Students appropriate the concept of tactics in their own post-game reasoning through thematization of general principles and framing performance in terms of creating dilemmas for the opponent¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2–r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In student-led debriefings, students articulate general tactical themes such as concentration of force and the importance of creating a situational picture. → Sjöblom 2025 q2 i? Students use the notion of creating dilemmas for the opponent as a frame for explaining and positively assessing their in-game decisions. → Sjöblom 2025 (2)

Evidence¶

Sjöblom 2025¶

Sjöblom, B., & Lymer, G. (2025). Conceptual socialization in debriefing: tactics as an object of knowledge in wargame interactions. Instructional Science. https://doi.org/10.1007/s11251-025-09717-8

q2 · i? · qualitative · r2

Analysis of a student-led debriefing after a three-day game in which students raised concentration of force and the importance of creating a situational picture as tactical lessons; the article characterizes this as "thematization".

"One way in which tactics is given meaning in debriefing conversations is through what might be called thematization; the articulation of general principles or considerations made salient by the gaming experience."

Sjöblom 2025 (2)¶

Sjöblom, B., & Lymer, G. (2025). Conceptual socialization in debriefing: tactics as an object of knowledge in wargame interactions. Instructional Science. https://doi.org/10.1007/s11251-025-09717-8

q2 · i? · qualitative · r3

Analysis of a marine group's self-debriefing where a student described mine placement protected by missile groups and AA defense as exemplifying "the creation of dilemmas" for the opponent, framed as a positively assessed method.

"In this excerpt, the notion of “creating dilemmas” serves as a frame of reference for understanding and motivating particular decisions and actions in the game."

Discussion¶

Related Claims¶

• In post-wargaming debriefings, teachers and students delineate tactics from related areas of military competence such as teamwork, communication, and technology
• Teachers construe tactical reasoning as a generalizable, transferable skill, using the educational design of wargames to downplay concern with realism
• Teachers actively highlight specific in-game actions as examples of tactical decision-making, including distinguishing sound tactical reasoning from negative outcomes
• Teaching Games for Understanding improves tactical decision-making more than traditional physical education instruction. — related