Diplomacy - The Most Evil Board Game Ever Made - is full of plots, tense confrontations, cunningness, betrayal, and backstabbing. Watch the world burn, hoping the wolves cannot collectively dismantle the turtle. Take control over one of seven countries at the outset of World War I (England, France, Germany, Italy, Austria-Hungary, Russia, and the Ottoman Empire/Turkey) and lead it to victory! Although the aim is victory, it is not possible to achieve it without cooperation with other players; hence, the game involves all real-world negotiating techniques, like promises, threats, and ultimatums. You will learn things about yourself that you have never imagined experiencing. The game will challenge you to ask yourself who you really are, what you are willing to do, and what you are ready to sacrifice to attain desired objectives.
The unpredictability, uncertainty, ambiguity, and volatility are factors that inhibit the ability of analysts to understand the current or future behavior of actors in conflict environments and, more broadly, in International Relations. War-gaming is a rigorous competitive intellectual activity compared to consensual confirmatory exercises or academic discussions. Games are an integral part of the studying process as they provide a unique experiential learning opportunity experience. In contrast to the traditional approach of reading and analyzing various academic or specialized literature, gaming engages students in ways more similar to acting in the real world.
Simulations are instructional scenarios where the student is placed in hypothetical situations based on real-life environments (past, present, or future-forecasting). It is a form of experiential and student-centered learning approach promoting critical and evaluative thinking by engaging students in ambiguous or open-ended self-created problems. Therefore, simulations are intellectually liberating, situated within safe-to-fail conditions that help students explore what works and do not. It further allows them to experience a tool (simulation/scenario planning/wargaming) frequently utilized by governmental and non-governmental organizations.
Simulations are instructional scenarios where the student is placed in hypothetical situations based on real-life environments (past, present, or future-forecasting). It is a form of experiential and student-centered learning approach promoting critical and evaluative thinking by engaging students in ambiguous or open-ended self-created problems. Therefore, simulations are intellectually liberating, situated within safe-to-fail conditions that help students explore what works and do not. It further allows them to experience a tool (simulation/scenario planning/wargaming) frequently utilized by governmental and non-governmental organizations.
The final presentation is an important self-reflection component where students can share and discuss their experiences throughout the course. There are two important characteristics of the presentation: 1. the students have an open hand on how to present and what to present as long as it contains self-reflection about the game, their performance, and opinions about their peers; 2. other than coordination of the presentations, I am not involved in the discussions that emerge out of those presentations. Like with the game, students take ownership of their learning experience. There are many videos that could be shared to illustrate the impact and in-depth of gaming. However, the following three (3) videos show the core themes across all games: references to real-life environments and the role of emotions in negotiations.
In the first two videos, a student who is a working professional makes a direct connection between the game experience and his experience of working in international relations. He points out the need for adaptability in the game and life (just like the student in the 3rd video) and the ability to learn when and who to trust depending on circumstances. The student also pointed out that the essence of this game reflects real-life work environments: it is a cut-throat place. It directly follows the realism and neorealism theories of International Relations where states are opportunist actors, but those state actors are the way they are because of people who lead the way they lead those states. An important lesson through simulation for any IR student.
In the first two videos, a student who is a working professional makes a direct connection between the game experience and his experience of working in international relations. He points out the need for adaptability in the game and life (just like the student in the 3rd video) and the ability to learn when and who to trust depending on circumstances. The student also pointed out that the essence of this game reflects real-life work environments: it is a cut-throat place. It directly follows the realism and neorealism theories of International Relations where states are opportunist actors, but those state actors are the way they are because of people who lead the way they lead those states. An important lesson through simulation for any IR student.
The final presentation is an important self-reflection component where students can share and discuss their experiences throughout the course. There are two important characteristics of the presentation: 1. the students have an open hand on how to present and what to present as long as it contains self-reflection about the game, their performance, and opinions about their peers; 2. other than coordination of the presentations, I am not involved in the discussions that emerge out of those presentations. Like with the game, students take ownership of their learning experience. There are many videos that could be shared to illustrate the impact and in-depth of gaming. However, the following three (3) videos show the core themes across all games: references to real-life environments and the role of emotions in negotiations.
In the first two videos, a student who is a working professional makes a direct connection between the game experience and his experience of working in international relations. He points out the need for adaptability in the game and life (just like the student in the 3rd video) and the ability to learn when and who to trust depending on circumstances. The student also pointed out that the essence of this game reflects real-life work environments: it is a cut-throat place. It directly follows the realism and neorealism theories of International Relations where states are opportunist actors, but those state actors are the way they are because of people who lead the way they lead those states. An important lesson through simulation for any IR student.
In the first two videos, a student who is a working professional makes a direct connection between the game experience and his experience of working in international relations. He points out the need for adaptability in the game and life (just like the student in the 3rd video) and the ability to learn when and who to trust depending on circumstances. The student also pointed out that the essence of this game reflects real-life work environments: it is a cut-throat place. It directly follows the realism and neorealism theories of International Relations where states are opportunist actors, but those state actors are the way they are because of people who lead the way they lead those states. An important lesson through simulation for any IR student.
The third video consists of an entire final presentation by one of the students who reflects on the course experience. As mentioned, a common and universal theme emerges across those presentations: the role and impact of emotional state and emotional regulation in negotiations. Every single engagement that people have with others in their daily lives is a form of negotiation that involves emotional interactions. Those emotions can have significant ramifications on the outcomes of those interactions. The same applies in any work environment related to international relations (for instance, Houde, 2023). Hence, the critical learning objective of this course is for students to understand how emotions affect their decision-making under stress. There are many other themes in the video directly related to daily life and the work environment, like the importance of body language, the ability to adapt to the context, and the role of cognitive tiredness in decision-making.
