Influence of Room Condition on Participants in Simulation and Gaming Activities: Analyses of Debriefing Forms

Abstract

Background. Increasing attention has been paid to simulation and gaming (S&G) as an active learning technique within Japanese universities; however, the more that active learning sessions are conducted, the fewer rooms there are available for these activities. This shortage sometimes results in having to conduct S&G in a traditional lecture room; as such, this study explores the influence of room condition on participants. Intervention. During each gaming session, the author played the role of facilitator and made herself as invisible as possible. In the debriefing sessions, the author delivered a lecture and organized the debriefing in the role of a teacher. Aims and Methods. The two research aims were as follows: first, to understand the influence of room conditions on participants; and second, to understand the influence of content and question order in debriefing forms on participants. Data collected from debriefing forms regarding two gaming sessions were analyzed. Results. The degree of satisfaction in HACONORI and the degree of usefulness in BLOCK WORK were influenced by room condition. This study found that debriefing forms influenced participants less than room condition. Discussion. These study results reflect the powerful effect of room condition, which varies due to individual game attributes. The effect of debriefing forms was found to be less potent than the effect of room condition, although the order of questions should be taken into consideration. Suggestions and Limitations. A large room with movable desks and movable chairs is recommended for S&G. Conclusion. The factor of room condition had a powerful effect on the degree of satisfaction for HACONORI and the degree of usefulness for BLOCK WORK. The factor of debriefing forms was less potent than the factor of room condition; as such, S&G facilitators should be sensitive to room conditions.