A Maturation in Experiential Learning: Principles of Simulation and Gaming

Abstract

Experiential learning was a major part of the author's life from the earliest days with models, pictures, and travel As a college professor, he discovered simulations and games; they changed his teaching style forever Initially the author tried one or two simulations per semester and advanced to an entire social psychology course taught only with simulations. A simulation was the starting point to great knowledge rather than an end in itself Because of the author's multifaceted approach to simulations, a renaissance approach to simulation and gaming was developed through the phases of awareness, emersion, journal writing, politics, and creativity. Seventeen principles evolved in the maturation process. One principle was, After reading all the instructions for a simulation, the playing of the simulation will not be totally understood, and it will take a leap of faith to start Another was, Designing a simulation is not simple, but the simpler ones often work better. Other principles revolved around the author's innovations and refinements, which included written journal debriefing, a social psychology course with only simulations, the six Es of debriefing, no deception in a simulation, and the written concept technique in debriefing.