Having a media element in your simulation game

A while back I was having an email exchange with Philippe Perchoc at my alma mater, the College of Europe, on the use of media elements in simulations. I’ve been thinking about it a bit more, so I thought I’d share it here.

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Essentially, what this covers is having some participants play a role of journalists in a simulation, providing another channel of information exchange alongside the more conventional ones.

The reasons for doing this a multiple.

Firstly, in the context of politics/IR games, it reflects the reality of a situation, where political negotiations are covered by the media. That’s sometimes a passive aspect, but increasingly (and especially in international contexts) media strategy becomes an active part of the process, with selective release of information to bolster your position.

Secondly – and more generically – it highlights to students that they do not control a negotiation. That information release might seem to give control, but once something’s out there, you don’t own it or its interpretation. Likewise, the other side(s) will also be releasing information, just as the media itself will be rooting around for what it can find.

Thirdly, on a practical level, it creates more roles to be played: when you have large numbers of students, this can be a simple (and flexible) way to give people something to do without just further sub-division of roles.

What the media function looks like will very much depend on the game itself. Typically, you need to have a game that is big in some way, if only because otherwise its value is minimal: journalists will need time and space to collect, process and disseminate information, and more time is needed for to have an impact. Therefore we usually encounter it in games that last at least a day and/or where there are multiple negotiating parties (e.g. MUN-type affairs). I’ve used a ‘market’ function that does something a bit similar in my two-hour long austerity game, but that is much more limited in what it can achieve.

Typically, journalists will get a free hand to find whatever they think is interesting/useful and then have an outlet. The free hand involves them having to find information, so they practise interviewing people, extrapolating from materials provided and (occasionally) finding ways to discover things they aren’t supposed to know: this last often provides a learning moment about data security for a player! Of course, it’s also possible to make your media more partisan, either in favour of one negotiating party or of its own interests: just pick your own local real-world example of this to work out how you might play this out.

The outlet can either be something relatively static and fixed – regular bulletins on a noticeboard in the corner – or much more dynamic and speedy – a twitter account or a blog. The classic form would have been a short newspaper printed once or twice a day, but with new technologies, I’d think it makes more sense to capture the new dynamism, especially because it also teaches about the consequences of mis-/dis-information in a rapid news cycle.

Of course, in all of this, it’s important to remember that a media function is not without its challenges.

Depends the main difficulty is that it means some players are not ‘in’ the same simulation as the rest: they won’t get the same opportunities as the others and that might be a problem if you’re assessing them on the same basis. Two solutions offer themselves up: either you don’t assess anyone, or you assess in a differentiated way. Philippe’s solution has been one that I’ve seen elsewhere, namely to find some willing journalism students to play these roles, which they do very professionally. If that’s not an option for you, then you need to consider how you might handle it all.

The other big challenge is one of distortion. While it’s good to learn about the power of the media, if that power becomes the main game dynamic, you risk losing out on learning about the object/process that the game is nominally about. This takes us back to our old friend, learning outcomes: what do you want to achieve? To manage this, you might consider imposing some kind of limit on what the media can do: they might have to get at least two sources for stories before publication; they might be restricted to time-delays or fixed periods/cycles of publication; they might be subject to official censorship. The difficulty is obviously one of balance: having a media that does something, but not too much.

Ultimately, having a media function can be deeper enrichening for a game, adding another layer of activity and space for reflection. If you’ve got ideas about how you can use (or have used) media in games, then we’d love to hear about it.

2 thoughts on “Having a media element in your simulation game

  1. An interesting side-effect of having a media element in EU simulations is that it teaches the other players the value of secret negotiations. According to my experience, players in the Council of Ministers will retreat to ever more secluded negotiation venues in their coffee breaks, and not use the plenum for discussing the “real” issues. This is a somewhat natural reaction (and faithfully represents what happens in Brussels). The media players will be REALLY disappointed by this, but it provides very interesting points for reflection afterwards (what happens if we broadcast Councils meetings? -> Ministers use them only for windowdressing and discuss the real issues beforehand).

  2. Thanks Simon – a very useful point. Again, it comers back to what we want to achieve in our simulations: realism per se or exploration of particular elements. Backroom negotiating is very realistic, but potentially distracts from the mechanics of a given negotiation forum and/or cuts out some people from any active role. Certainly, I’ve seen large games where an informal coalition have rolled over everyone else in the room, leading to much frustration by others: great for capturing that aspect, but potentially it affects the ability/willingness of those others to buy into the simulation as a whole ( the ‘what’s the point’ position).

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