Simulation game design

Simulation game design specifications questionnaire

Condensed version published in: Wenzler, I. (2008) Is your simulation game blue or green? In De Caluwe, L., Hofstede, G.J., Peters, V. (eds) Why do games work: In search of the active substance. Kluwer, Den Haag. Copyright Ivo Wenzler for Accenture 2001-2012

This document has been devised to depict the design choices made for the Light Rail Simulation game.

A. Context

What is a current name for the simulation game initiative?

TRAMsport Sim

Who is the client?

Macomi B.V. working on a light rail simulator for HTM
What is a problem or opportunity that is driving the need for this initiative?

To solve disruptions of tram operations, tram controllers typically use procedure-based guidebooks, often resulting in sub-optimal decisions. A transition process towards them making more flexible decisions is desired to improve their decision-making skill and overall performance. Controllers, having played the game, are to become more agile, inventive and critical.
To what extent is this problem or opportunity well recognized and understood by all key stakeholders and is there a shared commitment to action?

The problem is well recognised by Macomi and the management of HTM. Both parties have strong desire to enable a transition process towards more optimal solution. Yet, it is unknown whether there is any such desire of tram controllers themselves. It is possible, that the change could be enforced on them as the given game is to be played during workshops and trainings.

the management of HTM needs to be convinced that a game may make the difference<

What are the key business issues that have to be addressed or resolved with this initiative?

By employing students to create a demonstration game, Macomi is expecting to gain competitive edge and will be better able to convince HTM of their choices and simulation tool usefulness.
What are the boundaries (scope) of the problem or opportunity (how deep into the organization and how broad in terms of the business environment)?

The problem is rather marginal for both Macomi's simulation tool and HTM business activities. Yet, it constitutes for important reputability issue for HTM, as passengers are sensitive to tram operation disruptions. Improved handling of such, not so rare, events could prevent or decrease travellers irritation and possibly avoid excessive expenditure.
Why should we use a simulation game to address this problem or opportunity?

In order to evaluate the consequences of one's choices, a mechanism calculating and displaying the situation after a decision was made is needed. An immediate feedback, with scoring mechanism is best suited by a game with simulation elements.

What is the larger context within which the simulation game will take place?

The game is to be one of many exercises during workshops and trainings for traffic controllers. It is to be more entertaining and more loosely connected to the training in comparison to other activities. Having completed the training, the game is to be made available to every participant to play whenever they want.

the game part could also be played by collegues from administrative departments so they get a better understanding of the controlers job and maybe even give them inventive feedback during newyears gatherings <

Who is the client person that took the ownership over addressing or resolving this problem or acting on this opportunity?

Macomi representatives Corné and Ricardo are contact person's for the design team. No interaction with HTM is expected.

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What is the primary purpose of the intervention: a) creation of insight, understanding, or knowledge; or b) transfer of knowledge, skills or behaviours?

The primary intention of this game is to create insight into handling disruptions of tram operations. Secondary goal would be to enable skill creation on how to deal with the issues.
What is the value proposition of the simulation game (who will be benefiting, how much, when, and how are the benefits to be realized)?

HTM is to benefit from improved handling of disruptions and thus better addressing the needs of their passengers. Moreover, more insightful decisions by the traffic controllers, could potentially decrease costs of such occurrences. However, it would be difficult to quantify the possible benefits as well as their timespan. In order to realize them, allowing the traffic controllers to deviate from procedures is vital.
What are the specific objectives to be achieved: a) increased level of awareness or insight into a particular issue; b) increased level and quality of explicit knowledge about something; c) increased level in mastering a particular skill; d) measurable change in behaviour; e) quality of the decisions resulting from the simulation game; or f) other?

The objective to be achieved is to increase the level of insight into handling disruptions by traffic controllers of the light rail system. That insight is then used to improve the quality of decisions on how to handle such events.
How will the achievement of these objectives be measured, by whom, and when?

The achievement of the objectives is to be measured by the management of HTM, who is to determine the performance and compare it to historic (current) typical results of handling disruptions. It is recommended that the evaluation process takes place several months after the transition process in order to exclude temporary decrease of performance of traffic controllers due to the transition.
Are there any other (besides objectives) success criteria against which the simulation game will be measured? If yes, what are they and how will the measurement be done?

Success can only be measured in the real world environment. In game objectives are only to help indicate the performance, it might happen that a player is very good at making up solutions (his real job task) but bad at implementing them in the game (not his task). As the game is played on operational level, this discrepancy needs to be kept in mind.

maybe the introduction of the game might improve the coorperation between controlers which could be measured buy a personal questionair. <

Who is the client person responsible for evaluating the success of the simulation game?

It is unknown who is to be responsible for such evaluation.

For now I would say Corne who's convinced that it is a sellable solution to HTM <

What are the stakeholder agendas in relation to the objectives and how do they manifest themselves?

