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Moving online: Thoughts on digital learning games in the COVID-19 era

The following piece was written for PAXsims by Matthew Stevens and Ben Stevens.

Matthew Stevens is Director of Lessons Learned Simulations and Training, a professional development training firm for humanitarian workers with a focus on simulations and serious games.

Ben Stevens is an expert in group facilitation and education via non-traditional media, with a growing portfolio in learning game development. He joined LLST as a Project Assistant in September 2020.


Like the rest of society, over the past six months serious gamers have scrambled to move our profession online. New methods have proliferated to adapt our favourite mechanics to online platforms, and even those designers most reluctant to leave behind face-to-face gaming (myself included) have been forced to experiment with this new digital medium.

Shortly before COVID-19 changed the way we work, Imaginetic and Lessons Learned carried out research for Save the Children UK in Kenya, Jordan, and Canada on the potential uses and effectiveness of learning games in humanitarian training. That work feels especially timely now, as our study included an examination of the differences between digital games and face-to-face exercises. The main thrust of the findings will cause many long-time serious gamers to nod in agreement: face-to-face learning games were much more engaging, enjoyable, and effective than their digital counterparts. 

But hold on: the reality might be more complicated. In the early days of the lockdown, the Lessons Learned team spent some time gaming out pathways to a best-case digital future. Here are some of the key takeaways we identified.

What Makes a Good Digital Game?

A key recommendation from our pre-COVID-19 research was that, for a learning game to be successful, the form of the game should be dictated by the learning goals. Genre, mechanics, and theme should all mirror function. A game about information flow, micro-frictions within teams, or inter-agency coordination should require players with different perspectives to discuss their actions face-to-face. If we want players to learn empathy for others, they should be emulating the decision-making processes and emotional states of others with as much accuracy as possible. Conversely, an action side-scroller makes for a poor tool to teach about a crisis case study if players are paying more attention to the nuances of the controls and the gaps they have to leap over than to the artificially injected learning moments—assuming they have the skill to pass the obstacles at all.

One corollary of our findings is that digital and tabletop games are fundamentally different learning tools. They do different things well and, similarly, are limited in different ways. As experienced tabletop game designers, we are experts in designing with the strengths and limitations of our medium in mind. We know that fog of war is hard, so if it’s needed we make that a central design feature. We know that buy-in is difficult, and so our games should be quick to set up, quick to learn, and quick to start. In particular, we know that our games should involve people with different points of view collaborating on a plan around a table because that is something our medium does exceptionally well.

But are we keeping these principles in mind as we pivot to the digital environment? For many of us (myself included!), pivoting to digital has simply meant running our tabletop learning games over Zoom. After examining my own experiences, hearing about the experiences of others, and playing a lot of games, I think that to succeed in a digital future we need to get back to basics.

Accepting and Avoiding Digital Limitations 

Try playing your favourite board game online, and you’ll quickly notice that the components we use just don’t work as well in the digital space. Moving digital pieces on a digital board feels disconnected. Virtual decks of cards can be confusing. Where can I put my tokens and why? How tall is this stack of cards? Did we shuffle or not? What deck did this draw come from?

This isn’t to say that the same mechanics can’t be used, but we should not assume that the tactile user interface we employ via units, tokens, decks of cards, and dice in a tabletop exercise will translate directly to a computer screen.

Digital games do not allow for the type of fluid, dynamic conversation that we rely on in tabletop learning games. After six months of remote work, we are well aware that Zoom calls and forum threads are less efficient than face-to-face meetings. Of course, that principle is equally true when we are engaged in a serious game. Conversation, debate, coordination, and group goal setting—the bread and butter of our tabletop designs—are all bottlenecked by the limitations of online meetings.

If these classic tabletop features don’t adapt well to the digital environment, is that the fault of the medium itself? Or should we as designers be changing our approach?

Embracing the Digital Environment

Even before COVID-19 curtailed our ability to meet face-to-face, we used the digital medium to communicate in a bewildering assortment of ways: emails, WhatsApp messages, Slack groups, social media, shared documents, video calls, SMS—the list goes on and on. Instead of using these tools as imperfect facsimiles of in-person interactions, why not build our digital game designs around digital communication itself? 

