Benefits of Designing Simulators with Structural Elements That Generate Anxiety

Anxious design: Benefits of Designing Simulators with Structural Elements that Generate Anxiety. Alfonso Atala Layún Dinamita [email protected] ABSTRACT most cases, conflict and competition upon clear and evident elements are the common triggers of user’s emotional consider- This brief intends to explain how methodical research around ations (Weinberger & Stein 2008. Hejdenberg 2005, Fullerton, possible anxiety-generating elements present in the structure of T., Swain C., & Hoffman S. 2008). games and simulators, can bring considerable learning benefits Sources of competition and conflict can be clearly identi- to participants. The hypothesis is that anxiety can be intention- fied by simulation participants because tokens, cards or bills ally and effectively structured in the design of andragogic simu- give structure to compare points, resources or strengths. When lators, with the effect of promoting cognitive development, so- questioned for the reasons of conflict or discussions, partici- cial consciousness and emotional awareness. Information is pants will most likely answer elements that are clear and cor- recovered through specific observation guides and question- rectly identified as the sources (Tedeschi, Schlenker & Bonoma naires. Evidence showed positive results when user’s experi- 1973). On the other hand, when researching around anxiety, it is ence is accompanied by a trained facilitator, who provide feed- vital to create constant uneasiness while at the same time mak- back to users in specific timeouts. Ethical considerations of ing it difficult for participants to clarify the source. For this pur- these simulators are extensively discussed in this paper, and full pose the source has to be hidden inside the structure of the information, control and objectives of the research were stated game. to all participants. The process of designing and installing anxi- From the various approaches to anxiety and anxious behav- ety-generating elements in the structure of a simulator is ex- iors, the psychoanalytic theory has more thoroughly document- plained using the Mercante game as an example. ed than any other in relation to games. Since Freud’s descrip- tion and analysis of the anxious content of a kid’s play in 1920, a vast number of psychoanalyst have worked around this con- INTRODUCTION ception. Especially important were the researches of Melanie Klein (1964) and Donald Winnicott (1981). The theory consid- While reviewing manuals to design games and simulators, ers there is a meaning of the behavior during a game, directly it is fairly common to find a chapter containing the importance related to individual’s history and anxiety coping mechanisms. of user’s emotions. Most of the literature will pursue the goals Since there is almost no interest in participant’s history in busi- of engagement and/or recreation as the key factor for success ness simulation, the use of basic human anxiety triggers is high- (Duke 1974, Lazzaro 2004, Fullerton, T., Swain C., & Hoffman ly effective to reveal and refine coping mechanisms. In the case S. 2008, Tvetanov 2015). On the other hand, research of ele- of the Mercante game, the structured class struggle will be the ments that create anxiety or discomfort have been less noted. To anxiety trigger. be clear, the intent of this research is not to consider nor discuss gamified activities used in the treatment of phobias, anxiety or ETHICAL CONSIDERATIONS stress disorders. The approach addresses the risky discussion of the con- The best first (like openings in chess) move is to note the scious and intentional use of structural elements in games and ethical considerations. Is it correct to consciously and intention- simulators to create anxiety and acknowledgement of it. In all ally use structural elements in games and simulators to create cases, participants reflect upon the structural reasons for feeling anxiety in the players? Seven years of research, point to yes as anxious during the simulation and receive feedback to continue an answer, but only if the user’s experience is accompanied by playing and overcome this feelings. Evidence from prior re- trained facilitators. The main objective is to create awareness search shows business simulators to be effectively used in both, and develop psychic tools to raise consciousness and skills for technical learning and self-knowledge development (Duke the emotional dilemmas in strategic thinking, negotiation and 1974, Herrero & Pinedo 2005). decision making. All participants sign consentient forms and are The Mercante game will be used as an example on how to fully informed before. Days after, players are evaluated to guar- embed emotional elements into a classic business simulator. antee no side effects were present, and to check if learning out- The Mercante game is based upon a supply chain model, but by comes were still clear. Absolutely no side effects were present, adding some structural elements, participants get caught in and for most participants learning outcomes were adequately “class struggle” (Marx 2015, Semo 1981, Labriola 1971). Par- clear (at least sufficient to solve ethical issues). Methodical use ticipants, without full comprehension of this phenomenon, will of observation guides and individual questionnaires allow re- feel anxious and develop inadequate strategies and poor negoti- search material to be peer-reviewed. ations during the simulation. Within the multiple definitions of anxiety, the common element is the discomfort felt without an evident source. This is STRUCTURING ANXIETY what clearly differentiates anxiety from frustration or fear, which have clear sources. For game and simulation research, it Structuring anxiety, although not a simple job, is by no is easier to design using clear sources of discomfort. So for means an impossible one. Firstly, basic notions on human anxi- Page 227 - Developments in Business Simulation and Experiential Learning, Volume 43, 2016 ety triggers are necessary. In the case of the Mercante Game, and Merchant ships against Pirate ships. The winning team from class struggle and economic stratification is the core problem. the Native vs Colonist match will acquire control of the storage Other forms of classic triggers used in simulators are “scarcity, room, and the losing team from the Merchant vs Pirate match vulnerability, or common wealth against the individual de- will shipwreck” (ibid). Matches can be solved in different ways sire” (Fragua 2008). For the trap to be effective, it is necessary depending on workshop circumstances (prior experiences have to hide the conflict in the structure, so it becomes very hard for been flag football, paintball, or a sum-zero game in a black- participants to identify the source of discomfort and distrust. board, but never random). This combat creates an initial tension To consider the conflict is properly structured, four condi- against the common objective of wealth. tions have to be present. First, the outcome of the simulator can After the matches are solved. All teams, except for the be predicted by the designer but not by the users. Second, the shipwrecked, get an initial stock of resources and money (paper structural sources of anxiety can be manipulated, with or with- bills or polished stones). Natives get initial crop seeds repre- out full understanding of the participants, to create more relax- sented by small plastic balls. Colonists get technology, repre- ing or stressful scenarios. Third, when intentionally maneuver- sented by plastic tools. Controlling team of the storage room ing anxiety generating elements, players experience extreme gets fabric bags and either the Merchants or the Pirates control tensions around this particular elements. Fourth, due to reso- the ships represented by two cardboard boxes. Additionally two nance personality factors (Belbin: 1981), this tensions are easi- baskets are placed in neutral spaces between the bases. ly observed, but must be proven as consistent within a wide The mechanics are as simple: Natives carry the seeds variety of different groups. (plastic balls) to the Factories and sell them to the Colonists. It is fundamental to have a clear perspective of the risks Afterwards the Colonists add technology (a plastic tool) to the and benefits of this simulator design style. The objective is to seeds, and transport them to the Storage Room. The Storage propose tension to create an emotional print in the players, so Room owners buy this elements from the Colonist, and pack the recovery of information from their experience is rich in ra- them together in a bag to create a Final Product: represented by tional and emotional content. At the end of the session, users two plastic balls and one plastic tool inside a fabric bag. Storage must be ready to verify the relations between structure, behav- and Seaport teams negotiate the price before shipping. Packed ior, anxiety, strategic underdevelopment and communication inside the ships (carton barrels), Final Products are delivered to failures. the King/Queen, (facilitator with a table at the end of the gar- The ideal scenario for simulators with this kind of struc- den) and the final sell is done. ture, is to create anxiety to be used as a lever for cognitive de- “Before the ship goes back to the island, ships must buy velopment. The trained facilitators assure the cognitive develop- from the King more seeds and technology. This is because the ment by discussing with the participants the idea that, King has the monopoly of the transgenic seeds and the

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