HTM management is concerned about both reputation and possible costs of handling disruptions. It is expected, that they would require the traffic controllers to solve problems by maximizing both indicators, which might often not be possible. Traffic controllers might show some reluctance towards taking more responsibility (basing on procedures require little of that). Finally, Macomi's agenda is to show their usefulness and possibly establish a long-term business relationship between companies.
What are the potential barriers (risks) for delivering the expected benefits: a) behavioural; b) procedural; c) technological; and/or d) organizational?

The expected risks are rather behavioural. It is possible that the transition process from procedure guidebooks to making decisions might be difficult and there could be a temporary decrease of traffic controller's performance due to the transition. Since procedures are to be less strictly followed, there is risk that some individual solutions might be worse than procedure based. There are no visible technological or organisational risks.
What is the nature of the underlying model we need to develop as the basis for a simulation game: a) qualitative; b) quantitative; or c) combination of qualitative and quantitative (to what extent)?

The underlying model is to be quantitative in order to allow for instant consequences prediction and quantitative result evaluation.
Which model of reality will be the basis for development of the simulation game: a) present (existing) reality; b) future (desired) reality; or c) transition from the existing to desired reality?

The future model of reality, in which the controllers are making decisions of their own, is a base for development.
How is that model of reality to be treated during the run of the simulation game: a) as the only reality; b) as a framework for development of alternative realities; or c) other?

The model is to be treated as a framework for development of alternative scenarios, that are not part of the game, but could be viable solutions to treat real-life operations disruptions.

How will the main elements of reality be brought into the simulation game: a) by designers during the development process; b) by participants prior to the run; or c) by participants during the run?

All the reality elements are brought to the game by the designers during the development process.
How many different business scenarios should be played out during the run and how will they be introduced into the simulation game run?

A game run should consist of several runs, in which the difficulty and network map vary. There should be at least three runs and there is no preference towards their maximum number (that should be determined by facilitators and time constraints)

What is the right level of detail (level of complexity) for these scenarios?

The level of details depends on the employed network map, thus it can vary considerably. Complexity (difficulty) also increases with speed, rate of random occurrences and number of controlled trams.
What is the nature of the story being told by a simulation game: a) it is based on the realistic representation of actual reality; b) it is based on a metaphor that to a large extent differs from the reality of the issue; or c) it is based on the mix of a reality and a metaphor (what should be real and what should be a metaphor)?

The story of the game is based on a mix of reality and metaphor. Given map and basic set of choices on handling disturbances are reality-like while power-ups are abstract to increase the playability and fun.

What will be the abstraction level of the simulation game: a) high level of abstraction (simulation of basic concepts); b) medium level of abstraction (simulation of key relationships); or c) low level of abstraction (simulation of actual processes)?

The abstraction level is going to be medium-low. No great attention is put towards replicability of results and proper simulation qualities. Yet, since all measures are quantitative and the game is to stimulate problem solving in the real system, intermediate degree of reality has to be applied.

What are the specific solutions or messages to be communicated to participants?

Players should be told, that their role is to intervene in case of disruptions and solve them as best as they can, based on the available set of actions in the game. List of possible actions should be given and an indication that there will possibly be some trade-offs between tram and passenger utility.

How should these messages be communicated: a) implicitly; b) explicitly?

All communication with players should be explicit.

Is the storyline presented from a holistic (objective) or a segmented (subjective) point of view?

The storyline is presented from a subjective point of view, as every traffic controller has his own part of the network, that he is responsible for and is to solve problems that occur. The game does not explore the overall performance of the HTM tram system, nor does it use the actual tram track layout of the Hague area.

B. Participants

Who will be the participants and what are their roles and responsibilities within the organization: a) operational level; b) managerial level; c) executive level; or d) mixture of levels?

Participants will be players from operational level, specifically tram controllers of the light rail system of HTM
What is the expected number of participants or users of this simulation game?

Several players are expected. But the groups is dependant on the (unknown) number of such employees and the facilitation possibilities.

How are the participants interacting with the simulation game: a) as single individuals; b) as multiple individuals (roles) at the same time; c) as one team; d) as multiple teams (roles) at the same time; or e) other configurations?

Participants are interacting as single individuals with the game only.
What is the minimum and maximum size of the group playing at the same time and place?

The minimum number of players is one and there is no game-related limit on the maximum number.
Are the same participants expected to participate more than once?

No, the participants are expected to participate only once. But they are welcomed to return to the game for entertainments reasons after the training run.
What is the primary motivation for taking part in a simulation game: a) participation is mandatory; or b) participation is voluntary?

As the game is to be a small part of a bigger training session, the participation in the game is to be mandatory. Further play after the workshop is to be on voluntary basis.
What is the nature of the roles participants will be assuming in the simulation game: a) Their own real-life roles; b) The real-life roles of somebody else (assumed roles); or c) imaginary roles?

Players will assume their own real-life roles, that are partly constrained and altered.
What is the nature of the organizational and individual culture of the players: a) homogeneous; or b) heterogeneous? How would this culture manifest itself in relation to the simulation game

The culture of players is expected to be rather homogeneous, as they all have the same profession and work in the same geographical district.
How would this culture manifest itself in relation to the simulation game?