What many of these tools have in common is that they are asynchronous. Digital conversations don’t happen all at once. Even an urgent email takes time to draft and revise. The slow pace of digital conversations has a serious impact on one of the most ubiquitous game structures: turns. If each turn requires communication between players, we can expect those turns to play out like an uphill slog through mud. It is becoming clear that our digital game designs might be more effective if we made clever use of asynchronicity instead of struggling against it.

I’ll go one step further: that list of digital communications software gives us an opportunity to exploit as digital designers. We already have a magnificent suite of tools at our disposal that our participants use every day. If we are deliberate about the tools we use to host our designs, we will not have to teach participants the mechanics from scratch. They already know how to send emails, manipulate spreadsheets, and participate in Slack threads. With well-fitted digital designs, we can offload the unfamiliar elements of running the game onto the control team, leaving participants to work in ways which already feel natural to them. Since we know that cards and small components often do not translate to digital space, where we can’t pick them up and look at them, it becomes much easier to present information via email, chat, spreadsheet, PDF, image, webpage, or any of the other myriad digital options. These tools also make digital games fantastic for concealing information. As designers, we have much more control over what players see and do not see in digital space.

Another great opportunity presented by the digital environment is that digital games do not require a physical space. We don’t have to book a meeting room to set up the board. Participants don’t have to meet to debate their strategy or submit their actions. When combined with asynchronous methods of communication, this flexibility gives us the opportunity to build games which run over longer periods of time but require less frequent input: fifteen minutes a day over the course of a week or five minutes out of every hour spread across a three-day conference, all largely run over familiar digital office tools (the archetype of this structure is, of course, PAXsims’ own Brynania civil war simulation).

Digital games are much more easily automated, allowing for much more complicated rules and mathematics. This automation could be as simple as a facilitator copy-and-pasting data into spreadsheets and emailing participants the results at the end of every round. Or it could be as complex as scripting fully automated solo experiences in powerful digital game design tools such as Unity. However, in these cases, we have to be cognizant of the drawbacks of offloading the processes from the player. If a player does not understand what is happening or why, they will struggle to connect with the learning objective. If players do disconnect, the more automated a game, the less opportunity a facilitator has to intervene in order to keep it on track.

Because digital games can be automated, played in shorter chunks of time, and do not take up physical space, they can be much more easily repeated than their tabletop counterparts. The potential for repetition is a major opportunity for all kinds of reasons. We know that repetition is a powerful tool for learning—and how often have we railed against the “n=1 problem” in analytical games? 

Back to Basics

Of course, we should not consider this an exhaustive list of the strengths and weaknesses of the digital design environment (nor should we think of that environment as being homogeneous). But I think it’s safe to say that, in making the move from tabletop to digital learning games, we will need to go back to basics in our designs. We need to return to the desired outcomes of the project, and we need to search for new game mechanics that maximize the opportunities of the medium while avoiding its pitfalls. For many of us (again, myself included!), this process is going to seem frustrating and limiting as we grapple with basic problems in ways we have not experienced since early in our careers. In some cases, we may have to completely re-examine our assumptions about what a learning game can do. 

It’s clear that, as responsible designers, we can’t just force what we’ve been doing into a new shape. If we want our learning game designs to make the transition online, we need to treat digital learning game design as a new art and invest time in learning how to do it well.

Matthew Stevens

Ben Stevens

Pellegrino: Distributed gaming taxonomy

Fortunately for all of us, Pete Pellegrino recorded his excellent presentation on distributed wargaming to the recent Connections Global 2020 conference—so here it is.

Pete Pellegrino is a retired USN commander and former Naval Flight Officer, currently employed by Valiant Integrated Services supporting the US Naval War College’s War Gaming Department as lead for game design and adjudication and lecturing on game related topics for the department’s war gaming courses.  In addition to his work at the college since 2004, Pete has also conducted business games for Fortune 500 companies and consulted for major toy and game companies. The views expressed are those of the author and do not represent the official policy or position of any agency, organization, employer or company.

“Flattening the Curve” matrix game report

covid19.jpg

Tim Price has been kind enough to pass on this report from a recent play of the Flattening the Curve matrix game.


