![]() In a simplification, nonessential specifics would be ignored (different models of field artillery pieces might all be assumed to be the same). Theoretically, a scaled back version of the OOB should be valid if the decisive components are represented and if the relative sizes of the competing armies is kept in the same ratio. 5Ĭonstructing the simplified version of a battle requires awareness of the original order of battle (OOB), terrain, and mission objectives. Any organization that routinely conducts wargames could collect data for retrospective analysis. The potential for statistical analysis of the observations is readily apparent. 4 Imagine a dozen wargamers independently working through the same scenario with the same rules sets. However, solo wargaming is possible and it lends itself to quantitative analysis. These attitudes exclude solo wargaming and quantitative analysis of data obtained from wargames. Furthermore, experimental wargaming is assumed to involve a group process 2,3 and the study of that process is qualitative research, rather than quantitative research. Authors agree that experimental wargaming exists and it is important 1 but case books with examples seem to be nonexistent. The literature on experimental wargaming contains gaps. ![]() This essay addresses how the microcosm might be validated in classroom exercises. Therefore, validating those assumptions would be helpful. Faulty assumptions will result in misleading results. Simplification in this fashion is based on assumptions regarding which aspects of the battle are essential and which can be eliminated. ![]() Making a microcosm, which we can call modeling, simplifies reality to bring into play the essential factors affecting the outcome. Wargaming requires constructing a microcosm of a battle. Validating the Microcosm in Experimental Wargaming: Suggestions for Classroom Applications
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