate if, how, and where the emerging field of  “serious games” or “immersive learning simulations (ILS)” is of interest to the Defence College of Management and Technology (DCMT) as a component of the Defence Academy within the Ministry of Defence (MOD). In doing so, it raises many points of interest that are likely to be useful to other constituent parts of the Defence Academy and individuals involved in education and training throughout the wider MOD landscape.  

Ultimately, the report should enable better informed and more robust decision making on where and how to utilise a ’learning through games’ strategy to deliver enhanced learning benefits. 

Building on the established and evidence-based domains of simulation, modeling and wargaming, this report opens with a review of the research literature examining the effectiveness of games in education and training while providing a taxonomy of terms and definitions, to enable those involved in training and education to understand the different types of games technology in existence, their merits and appropriate use cases.  The report then focuses on an analysis of the applicability of this type of technology to the DCMT landscape and provides some conclusions on the barriers and opportunities for exploitation across the MOD. 

This report describes the significant benefits to be gained by utilising games within education and training, not the least of which is improved learner motivation. Some of the principal demographics and traits of the learners surveyed by the report, such as age, technology use patterns, engagement with sport, competitiveness of learners and desire for practical hands on learning, offer a powerful argument for the use of games based learning technologies.   

This report also highlights some of the cultural, system and process barriers to adoption evident within the DCMT, and noted in the wider MOD landscape, which may limit speed of take-up of ILS technologies and approaches. This report identifies issues that include military stigmas associated with key words such as “games” and “failure” and a consistent learner focus on hierarchical promotion and thus avoidance of anything that could affect the pace of promotion. 

This report concludes by suggesting some ideal use cases and ways forward and provides some decision making support for those considering a “learning through games” approach within the UK MOD.  

Hat-tip: Skip Cole.

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