 

Last night I managed to get 11 volunteers together to play a distributed version of the Flattening the Curve matrix game over Zoom. It was an interesting and frustrating experience, but I thought it might be worthwhile sharing it with you.

Technology

We used Zoom for the video chat. We felt it was very important to be able to speak and see each other and Zoom has a simple and intuitive mosaic screen setup that is particularly useful for the Facilitator. The surround to the image is highlighted to show the current speaker, interrupters are shown with a highlighted line under them, and their names appear under their faces (really very useful indeed). Of particular interest for running a Matrix Game, it is possible to sent private messages to named individuals using the chat function in the application. It was also stable for the 3hrs we played.

We used Google Slides for the game map (see here). With the map itself as the background image and a number of counters imported as images onto the map (and left outside the slide boundary), so everyone could see and collaboratively move the counters if necessary. It is useful to duplicate the last slide for every turn, so you have a record of the map after each turn, and that also allows a run through at the end as an After Action Review.

Finally, we used Mentimeter  to be able to carry out the “Estimative Probability” method of adjudication.FTC1.png

When using Estimative Probability players or teams are asked to assess the chances of success of an argument, and these are aggregated to reveal the “Crowd Sourced” chance of success. In analytical games, this provides potentially valuable insight into how participants rate the chances of a particular course of action. Following discussion, players select the option on the Mentimeter slide which, in their view, best represents the probability of the argument’s success. These are displayed immediately to the Facilitator, but not to the players, so it is using hidden voting. It is generally felt that this is a more accurate method to leverage the work on Crowd Sourcing, as well as making the resulting probability more accessible and acceptable to the participants. The terms on the slide also reflected those commonly used in the intelligence community.

The advantage with Mentimeter over other poll and voting systems is that it is free, feedback is instant, and you can use a single slide for all the Matrix Arguments, because you can re-set the results each time. Of course, if you want to have a record of the results, you will have to buy the upgraded version, or save a screenshot each turn (which is a pain).

Running the Game

As is normally the case with video conferences, we had the usual difficulties getting everyone onto the Zoom, with sensible names displayed instead of “Owner’s iPad”, so the start was a little delayed. I had put out a Loom video with a short introduction about Matrix Games, but inevitably a few of the players hadn’t been able to view it, so we were delayed starting as I had to explain how the game would play.

As the game went on, I modified the map (based on some helpful collaboration with TNO in the Netherlands), to make it easier to follow. The revised map is here:

FTC2.png

The game played perfectly well, but at a slower pace that if it had been face to face, and it was certainly more tiring for me as the Facilitator. The inter-turn negotiation between team members and other teams was carried out using Whatsapp:  and Whatsapp Web so was private to the other players.

Results

We were time limited and were only able to have 11 participants in the end – but it was mainly a trial to see if running a Matrix Game remotely is at all possible. We got a few insights from the game, one of which I will share – as we all go into working from home full-time and are switching to remote working, we end up downloading all sorts of software and applications that we would never have normally dealt with. This increases the threat surface for cyber-attacks by an order of magnitude, so correct digital hygiene is going to be as important as washing your hands.

Post-Game Predictions

Following the game, we quickly did a couple of polls, hopefully better informed by the experience of the game:

  • Each participant was asked to give me their MOST IMPORTANT thing that would happen over the next month (please note the definition of “thing” was left deliberately vague so the players could decide for themselves what it meant).
  • They were then asked to vote on which of these was the MOST LIKELY thing to happen.

FTC3.png

  • Next, each participant was asked to give me their MOST IMPORTANT long-term consequence of Coronavirus.
  • They were then asked to vote on which of these was the MOST LIKELY thing to happen.

FTC4.png

Conclusion

It is possible to run a Matrix Game remotely, but it is very tiring for the Facilitator and takes much longer than you thought it would.

The right choice of technology can make a real difference – so mandated standards and corporate choices may well have an impact on the experience. This means that practicing, as I was, while waiting for the corporate roll out of their platform of choice might end up especially frustrating, when I am unable to do something that I know a free app on the internet will let me. But downloading all those free apps and trying them out could be dangerous, because the bad guys are definitely out to get you…


For more resources on the pandemic, see our COVID-19 serious gaming resources page.

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