This paper assesses the circumstance and environment that makes game-based simulations effective learning tools for educational leadership training. It examines why a simulation produced for a large UK training organization failed to meet its objectives within a larger blended-learning program.
Despite extensive user testing during development more than half of participants regarded the simulation as “Not much use” as a learning resource.
The production failed to take into account a number of important user and use characteristics such as: integration with the wider programme of study, system scaffolding and peer support.
However, when used as a catalyst for group activity, the simulation proved far more effective. Its failure to work as an individual exercise but its success as a group tool offer valuable lessons about program design as well as insights into user behavior associated with games used in formal professional development.