A series of videos realized and published on YouTube by Simon Usherwood. Abstract was generated by AI from the transcripts, revised manualy
📊 Quick Facts
| Type | Interview |
| Author | Alexandre GAIN |
| Published | March 24, 2026 |
| Source | Visit Source |
| Location(s) | The KOLB Library |
🖼️ Illustrations
📝 Abstract
The author emphasizes that simulation games need not be overly complex, with simple tools like a pack of cards proving effective. The core idea is to focus on the concept or phenomenon to be modeled and find the simplest way to achieve it, encouraging creative and even 'crazy' ideas from designers. Usherwood highlights the importance of considering the learning environment, from small seminar rooms with tables to large lecture theaters, and how the physical space can influence the simulation's dynamics. He stresses the need for reflection and feedback after a simulation, ensuring it connects to the broader learning experience rather than being a standalone activity. Sharing experiences and adapting existing models are also encouraged as valid ways to develop new simulations. The author also touches on the role of technology, suggesting online elements can be integrated into face-to-face simulations, especially for larger or longer games, to facilitate collaboration and interaction. For social scientists, the face-to-face element is deemed crucial for observing non-verbal communication and group dynamics. A structured approach to building a simulation is proposed, starting with identifying a clear objective and then focusing on specific aspects of a complex topic. Usherwood suggests various disciplines can benefit from simulations, including law, economics, and political science, by engaging students in practical, hands-on scenarios. Challenges such as large group sizes, time constraints, and the need for effective teamwork are addressed by strategies like creating teams and sub-groups to ensure everyone has an incentive to participate. The importance of the simulation's rhythm and the connection between sessions are also mentioned. Finally, Usherwood argues that simulations offer unique opportunities for learning by allowing things to 'go wrong', mirroring real-world frustrations and leading to valuable insights. He debunks the anxiety some educators have about assessment, stating that simulations can be effective simply as icebreakers and community-building activities. However, if used within a formal module, testing participants on their simulation performance, like negotiation skills, is an option. The key takeaway is that simulations foster social interaction skills and can significantly enhance student development and learning.