Simulation/Gaming and the Acquisition of Communicative Competence in Another Language PDF
Preview Simulation/Gaming and the Acquisition of Communicative Competence in Another Language
Official journal of the Association for Business Simulation and Experiential Learning (ABSEL), the International Simulation and Gaming Association (ISAGA), the Japan Association of Simulation and Gaming (JASAG), the North American Simulation and Gaming Association (NASAGA), and the Society for Intercultural Education, Training, and Research in the USA (SIETAR-USA). EDITOR David Crookall International Communication, Université de Nice Sophia Antipolis BUSINESS & ASSOCIATE BUSINESS EDITORS William D.Biggs Business/Health Administration & Economics, Arcadia University, PA, USA Joseph Wolfe Experiential Adventures, Tulsa, OK, USA MEDICINE & HEALTHCARE EDITOR Paul Barach Anesthesia & Critical Care, University of Chicago, IL, USA SECTION EDITORS Ready-to-use simulation/games Sivasailam Thiagarajan,Workshops by Thiagi, IN, USA Simulation/game reviews Barbara Steinwachs,Penn Yan, NY, USA Book reviews David Crookall ABSEL News & Notes Nancy H.Leonard,Management, Lewis-Clark State College, USA ISAGA News & Notes David Crookall JASAG News & Notes Mieko Nakamura,Statistics, Ryutsu Keizai University, Japan Aurora Ryu,Economics,Ryutsu Keizai University, Japan NASAGA News & Notes Richard L Dukes,Sociology, University of Colorado, USA SIETAR-USA News & Notes Margaret D Pusch,Intercultural Communication Institute, USA ASSOCIATE EDITORS John F Affisco Business Computer Information Systems & Quantitative Methods, Hofstra University, NY, USA Philip H Anderson Management, University of St.Thomas, MN, USA Kiyoshi Arai Social Systems Science, Chiba Institute of Technology, Japan Edward P Borodzicz Corporate Risk & Security Management, University of Southampton, UK Mark A Boyer Political Science, University of Connecticut, USA Gilles Brougère Sciences de l'éducation, Université Paris Nord, France Alvin C Burns Marketing, Louisiana State University, USA Jimmy M T Chang Textiles & Clothing, Hong Kong Polytechnic University Jeffrey Chin Sociology, Le Moyne College, NY, USA Elizabeth Christopher Marketing & Management, Charles Sturt University, Australia Douglas W Coleman English, University of Toledo, OH, USA Pierre Corbeil CEGEP de Drummondville & FPC,Québec, Canada Pål I Davidsen Information Science, University of Bergen, Norway John R Dickinson Marketing, University of Windsor, Canada Daniel Druckman Conflict Analysis & Resolution, George Mason University, VA, USA Richard D Duke Architecture & Urban Planning, University of Michigan, USA Knut Ekker Social Sciences, Nord-Trøndelag College, Norway Sandra Mumford Fowler Intercultural Specialist, Washington, DC, USA David J Fritzsche Management, Penn State Great Valley, PA, USA Amparo García-Carbonell Telecomunicación, Universidad Politécnica de Valencia, Spain G David Garson Political Science & Public Administration, North Carolina State University, USA Cathy S Greenblat Sociology, Rutgers University, NJ, USA (Editor Emeritus) Gene B Halleck English, Oklahoma State University, USA Barry B Hughes International Studies, University of Denver, CO, USA Cisca Joldersma Policy & Organization Science, Tilburg University, the Netherlands Ken Jones Freelance Author, UK Fumitoshi Kato Intercultural Communication, Ryukoku University, Japan Jan H G Klabbers KMPC–Management & Policy Consultancy, the Netherlands David A Kolb Organizational Behavior, Case Western Reserve University, USA Zdenek Kos Civil Engineering, Czech Technical University in Prague Hubert Law-Yone Architecture & Town Planning, Technion— Israel Institute of Technology Linda Costigan Lederman Communication, Rutgers University, NJ, USA Elyssebeth Leigh Education, University of Technology, Sydney, Australia Nancy H Leonard Management, Lewis-Clark State College, ID, USA Dennis L Meadows Policy & Social Science Research, University of New Hampshire, USA Yuri Merkutyev Modelling Simulation, Riga Technical University, Latvia David Myers Communications, Loyola University, LA, USA Wendy M Nehring Nursing, Southern Illinois University, Edwardsville, USA Alan L Patz Business, University