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A short quote from the post-game report by one of the students further illustrates the impact of game on self-reflective practice and improvement that goes beyond the course at the University.
In reflecting on my emotional investment in the described game, I acknowledge both the highs of anticipation and the lows of disappointment. The sense of anticipation that accompanied each strategic maneuver and diplomatic negotiation underscored my genuine passion for the game and my desire to succeed. However, this emotional investment also left me vulnerable to the sting of defeat and betrayal, as evidenced by the disappointment that followed Persia's treacherous attack on Miletus. Moving forward, I recognize the need to strike a balance between emotional engagement and detachment, ensuring that my decisions are guided by strategic rationale rather than fleeting emotions. By learning from past experiences, I aim to approach future challenges with a clear mind and a focused strategy, minimizing the impact of emotional highs and lows on my decision-making process. This will allow me to navigate the complexities of the game with a level-headed approach, increasing my chances of success in the long run. In doing so, I hope to cultivate a mindset that prioritizes rationality and critical thinking over impulsive reactions. By maintaining this equilibrium, I can effectively navigate the uncertainties of the game and emerge victorious in the face of adversity.
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In another final report, the student reflects on the lessons learned and impact of the gaming experience from the work environment to daily life interactions. The below extensive quotation illustrate how well-designed learning objectives can have tremendous influence on the students.
As the final chapter of our Diplomacy wargaming journey comes to a close, it's essential to reflect not just on the outcomes but also on the lessons learned and the growth experienced throughout the process. Each game has been a microcosm of the complexities that potentially reflect real-world diplomacy, negotiation, and strategy. (The games) revealed not just the strategic depth of Diplomacy but also the importance of trust, communication, and adaptability in achieving one's objectives. Throughout the games, each player brought their unique approach to the table, from assertive manoeuvres, to focused strategy, cooperation and peacekeeping. However, amidst the triumphs and setbacks, one overarching lesson emerged—the value of diplomacy in both conflict resolution and relationship-building. Despite the competitive nature Diplomacy, there were moments of collaboration and negotiation that underscored the power of communication in achieving mutual goals and averting conflict. Looking ahead, the insights gained from our Diplomacy wargaming experience could go beyond the confines of the digital game board and offer valuable lessons for navigating real-world scenarios. Whether in business negotiations, international diplomacy, or everyday interactions, the principles of strategy, communication, and trust remain paramount. In the end, it's not just about winning the game--it's about the journey of growth, discovery, and camaraderie that accompanies it.
The war gaming course can also generate frustration among the students but it is a way of self-discovery by understanding emotional and bodily reactions in various environments that the graduate students can encounter in many jobs associated to the International Relations (e.g. prolonged multi-state negotiations). One of the students illustrated the experience via the following image.
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Student depicting emotional states during various stages of the war gaming experience
The average game grade performance collected from 2019 to 2024 indicates that in each game, students improve their understanding of the game mechanism, including operational technicalities, role and way of negotiations, and personalities at play. From Game #1 to Game #3, there is a 14.7% improvement. The Game #1 performance might be a bit disappointing because students can practice through two (2) training games before the grade Game #1. I would expect the average to be around 5.8. Hence, in 2024, I have been promoting AI-assisted gaming, where students can play and practice the game in their free time against Artificial Intelligence. It might improve their operational performance in Game #1 in the future.
Regarding the self-reflection reports, as expected, the content and quality of writing improved after each game, with an overall average grade increase of 19.6% between Report #1 and Report #3. It is important to note that students who decide to write Training Report #1, which is optional, tend to receive higher grades in Report #1. If all students chose to write Training Report #1, the average for Report #1 would be much higher.
Regarding the self-reflection reports, as expected, the content and quality of writing improved after each game, with an overall average grade increase of 19.6% between Report #1 and Report #3. It is important to note that students who decide to write Training Report #1, which is optional, tend to receive higher grades in Report #1. If all students chose to write Training Report #1, the average for Report #1 would be much higher.
The Post Course Feedback
Past course evaluation strongly indicates success in reaching the course teaching and learning objectives. The received open-ended feedback is overwhelmingly positive. For instance, students pointed out the practical nature of the course with a particular focus on negotiation techniques.
Past course evaluation strongly indicates success in reaching the course teaching and learning objectives. The received open-ended feedback is overwhelmingly positive. For instance, students pointed out the practical nature of the course with a particular focus on negotiation techniques.
The best part of this course was the fact that it was more practical and allowed students to implement theory thus resulting in a different learning experience. Having regard to the nature/focus of the course (negotiation and diplomacy), the delivery method of this course allowed students to readily develop the necessary skill.
The course is very interesting to learn how to negotiate, make agreements and maintain a good relationship with other participants.
This was my favorite course for the semester. I was skeptical but the gaming sessions presented a unique and out of the box way of practicing diplomacy. It was riveting, engaging and Dr. Pawinski spent more than 12 hours going through instructions and providing very detailed feedback. An excellent course I would recommend to all of my peers!
The students also mentioned improved self-reflective practice based on the game experience and post-game feedback from the lecturer.
The course was able to reveal aspects of my personality that I can mitigate to optimize my negotiation skills. I also learned a lot about the different aspects of non verbal cues in negotiations.
The extensive feedback provided by the lecturer allowed students to undertake self reflection, learn and improve.
For this course , I like that it was different from what we are regularly taught, I felt that it allowed you to be your own boss and presented a scope of IR - game stimulations that we would have to wait maybe until after school do engage in , the course taught you about yourself and it intelligence base