Learning Role-Playing Game Scenario Design for Crisis Management Training: From Pedagogical Targets to Action Incentives

Abstract

Emergency and crisis management requires, from operatives and decision-makers, specific knowledge that cannot be acquired through theoretical course or real-life practice only [1]. Besides, developing practical exercises adapted for agents and their needs is even more difficult when the system where they operate is complex [2]. It is therefore necessary to develop such exercises according to both rigorous and flexible methodology.

Since 2015, the Expert’Crise project, funded by the European Social Fund, has organized seven exercises mainly in hazardous chemical companies. During such exercises, trainees play their own role in their usual working place. Hence, arrangements must be made [3] to isolate trainees from real environment and establish exercise diegesis [4]. Through a trial and error experience, we developed a design methodology for crisis management Learning Role-Playing Game [5] scenario.

Scenario design starts from trainees’ statement of requirements leading to pedagogical targets, chosen from an existing classification [6]. Then, because emergency sequences are often similar, we developed a framework for our scenario based on the narrative storyline of Campbell [7], describing the steps of an emergency sequence. Nevertheless, because pedagogical targets change depending on exercise, this storyline varies and includes dedicated “situation-tasks” that target competences previously identified. These situation-tasks aim to “force” trainees to do actions under special circumstances through serious game interface [8], and using its gameplay and diegesis. However, “situations” may not lead obviously to a “task”, and incentives must be introduced to help trainees performing the task, unlike disturbances [9] that can also be added.