Virtual Gaming Simulation Enactment: What is it?

Enactment is the term used for playing virtual gaming simulations. There are a number of ways these simulations can be played. One way is to use the virtual gaming simulation as an individual assignment where learners play the simulation on their own, at their own pace, and at a time convenient to them. The virtual gaming simulation can also be played in a facilitated group of ten or less learners or as a large group of more than ten players. Facilitated group play can be enacted both in-person or virtually.

The next section describes the practicalities and nuances of each of these methods of playing the virtual gaming simulation. The approach an educator will choose will depend on the nature of the game, and course delivery factors such as time, space and comfort level in facilitating groups of different sizes. Educators will also want to consider their own pedagogical approach to teaching, learning outcomes, and the level of their learners. Many educators tend to use only one approach but educators should be open and flexible when selecting ways to enact the virtual gaming simulation.

Individual Enactment

With this approach, the virtual gaming simulation is assigned to learners to play individually. A major advantage of this approach is that the learner has control over the experience. Learners determine when and where to play the game, they can take as much time as they want to complete the game and they can choose to replay the experience as often as they want (Verkuyl et al., 2019). This approach means that learners play the virtual gaming simulation in a psychologically safe environment where they can make choices without the influence of others and where they can make mistakes in private. The individual approach gives learners the opportunity to obtain a true picture of their knowledge and skills related to the virtual gaming simulation content because they are making decisions independent of peer influence (Verkuyl et al., 2019).

One of the disadvantages of individual play is if the virtual gaming simulation content is sensitive or disturbing, the learner does not have a peer forum in which to work through any unsettled feelings (Verkuyl et al., 2020). In addition, an immediate, facilitated group debrief does not necessarily follow. Instead, the educator needs to decide how learners will effectively debrief following the individual play virtual gaming simulation. (See Chapter 6 for a review of the different debriefing formats).

Small Group Enactment

With this approach, learners enact the game in small groups, usually consisting of ten or fewer learners, with the guidance of a facilitator. The facilitator needs training and skills to ensure that all learners are involved and not just a few vocal learners (Verkuyl et al., 2020). This can be difficult as some learners do not feel safe making mistakes in front of their peers. It is therefore important for the facilitator to create a psychologically safe environment (See Chapter 2).  The small group approach provides an opportunity for rich discussion among learners as they make decisions about client care throughout the scenario (Verkuyl et al., 2020).  The game is paused at each decision point enabling the group to review different decision options and to explore the impact of different options on client outcomes.  This approach allows for a natural debriefing throughout the virtual gaming simulation. After the simulation, the group can discuss the team decision-making process and the different roles that learners played.  For a full description of small group benefits and challenges, see Table 5.1.

One of the disadvantages of small group enactment is that learners engage only with other learners in their small group; they do not benefit from the larger group discussion. Another disadvantage is that pausing the game regularly for decision-making disrupts the flow of the game.

Large Group Enactment

With this approach, the virtual gaming simulation is enacted in a large group of ten or more learners. It can be played in two ways: with the entire group playing the virtual gaming simulation and debriefing together or with the group breaking into smaller groups for debriefing (Verkuyl et al., 2020). Typically, educators show the virtual gaming simulation on a large screen and stop at each decision point to ask questions to encourage problem-solving and critical thinking from the group as they work through the scenario together. An advantage of this format is that it allows for a rich discussion of different perceptions of the client scenario and decisions and builds teamwork and conflict management skills.

The disadvantage or challenge with the large group enactment is creating a psychologically safe environment in which all learners feel free to engage in the experience (Verkuyl et al., 2019). It is critical to make sure learners are aware, right from the start, that making mistakes is how learning occurs. One way to mitigate this challenge is to use audience polling systems for decision-making during the virtual gaming simulations. Another option is to mix the small and large group formats.  The large group is initially divided into groups of two to three learners who complete the virtual gaming simulation together (Verkuyl et al., 2020). After they play the game, they come together as a large group to debrief. The result is a large group whose members have taken different pathways through the virtual gaming simulation allowing for a rich debrief. For a full description of large group benefits and challenges, see Table 5.1.

Expert’s Corner: Group Enactment

When facilitating a group to work through a virtual gaming simulation, each decision point becomes an opportunity for reflection and debrief. Since the content has been debriefed, post virtual gaming simulation debrief can take a different focus such as teamwork and conflict management during the group decision making.

Click here to download an accessible PDF copy of Table 5.1

Table 5.1. Factors to Consider when Choosing Ways to Enact the Virtual Gaming Simulations