of Southern California, USA Charles F Petranek Sociology, University of Southern Indiana, USA Tom Pray Business Administration, Rochester Institute of Technology, NY, USA Eva Prenosilova Power System Solutions, Czech Republic Beverly Rising Philosophy & Letters, Universidad Pontificia Comillas de Madrid, Spain Paola Rizzi Analisi Economica e Sociale del Territorio, Università di Architettura di Venezia, Italia Dennis J D Sandole Conflict Analysis & Resolution, George Mason University, VA, USA Danny Saunders Lifelong Learning, University of Glamorgan, Wales Ingolf Ståhl Managerial Economics, Stockholm School of Economics, Sweden Precha Thavikulwat Management, Towson University, MD, USA Brian Tomlinson Language, Leeds Metropolitan University, UK Shigehisa Tsuchiya Project Management, Chiba Institute of Technology & Advanced Science & Technology, University of Tokyo, Japan Markus Ulrich UCS Ulrich Creative Simulations, Switzerland Cor von Dijkum Methodology Statistics, Utrecht University, the Netherlands John B Washbush Business & Economics, University of Wisconsin–Whitewater, USA Frances Watts Idiomas, Universidad Politécnica de Valencia, Spain Ivo Wenzler Andersen Consulting, the Netherlands Daniel Cantor Yalowitz Conflict Resolution, Lesley College, MA, USA Yeo Gee Kin Information Systems, National University of Singapore The editor and publisher gratefully acknowledge the support for S&Gprovided by the Université de Nice Sophia Antipolis, France. FOR SAGE PUBLICATIONS:Scott Springer, Kristin Nelson, Scott F.Locklear, and Katinka Baltazar December 2001 Volume 32, Number 4 CONTENTS Editorial: State of the art and science of simulation/gaming. . . . . . . . . . . . . . 449 Interactive video negotiator training: A preliminary evaluation of the MCGILL NEGOTIATION SIMULATOR. . . . . . .William H. Ross, Jr. 451 William Pollman Dana Perry John Welty Keith Jones Symposium: State of the Art and Science of Simulation/Gaming Guest Editor: Jan H. G. Klabbers Guest editorial: State of simulation/gaming. . . . . . . . . . . . . . . . . . . . . . . . . . . 469 The emerging field of simulation & gaming: Meanings of a retrospect . . . . . . . . . . . . . . . . . . . .Jan H. G. Klabbers 471 Simulation/gaming and the acquisition of communicative competence in another language. . . . . . . . . . . . . . . . . . .Amparo García-Carbonell 481 Beverly Rising Begoña Montero Frances Watts Ecology of international business simulation games . . . . . . . . . . . . . . . . . . . . .Hans B. Thorelli 492 Is urban gaming simulation useful?. . . . . . . . . . . . . . . . . . .Arnaldo Cecchini 507 Paola Rizzi Tools for understanding the limits to growth: Comparing a simulation and a game. . . . . . . . . . .Dennis L. Meadows 522 Simulation in international relations education . . . . . . . . . .Brigid A. Starkey 537 Elizabeth L. Blake Simulation/Game FOREST TIMESCAPES. . . . . . . . . . . . . . . . . . . . . . . . . . .Julie England 552 Simulation/Game Review INFO-TACTICS: A Simulation . . . . . . . . . . . . . . . . . . . . .Sandra Fowler 555 Association News & Notes ABSEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sandra Morgan 558 ISAGA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .David Crookall 560 JASAG. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Fumitoshi Kato 561 NASAGA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Richard L. Dukes 561 SIETAR-USA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Margaret D. Pusch 562 Announcement & Call for Papers Toys, Games, and Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 564 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569 Sage Publications Thousand Oaks • London • New Delhi POLICY:Simulation&Gaming:AnInterdisciplinaryJournalofTheory,Practice,andResearchistheofficialjournalofthe AssociationforBusinessSimulationandExperientialLearning(ABSEL),theInternationalSimulationandGamingAssociation (ISAGA),theJapanAssociationofSimulationandGaming(JASAG),theNorthAmericanSimulationandGamingAssociation (NASAGA),andtheSocietyforInterculturalEducation,Training,andResearchintheUSA(SIETAR-USA).Thejournalisdevoted tothepublicationofqualitycontributionsthatfocuson(1)empirical,theoretical,andappliedissuesinsimulation,computerized