Over the past few months, I’ve been playing an online, asynchronous game with a couple of different groups.
One of these is the INOTLES trainers that I’m training in the use of simulations, while the other is my final year undergraduate students here at Surrey.
As we come towards the end of the INOTLES cycle, I thought I’d finally share my game with you (Neighbourhood Game) and would talk about how it worked.
The game is essentially a simple model of the EU’s Eastern relations, with a three country Union, a big unhelpful country that likes to exert its influence, and a couple of smaller states in-between. In the attached version, I’ve put two players per country, but that can easily be expanded.
The gameplay is very open, with lots of options for activity, coupled to a long period in which to play (using a weekly cycle of posting on a forum).
The aim is to get students thinking about collective action problems in an international context, as well as to cope with the vagaries of online discussion: the INOTLES version has been running with players from six countries.
So how’d it go?
In a word, fitfully.
Online games require a hook, to keep people involved and active. My ability to do this with the INOTLES group was less than with my students (who I see every week for class), but in both cases the level of engagement has been less than with comparable face-to-face exercises. In short, the ability to coerce action is very limited.
That in turn highlights the importance of the game leader in motivating players: if you’re not pushing, then who’s going to do it for you? Again, the online nature of the game means that it’s easy to forget to prod people, and this is something that I’d say needs careful thought.
A second issue seems to be linked to the openness of the game play. Because players can do pretty much anything from writing a terse communique to launching world war 3, I’ve noted a certain hesitancy about doing anything. This ‘jam choice overload‘ problem is well-known in psychology, but raises an interesting problem for us. Too much choice might be inhibiting, but it also reflects the real world, so we might want players to feel inhibited. As always, this will depends much on what you aim to achieve.
Thirdly, while this is a fictional situation, it is also obviously close to the real-world (I took most of the data from real countries). This adds a different dimension to the game, as people apply what they know of that real-world into their actions. Thus Novy Putonova acts rather like Russia, Bigistan like Germany and the Squashed Republic like Ukraine. To be more accurate, people acted like they thought those countries act like. This offers lots of opportunity to get into a discussion about how we understand the real world: are Russians really that sneaky, to take one obvious example? Either way, it opens a door to discussion of the substantive material.
On the level of skills, there is also a lot to think about. How did people work in their teams? How did they deal with each new development? How much did they try to take control of what was happening? How did they cope with some groups being very passive/silent? Again, in all of this, the large range of possible actions meant that there was also a big question about why they chose to do what they did, and not something else?
This game has been a trial for me (in at least one sense of the word). It’s been my first effort in this type of game and, as always, I’m not totally happy with it.
On the plus side, players have played, and it’s shown that one can model an international system with some quite simple elements. Feedback to date from both groups has been positive and – importantly – I can see how I would change things in future.
On the down side, engagement has been relatively low (compared to face-to-face) and my input has been more than planned. The inhibition to take more drastic action in either game (they’ve largely been polite and pretty constructive) means that I don’t know how the more radical options might play out.
With my students, I now plan to use our final session before the Christmas break to play the game in class for a couple of hours, to connect it more strongly to the rest of the module, and to let me see how that changes the interactions.
If you’d like to use the game, please do – I’ve popped it up on my other website already. If you’d like to feedback on how it works for you, then I’d also love to hear about that.
2 Replies to “There goes the neighbourhood”
Does the student paralysis suggest that INOTLES should have a competitive aspect to convince students that doing something is better than doing nothing? I.e., if X succeeds your team gets Y points?
If you do a mashup of a couple different European languages, “Novy Putonova” means “new male prostitute.”
I’m loath to add in that kind of incentive to the gameplay: it’s more realistic to witness the unwillingness of most players (most of the time) to try anything too radical. Satisfying my bloodlust isn’t a good reason to change that.
I make no comment on the second point.
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