The Coaching Cycle

Abstract

Military organizations have a long history of using simulations, role-play, and games for training. This also encompasses good practices concerning how instructors utilize games and gaming behavior. Unfortunately, the work of instructors is rarely described explicitly in research relating to serious gaming. Decision makers also tend to have overconfidence in the pedagogical power of games and simulations, particularly where the instructor is taken out of the gaming loop. The authors propose a framework, the coaching cycle, that focuses on the roles of instructors. The roles include instructors acting as game players. The fact that the instructors take a more active part in all training activities will further improve learning. The coaching cycle integrates theories of experiential learning (where action precedes theory) and deliberate practice (where the trainee’s skill is constantly challenged by a coach). Incorporating a coaching-by-gaming perspective complicates, but also strengthens, the player-centered design approach to game development in that we need to take into account two different types of players: trainees and instructor. Furthermore, the authors argue that the coaching cycle allows for a shift of focus to a more thorough debriefing, because it implies that learning of theoretical material before simulation/game playing is kept to a minimum. This shift will increase the transfer of knowledge.

A Conflict Management Game in Project-based Learning

“…Another approach involves human facilitators guiding conflict resolution role-plays (Powers and Kirkpatrick, 2013). While more resource-intensive, human facilitators enable valuable oral briefing and debriefing sessions, crucial for knowledge transfer in serious games (Crookall, 2011;Taylor et al, 2012). Requiring participants to write debriefing reports also promotes reflection on their actions in simulated conflict situations, integrating their game experiences with real-life lessons (Powers and Kirkpatrick, 2013).…”

Motivation Monitoring and Assessment Extension for Input-Process-Outcome Game Model

“…2. Various game-based learning models, the model serving as the starting point for developing other models (Hainey, Connolly, Baxter, Boyle, & Beeby, 2012;Taylor, Backlund, & Niklasson, 2012;van Staalduinen & de Freitas, 2010;Yusoff, Crowder, Gilbert, & Wills, 2012).…”

The Role of Reflection in Learning with Simulation Games – A Multi-Method Quasi Experimental Research

“…In literature sgs are associated with experience- and action based learning theories (Kolb & Kolb, 2009; Taylor, Backlund, & Niklasson, 2012), for example Kolb’s Experiential Learning Cycle (Alklind Taylor, 2014; Geithner & Menzel, 2016). It describes learning as a continuing cycle of concrete experience, reflection, abstract conceptualization and active experimentation (Kolb & Kolb, 2009).…”