Players could manifest their culture by relating in-game elements to their work environment. As they normally solve disruptions basing on procedures, the choices in the game would probably come from their experience, remembering how such situation was solved by them in the past.

C. Process

What is the expected duration of the simulation game run?

The whole run of a simulation game is to be around half an hour with extra 5 minutes of set-up time and another 15 minutes for debriefing.
Is the duration to be fixed or should it be flexible and to what extent?

The game duration can easily be flexible. The choice should be made by the facilitator depending on the engagement of the players to prolong or shorten the play.
Which time horizon is to be simulated during the simulation game run: a) real time (one-to-one relationship with the time flow in reality); b) concentrated time (e.g. one hour representing one year); or c) a mixture of both (what should be real-time and what should be concentrated)?

Time horizon in the game is very concentrated, but not directly related to reality. Normally, disruptions occur ever so often, while in game they come in sequences one after another (and sometimes in parallel).
Are there any simulation game related activities that need to take place before or after the run, what are they, and why are they important?

There are no such activities.

What is the nature of interaction between participants: a) directive (guided and controlled by a facilitator or a single role); b) self-organizing (participants evolving and rearranging the interaction between them); or c) mixture of both (what will be directive and what self-organizing)?

There is to be little interaction among participants. The game is single player but the scoring exchange and discussion is to be encouraged after the play.
What level of freedom in creating new content should participants have: a) options and choices are prescribed as part of the simulation game; b) participants will develop their own content; or c) mixture of both (what will be prescribed and what will be developed b participants)?

In the prototype all options and choices are prescribed in the game. Ideally, the game would contain also a data collection tool, that would allow the players to input their own content (describe a course of action not covered in the game)

What is the desired tempo (pace) of the simulation game run?

The pace of the game run is to be quite quick in order to prevent boredom and increase attention.
How far the comfort zones of participants should be stretched (in terms of content and/or process)?

There is to be no comfort stretching of the participants.
Who are the facilitators and do they require some specific skills or knowledge (if yes how will they be trained or enabled)?

Facilitation would ideally be done by the colleagues of participants who would steer the discussion on what the play brought. No special skills are needed and the facilitation is required only to set up devices and evaluate afterwards, not during the run.
Who will communicate and discuss the relevance of what has been learned during the simulation game run: a) participants; b) facilitators; c) management; or d) other?

Participants are to communicate what they have learned in the game and propose ideas on how this could be translated into their work setting.
Is the information generated during the run to be used after the run and how?

All the information is generated during the game run through performance indicators visible on screen at all times.
What is the nature of the simulation game run process: a) sequential (there is a single iteration from beginning to the end); or b) number of nested iterations (e.g. playing five years, each with four quarterly cycles)?

There whole game run is to contain several iterations (runs) varying in starting setup and difficulty, independent in performance evaluation from each other. A single iteration is to be stand-alone, played for several minutes and having no relation to the real system time.
What is the nature of the style of the simulation game: a) based on group dynamic processes; b) based on intellectual processes; c) based on physical processes; d) based on resource flows; e) based on information flows; or f) other?

The game bases on the intellectual process of the player, who makes decisions on how to handle disruptions. Depending on the correctness of the decisions the player's score is calculated.

What is the nature of performance indicators within the simulation game itself: a) qualitative; b) quantitative; or c) mixture of both (what will be qualitative and what will be quantitative)?

Performance indicators within the game are to be completely quantitative. Any additional insight towards made trade-offs, comparison between different indicators and translating the results into reality is to be done qualitatively.

What indicators will be used to measure the success of participants during the run?

The game is to contain three indicators for scoring:

- recovery time : how successful are you dealing with blockages
- Scale of the impact : The extent to which lines were effected
- Size of impact : additional travel time for passengers

D. Environment

In how many locations (at the same time) is the simulation game taking place: a) one single location (everybody at the same place); b) a number of different locations (participants are at multiple places at the same time); or c) other arrangements?

In order to exchange results easily, it is advised to run the game initially in a single location. If scoring exchange mechanism is to be created, then the play could take place anywhere at any time.
What is the character of the place where the simulation game is being run: a) physical (real-life) facility; b) virtual (IT based) environment; or c) combination of both physical and virtual (which part is physical and which part is virtual)?

Virtual. The game is played entirely on a computer or possibly a tablet.
What is the level of transformation of materials during the simulation game run: a) static (not changing throughout the play); or b) transformable (changing as a result of use by the players)?

Static. There is no transformation of materials during the game
Are there any specific requirements on portability and reproducibility of materials?

Every participant is to be given their own device. There is no internet connection needed and the reproducibility of materials plays no role.
What is the level of realism of simulation game’s material representation: a) very realistic (the representation and use is real-life like); b) symbolic or metaphoric (artefacts or symbols that will be attributed substantive meaning); or c) mixture of both (what should be realistic and what should be symbolic)?

The game is a mixture of realistic and abstract elements with a clear division between them. Regular actions to be chosen by the player to handle disruption are to be realistic and the use of power-ups is to create entertainment and scoring elements that have little relation to reality.