simulation,gaming,modeling,role-play,play,debriefing,andexperientialandactivelearning;(2)theapplicationofsimulationand gamingineducation,training,andresearch;and(3)interdisciplinaryandinterculturalissuesrelatedtosimulationandgaming. Thejournalpublishesawiderangeofcontributions,fromempiricalandresearch-orientedpapers,throughconceptualessays anddiscussionarticles,toreportsandreviews.Inaddition,thejournalconstitutesaninternationalforumforthesharingofknowl- edge, ideas, and practice among researchers, educationalists, and professionals around the world. BeforesendingMANUSCRIPTS,contributorsshouldwritetotheeditoratcrookall@jaydemail.comtorequestamanuscriptnumber andshouldconsulttheGuideforAuthorsontheWebathttp://www.unice.fr/sg/.Tosubmitready-to-usesimulation/games,writeto Thiagi,WorkshopsbyThiagi,4423EastTrailridgeRoad,Bloomington,IN47608,USA;[email protected];telephone 812-332-1478.Forsimulation/gamereviews,writetoBarbaraSteinwachs,1128E.BluffDr.,PennYan,NY14527,USA.Inboth cases,include$5instamps. 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Printed on acid-free paper SEIDMITUOLRAITAIOLN & GAMING / December 2001 Editorial: State of the art and science of simulation/gaming Theareaofsimulation/gamingissofraughtwithterminologicalandmethodologi- calhurdlesandvariationthatanyoneembarkingonavolumedevotedtoitsstatemust eitherbeinneedofaseriousdoseofreality(thatiswhatgamersthriveon!)orsome- thingofadreamer(inspirationtosomegamers?).Atleast,thatiswhatIthoughtwhen theinitialideaforthisspecialissuecameup.Fortunately,ProfessorJanKlabbersfalls intoneitherofthosetwocategories.Janissomethingofarenaissancemanintheworld ofsimulation/gaming,andhasthebreadthofscopeanddepthofexperiencetotakeon suchanambitioustask.PerhapsitshouldbesaidthatJanwouldnotforaminuteclaim thatthisissueisthelastwordonthestateofsimulation/gaming.Iwouldcliphiswings if he did! However, this issue fulfills its mission admirably by presenting clear glimpsesofthestateofsimulation/gaming.Ofcourse,manygapsremain,butthenno oneissueofthisjournal,norindeedseveralvolumes,canadequatelycoverthisvast andgrowingfield.Janhaspulledtogetherasetofarticlesthat,individuallyandcollec- tively, give a clear idea of recent progress in several areas in simulation/gaming, accompaniedbysomepointersforthefuture.Onesingularadvantageofthisreviewof thestateofsimulation/gamingisthatitmanagestoweavetogetherthepracticaland thetheoretical,thepragmaticandthephilosophical,thetechnicalandthevisionary, themethodologicalandtheepistemological,andthepastandthefutureaspectsofthe profession. This in itself is valuable, especially in a field that is so varied in its approachesandspirit,andinamethodologythatisemployedacrosssuchabroadspec- trum of disciplines and professional pursuits. This special issue allows simula- tion/gamingprofessionalstostandbackalittleandexaminesomeoftheassumptions on which they work and some of the practices that they tend to take for granted. Foralltheabovereasonsthisissueisavaluableadditiontoourthinking.Itcanand shouldbereadinconjunctionwithotherarticles,bothinS&Gandbeyond.Iamthink- inghereofotherspecialissuesthatalsoaimtoreviewsomeaspectofsimulation/ gaming,forexample,therecentspecialissuesonresearchinbusinesssimulation(Vol.32, No.1),onmedicalsimulation(Vol.32,Nos.2,3),onsystemdynamics(Vol.31,Nos.2, 3, 4), and even for this journal’s 30th Anniversary (Vol. 30, No. 4; Vol. 31, No. 1). WeshouldallbegratefultoJanforhisgraspoftheinnardsofsimulation/gam- ing, for his clear vision of simulation/gaming over time, and for his hard editorial work.Withoutthosethreeingredients,thisveryspecialissuewouldnothavebeenpos- sible. Thanks, Jan, for bringing to fruition this special, special issue ofS&G. AnadditionalreferencecanbemadeheretoJan’sroleintheInternationalSimula- tion and Gaming Association (ISAGA, one of the supporting organizations of this journal).SomewouldadmitthatformanyyearsJanhasalmostsingle-handedlyheld SIMULATION & GAMING, Vol. 32 No. 4, December 2001 449-450 © 2001 Sage Publications 449 450 SIMULATION & GAMING / December 2001 