Figure 1
Fridheim’s categorization of wargames, as illustrated in Alme (2020: 19).
Figure 2
Timetable of a matrix-game day.
Figure 3
NMA’s strategic-bridge model applied to visualize the logic and assumption of a proposed course of action.
Table 1
Percentage of cadets stating the extent to which they agreed with listed propositions (N = 30). Data gathered in February 2021 from anonymous questionnaires using a 5-option Likert scale: (1) disagree; (2) partly disagree; (3) neutral; (4) partly agree; (5) agree.
| STATEMENTS | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| a) The game has focused my attention more towards what I am supposed to achieve (end-focus). | 3 | 3 | 7 | 33 | 53 |
| b) As a result of the game, I have learned more about how to think to achieve ends. | 0 | 7 | 0 | 53 | 40 |
| c) The game is an efficient learning method to achieve several of the learning outcomes in the module complex operations. | 0 | 0 | 7 | 10 | 83 |
| d) What I have learned from the game will be relevant when I am to lead and conduct operations. | 0 | 0 | 7 | 23 | 73 |
| e) What I have learned from the game will be useful in military planning processes. | 0 | 0 | 17 | 40 | 43 |
| f) The game has enhanced my understanding of what it implies to operate in a complex environment with many actors and many divergent interests. | 0 | 0 | 0 | 3 | 97 |