Clark Aldrich describes his own version of the ‘Babel Problem’ in his terrific book The Complete Guide to Simulations and Serious Games, namely: do we use the term “Serious Games” or “Educational Simulations” as a common definition of simulations for educational purposes. His contention is that the lack of a definition accepted by all has hindered the progression and development of the simulation ‘space’ as practitioners, developers and organizations remain unclear of the language needed to communicate. The crux of his argument can be found here but it’s an issue that should concern all of us who recognize the power and value in simulation use.
For my own part, I find it easy to agree with his views and his perceptive explanations of the pros and cons associated with the various proposed terminologies are both sound and precise. Working across academic institutions and the commercial world it seems there is an almost unconscious, involuntary reflex to provide an explanation of what simulations are and/or do whenever I’m asked what my profession is. As Mr Aldrich makes clear, the inability to just say “I work in the field of_____” and be confident there is no uncertainty or ambiguity in that description for the receiver is a significant encumbrance.
Moreover, he is right to make clear that whilst “Serious Games” is media-friendly and describes pretty accurately the purpose of using simulations in education or training contexts it is loathed by many for the implicit assumption that a game is first and foremost a leisure activity that should be fun and therefore has no place in environments as deadly serious and unquestionably important as ‘work’. There are other blogs here which comment on the various and important strands which unravel from this perspective (why is the workplace an inappropriate environment for ‘fun’? Does enjoyment negate the value of a learning experience? Are games and, in particular, competitive games lacking in seriousness?) yet it remains that the term is problematic. Including the term ‘education’ as a prefix to the word simulation is similarly unhelpful since it conjures a sense of the staid and dusty world of academia, racing to publish on phenomena now years out of date. For a practice whose currency is frequently the ability to immerse individuals in the immediate, to challenge them in real-time and in real-world situations, the adjunct ‘educational’ robs it of spontaneity and verve.
Interestingly, at a ‘Games-based Learning Symposium held at the University of Glasgow I attended last week (more of which can be found here) Derek Robertson, the National Adviser for Emerging Technologies and Learning at Education Scotland, and a pioneer of using video games in schools, argued passionately for the removal of the prefix ‘games-based’ when talking about learning using games. Whilst he acknowledged its usefulness in drawing attention to a practice which is still relatively uncommon he now feels it is a hindrance and detracts from the real story which is the effective learning taking place wherever games are part of the education process. Which means that of the three most commonly used terms (Serious Games, Education Simulations and Games-based Learning) each has their own distinct and important drawbacks.
However, of all ten terms discussed by Mr Aldrich, it is notable that the cons for ‘Sims’ or ‘Simulations’ – chiefly, that there is a crossover with computer games – is the least significant and, in my view, will become even less so as simulation use becomes a signature pedagogy in both the academic and commercial spheres. For more about this go here.
Perhaps there is even greater significance in the use of the term ‘Babel Problem’ since it is essentially a problem of hermeneutics, where the issue is one of interpretation and translation. It seems to me that this aspect corresponds well with the issue of consistent terminology use since there are real difficulties in using the word ‘game’ in a work context. The overwhelming perception is that a game is implicitly something that is playful, disposable, and perhaps even a distraction from ‘real’ work. The only cure for this that I can see is time. The increasing pervasiveness of simulation games and the growing masses of workers who are game literate and digital natives will inevitably lead to a point where the use of simulations is no longer remarkable or unusual. By then, it will be recognised predominantly for the effectiveness it brings to learning situations and not for its rarity. That’s a day we can all look forward to.
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