ISAGAtogetherandhelpedittodevelopintowhathasbecomeaprestigiousinterna- tionalorganization.Thus,thisspecialissuecanperhapsalsobeseenaspartofhisover- allcontributiontosimulation/gaming.Manywilljoinmeinsalutingthisesteemedcol- league.Thankyou,Jan.Ilookforwardinayearortwotoanotherissueonthestateof the art and science of simulation/gaming. —David Crookall Editor RSIoMssU eLt AalT. I/O VNID &E OG ATMRAININGI N/ DGecember 2001 Interactive video negotiator training: A preliminary evaluation of the M GILL NEGOTIATION SIMULATOR C William H. Ross, Jr. William Pollman Dana Perry John Welty University of Wisconsin at La Crosse Keith Jones Lynchburg College TheauthorsinvestigatedstudentreactionstoaninteractivevideotrainingprogramcalledtheMCGILL NEGOTIATIONSIMULATORdesignedtoteachnegotiationskillsusingasalesnegotiationscenario.They alsodeterminedwhethertheprogramincreasedlearningofnegotiationconcepts,asmeasuredbyapretest andposttest.Theauthorsconductedtwostudies.InStudy1,undergraduatestudentstakingasalesclass usedtheSIMULATORanddemonstratedsignificantlearningrelativetoacontrolgroup.Study2replicated thefindingsfromStudy1usingabargainingandnegotiationclass.Discussionfocusesontheimplications ofthefindingsfromthetwostudiesontheuseofinteractivevideototeachnegotiationskillsintheclassroom. KEYWORDS: bargaining; computer-based training; negotiation; training evaluation. Instructorsofcourseswherenegotiationandpersuasionconceptsaretaught(e.g., bargainingcoursesinmanagement,salescoursesinmarketing)usuallymuststrikea balancebetween(a)lectureanddiscussionoftopicsrelatedtobargainingtheoryand (b)opportunitiesforstudentstopracticeandimplementtheconceptstaughtinclass. Furthermore,mostopportunitiesforstudentstopracticeandimplementcourse-related conceptsinvolvestudentsbargainingagainstotherstudentsinrole-playingexercises (e.g., Smith & Carrell, 1991) rather than against a professional negotiator, which diminishes the learning that could be accomplished with a role-playing exercise. Askinginexperiencedstudentstonegotiateagainsteachotherisapotentiallyserious probleminthatnegotiationconceptsandskillsthatarenoteffectivelylearnedincol- lege courses are probably learned on the job, where the cost of mistakes is much AUTHORS’NOTE:WethankRyanKotowski,BriceSmith,KarenHamilton,HeathAhnen,andKarinBast forinstallingandmaintainingthecomputerhardwareandsoftwareneededtoconductthisresearch.This articleisapartofanongoingstudyfundedbyaUniversityofWisconsin–SystemUndergraduateTeaching ImprovementGrant.AnearlierversionofthisarticlewaspresentedattheInternationalAssociationforCon- flict Management conference in College Park, Maryland, June 1998. SIMULATION & GAMING, Vol. 32 No. 4, December 2001 451-468 © 2001 Sage Publications 451 452 SIMULATION & GAMING / December 2001 greater.Somehaveadvocatedtheuseofmultimediaformsoftrainingasawaytomore effectively simulate complex work experiences (see Goldstein, 1993, for an early review).Whereascomputer-basedsimulationshavebeenemployedwithnegotiation training, previous applications have focused on using negotiator Decision Support Systems(e.g.,Wilkenfeld,Kraus,&Holley,1998)oronidentifyingoptimalsolutions fornegotiators(e.g.,Winter,1985).Applicationsofmultimediasimulationsfortrain- ingstudentsinmoreeffectivebargainingbehaviorhavebeennoticeablyabsent,proba- bly due in part to the complexities of any but the simplest negotiation situations. Thepurposeofthisprojectistoevaluatestudentreactionstoandtheeffectiveness ofanewinteractivevideosimulationdesignedtoteachnegotiationconcepts.Interac- tivevideoisatechnologythatcombinesbothcomputerandvideodisk(e.g.,laserdisk, CD-ROM,DVD)technologiesinamannerthatcapturesthesuperiorqualitiesofeach technology.Theinteractivevideoprogramthatisevaluatedinthepresentresearchis Program1oftheMCGILLNEGOTIATIONSIMULATOR(MNS).Thisproductuses a simulation scenario where the participant plays the role of an airplane manufac- turer’ssalesrepresentative;theparticipantattemptstosellanaircrafttoarepresenta- tiveforaGreekairline.TheMNSwasdevelopedwiththeconsultationofprominent negotiationexpertsandissoldforusewithcollegeandprofessionalbusinesstraining courses. Interactive video and negotiation WiththeMNS,thestudentseesafull-screen,prefilmedopponentonthecomputer monitor;thevideoqualityiscomparabletothatfoundonmostCD-ROMproducts.In addition, the