**3. Effects of computerization in gaming simulations**

The first part of this section examines how the degree of computerisation of a gaming simulation affects the user experience, which can lead to inhibiting or promoting experiential learning. Different factors of software usability will be discussed. The second part examines the impact that the use of computers has on the development and deployment of the system. This involves examining the impact that using computer technology has on system designers and simulation workshops' facilitators.

#### **3.1 Weaknesses of computer interfaces' usability for simulation and gaming**

The low usability of computerised gaming simulations, as compared to haptic games, has several overlapping causes. These include, the accessibility of the computing environment, captive effect of the computer interfaces and, the flexibility of use of the gaming device.

#### *3.1.1 Accessibility of the computing environment*

The computing environment as a medium (screen equipped with a pointing device) is not viewed in the same way by everyone. Some people are more comfortable with computer interfaces than others. For certain groups, this can represent a barrier to the gaming experience. It is important to note that simulation and gaming is practiced with people with a wide variety of backgrounds. For instance, in [20], the participants where Hmong people from northern Thailand and they had no

#### *Usability of Computerised Gaming Simulation for Experiential Learning DOI: http://dx.doi.org/10.5772/intechopen.97303*

experience whatsoever of using computer screens. In another application, in Grand Morin river basin in France [25], the participants to a second phase of the project were elderly riverside residents who were not familiar with computers. Similarly, in the LittoSIM game, which involves teams of several people, each with a tablet computer, we observed that often the person most comfortable with computers will take care of the tasks that are performed on the tablet. In this case, players are not penalised in relation to the other teams; however, the distribution of roles within the team is open to question. Gourmelon, who tested different types of simulation artefacts (from board games and the more traditional 2D computer simulation to the latest 3D simulation) with different types of participants (scientists, managers and technicians, locally elected officials and school children), notes varying levels of acceptance [26]. Both the school children and locally elected officials fully embrace the 3D simulation, whereas the managers consider it simply as a gadget. She also notes that the level of acceptance of 2D computer simulations varies. Scientists and managers accept the 2D game more easily because they are used to working with these tools in their professional life. By contrast, the school children and locally elected officials find the 2D computer simulation too technical and insufficiently engaging compared to a haptic game.
