Simulation games are detailed models that simulate real-world social systems and the roles, rules, behaviors, and forces within them. They are a form of experiential learning where participants make decisions and choices based on the simulated situation and demands of other players. Simulation games model social systems through elements like people, goals, structure, and resources. The process of facilitating a simulation game involves preparation, running the activity phase where participants are assigned roles and learn the rules, and a post-activity phase for discussion and debriefing. While simulation games can effectively teach social concepts, they also run the risk of oversimplifying systems or focusing too much on competition over learning.

1. SIMULATION
GAME
CHAN KWOK BONG

2. WHAT IS SIMULATION GAME?
• Detailed MODELS intended to reflect a situation
of the REAL WORLD (a social system), an attempt
to simulate a social system, with its full arrays of
Roles, Rules and Regulations, Social Behaviour
and the Interplay of Forces within and outside the
environment of the system.
• One form of Experiential Learning Activities,
demand the participants to make DECISIONS and
CHOICES that based on the assessment of the
SIMULATED SITUATION, and the VIEWS and
DEMANDS of OTHER PLAYERS.

3. HOW ARE THE SIMULATION
GAMES SIMULATED
Social System
• People
• Goals
• Tasks
• Structure
• Resources
• Values
• Constraints
Simulation Games
• players
• goals
• activities
• structure (symbols,
location)
• game materials
• values
• rules and procedures

4. WHAT ARE THE STEPS IN
FACILITATING THROUGH
SIMULATION GAMES?
1. Preparation Phase
• Select right game
• Prepare the facilitator
• Preparation of the setting
(physical and emotional,
environment, and materials,
including discussion guidelines)

5. WHAT ARE THE STEPS IN
FACILITATING THROUGH
SIMULATION GAMES?
2. Activities Phase
• Role assignment
• Introduction of goals and
objectives of the games
• Clarify Rules and Procedures
• Facilitator Functions: Referee,
Enable, Coordinator, Time-keeper,
Score-keeper, Observer

6. WHAT ARE THE STEPS IN
FACILITATING THROUGH
SIMULATION GAMES?
3. Post Activities Phase
• De-roleing
• Discuss the game
experience: Sharing and
Interpreting
• Post-game activities

7. EXPERIENTIAL LEARNING CYCLE
• Experiencing
• Observing
• What you see
• Sharing
• How you feel
• Interpreting
• What you learn
• Applying
• New for the
future
• Fact
• Feeling
• The What
• Finding
• The So-What
• Future
• The Now-What

8. WHAT ARE THE PEDAGOGICAL
PROBLEMS OF SIMULATION GAMES?
• Distortion, over-simplified models of
social systems may cause confusion.
• Confirm the shabbier side of social
relationship
• Emphasis on competition, players focus
too much on the winning strategies and
ignore the other aspects of the learning
• May result in teaching an unscrupulous
self-interest.

9. REFERENCES:
• Margaret E. Gredler (1994) Designing and Evaluating
Games and Simulations: A Process Approach
• 郭凱儀、彭健夫 (1994) 模擬遊戲
• https://reviewing.co.uk/