opponent’s remarks are heard via headphones; the simulator also pro- videscomputer-generatedscreenoverlayswithwrittentext,givingstudentsdialogue choices at key decision points. Using a computer mouse, the student selects from appropriate menus of choices that are presented at these key decision points. Forexample,theon-screenopponentmightsay,“Iamafraidthattherearetoomany issuesuponwhichwedisagree.Isuggestwebreakoffnegotiations.”Afterhearing suchastatement,thestudentmightbepresentedwithfourresponseoptionssuchas, “(1)Agreetotherequestforarecess,”“(2)Respondwithalowerofferononeissue (clickthe‘$’buttontoloweryouroffer),”“(3)Suggestthatbothpartiesnegotiateover eachissue—oneatatime,”and“(4)Suggestthatthepartiesidentifytradeoffsamong theissues.”Negotiationtheory(e.g.,Fisher&Ury,1981)suggeststhatOption4isthe best response. Thefull-screenvideo,theprewrittenmenuoptions,andtheeaseofusingthepro- gramwithonlyamousesuggestthatstudentswillenjoyusingtheSIMULATOR.The factthattheybargainagainstanopponentwhosestylecanbedescribedas“toughbut fair-minded”willalsobeappreciated.Finally,thenoveltyofthisassignment,when comparedtotraditionalclassroom-basedinstructionalmethods,willmakeusingthe SIMULATOR appealing. Ross et al. / VIDEO TRAINING 453 Therefore, our first hypothesis is as follows: Hypothesis 1: Participants will have a favorable reaction to using the MCGILL NEGOTIATION SIMULATOR. Intheirreviewofvarioustypesofcommunicationmediainrelationtovarioustypes of tasks, McGrath and Hollingshead (1993) observe that many negotiations occur usingface-to-faceinteraction.Theyproceedtoofferacontingencymodelsuggesting thatrichermediasuchasface-to-faceinteractionandvideowillusuallybesuperiorto other media (e.g., telephone, e-mail, written messages) for complex tasks such as problemsolvingandnegotiation.Johansen,Vallee,andVian(1979)offeradditional supportforthisposition.Theysuggestthatnonverbalcuesprovideinformationand feedback to the parties, enhancing the effectiveness of face-to-face interaction and videorelativetoothermedia.Thegeneralconclusionfromthisbodyofliteratureis thatvideomediaproducesimilardynamicsandeffectswhencomparedtoface-to-face negotiations. Therefore, by implication, using interactive video to simulate a face-to-facenegotiationsessionmaygenerate(andtrain)behaviorthatissimilarto whatwouldoccurwithactualface-to-facenegotiationsandisareasonablemediumto use for training. Intheirreviewoftheliterature,Poole,Shannon,andDeSanctis(1992)conclude that various types of media each have different strengths (e.g., negotiations using face-to-facemediausuallyproducelessconflictintensitythandonegotiationsusing text-onlymedia).Becauseexperiencednegotiatorsareawareofthisfact,theirnegotia- tionsessionsoftenutilizedifferenttypesofmediaincombination.Onerelativelycom- moncombinationiswhenthepartiessupplementface-to-facenegotiationwithwritten proposals for formal, detailed, or complex material (such as wage tables in union- managementcontractnegotiations).Ifvisualandwrittenmediaareoftenusedincom- bination, then we suggest that utilizing interactive multimedia incorporating both a visualcomponent(i.e.,simulatedface-to-facediscussion)andawrittentextualcom- ponent(i.e.,purchaseoffersdisplayedintextmodeonthescreen)isanappropriate training method for capturing the multimedia nature of actual face-to-face negotiations. Mayer(1997)carriestheseideasfurther.Heoffersa“generativetheoryofmultime- dialearning”thatsuggeststhatstudentsactivelylearnthroughtwodifferentpresenta- tionmodes—avisualmodeandaverbalmode(notethattheverbalmodemayinvolve eitherauditoryexplanationorwrittentext).Studentsselectwordsandimages,orga- nizethese,and,ifthetrainingissuccessful,integratebothformsofnewinformation with each other and with their existing knowledge structures. He posits that multi- mediaapplicationsworkbestwhenvisualimagesarecombinedwithappropriatever- bal(eitherauralnarrationorwrittentext)stimuliintemporalproximity.Thisisthe case with the SIMULATOR used in the present study: Background information includesbothvideoclipsandnarration,filmclipsrepresentingtheon-screenopponent showfacialexpressionswhilehisremarksareconveyedviaanauralsoundtrack,poor
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