The definitions and types of wargames are multiple and we will not try to make a synthesis that would not be exhaustive. However, our approach to these games must be clarified in order to understand our educational approach. In our context, a wargame is above all a catalyst artifact to generate realistic managerial situations through a system of rules, scenarios and material (counters, maps, figurines, etc.). Wargames represent historical or fictional environments where several teams are opposed, often asymmetrically.

The key to this definition is the concept of “ realistic managerial situation”. Indeed, despite the decontextualization of environments in relation to real work situations, we found that the acquisition of managerial knowledge was facilitated. The reason is simple but may seem counter-intuitive: as the scenarios do not look like real life, the students engage with authenticity in the proposed situations. Cognitive, pedagogical and organizational routines fall. Participants let go. But that’s not all. Wargames also contribute to the implementation of a real inclusive educational strategy. By replacing evaluations of results with evaluations related to involvement, students who are introverted or inhibited by the complexity of real situations are no longer afraid to engage in the proposed activities. All these assets then facilitate the acquisition of knowledge and the development of managerial skills as well as self-confidence.

The pedagogical plan goes beyond the simple time of the game and incorporates an initial briefing of the session and a particularly long debriefing. But the pedagogical arrangement also overlaps several sessions (the management course on which this article is based is 7 sessions of 3.5 hours). The idea is to propose an experiential learning cycle (Kolb, 1984) per session. This is very important. Too often, students don’t have the opportunity to test what they have just learned. Table-top wargames are again effective allies. The proposed situations are malleable and can be adapted in real time. Their complexity is perfectly mastered unlike digital wargames. It is then relatively simple to perform scenarios with the gradual complexity from one session to the next. The development of skills is then cumulative and in perfect harmony with the logic of experiential learning.

However, decontextualized managerial situations are only a step towards the professionalization of students. The ultimate objective is to support them in steering a realistic managerial situation. Management simulations or integrative learning situations can then be implemented favorably because any cognitive blockages have been removed during previous sessions with wargames. In conclusion, the use of wargames may be the first brick of an educational continuum allowing students to build their career path as future managers.

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