Recently on Twitter, the following tweet was reupped for comments:
Goodbye #advancedsquadleader Won 2 Australian tournaments, played 100s of games but had a damascene moment designing scenarios when I realised ASL had actually taught me little about WWII and nor could it. Play the rules, not the period. All game, no history.
I was added to the thread for my thoughts. Sorta hard to condense it into one short tweet but I tried:
Mountain Navy @Mountain_Navy ·Thinking about what a #wargame means to me. Went to the tomes of Dunnigan, Perla, & Sabin as well as Zones of Control book for thoughts. My Answer: A wargame is an interactive model to explore conflict; it doesn’t define it. I use wargames for fun (to game) & inspire learning.
Complexity as Realism…or Not?
First, a disclaimer. I am not an active Advanced Squad Leader player. I played long ago but my ASL-like game was actually Star Fleet Battles (SFB). Like ASL, SFB is also accused of being overly complex. But when I was reading through Zones of Control: Perspectives on Wargaming (Edited by Pat Harrigan & Matthew G. Kirschenbaum, MIT Press, 2016) I was drawn to Chapter 10, “Design for Effect: The “Common Language” of Advanced Squad Leader” by J.R. Tracy. Tracy starts out by stating:
Advanced Squad Leader (ASL) (1985) holds a unique place in the wargaming hobby. Nearly thirty years old, it is still going strong, with a large, ardent fan base and a smaller, but no less ardent body of detractors. More a game system than a game, ASL is both respected and reviled as representing the best and worst aspects of wargaming. ASL itself is considered a benchmark of complexity and comprehensiveness, while its player possess a devotion bordering on fanaticism. Though its roots are firmly in the “design-for-effect” philosophy, it is viewed by many as the paragon of realism with respect to tactical World War II combat. This is born of a misguided equation of complexity and verisimilitude – ASL is at its heart more game than simulation, but it is a richly rewarding game, offering dramatic, cinematic narrative as well as competitive experience. (p. 113)
Mr. Tracy goes on to point out that Squad Leader designer John Hill was, “striving for an impressionistic depiction of combat…based on his interpretation of eyewitness accounts and recollections” (p. 113). He goes on to say, “For Hill, ‘Realism is in the stress and snap decisions of small unit combat’….” (p. 113).
“Realism is in the stress and snap decisions….” More than anything else that line captures for me why I play wargames. For the longest time I was caught up in that ASL-like versimiltude of equating complexity with realism. My favorite games were the likes of Harpoon, the Fighting Wings Series, or Panzer. Those games all bordered more on simulation than games.
Or so I thought.
Wargames as Insight
Years later I have acquired a more nuanced approach to gaming. These days I recognize that all games are models – and models are often imperfect. I now approach games more in line with the thinking of designer Mark Herman who tell us, “As a designer, I always strive to develop game systems that allow the players to compete in a plausible historical narrative that allows for the suspension of disbelief and offers insight into a period’s dynamics.” (ZoC, p. 133)
My undergraduate degree is in History and I always have viewed myself as an amateur historian. Starting in my youth, I used wargames to help me explore history. Robert M. Citrino, in his Zones of Control contribution “Lessons from the Hexagon: Wargames and the Military Historian,” gives us three ways wargames augment the study of history:
- Wargames are a visual and tactile representation of the real-life event.
- Wargames help illustrate the various levels of war: tactical, operational, and strategic.
- Wargames are the ultimate “Jomini-Clausewitz conundrum.”
- Wargames are Jominian at their core; they quantify, order, and prescribe military activity.
- Wargames incorporate a Clausewitz artifact – the die as a randomizer
I find Citrino’s conclusion most powerful:
Beyond the informational content or fun quotient, however, wargames offer the operational military historian a means to interpret past events, to unpack the calculations that go into planning a campaign and then to analyze the reasons for success or failure. Wargames allow for compelling analysis of time, space, and force dilemmas; they clearly delineate the tactical, operational, and strategic levels of war; and they allow the player to appreciate the truths inherent in both Jomini and Clausewitz, rather than choosing one and rejecting the other. In the end, war itself is a violent, bloody, and unpredictable game, with time-honored Jominian principles serving as the “rules” and Clausewitzian Zufall interfering as the randomizer. (ZoC, p. 445)
Games, Not Simulations
Remember when I said that I loved all those more “simulation games?” I didn’t really understand why I thought this, but Robert MacDougall and Lisa Faden in “Simulation Literacy: The Case for Wargames in the History Classroom” (Zones of Control, Chapter 37) helped me understand maybe why I feel this way.
MacDougall and Faden make the case that simulations are often used to model social phenomenon. “They try to distinguish between dependent and independent variables, to make generalizations that will be applicable in many places and times, and ultimately, to uncover the laws of human behavior” (ZoC, p. 450). Games, however, are different, especially with respect to decisions:
Game designer Sid Meier once defined a game as “a series of interesting decisions.” In a historical simulation game, the players take on the roles of those who made interesting decisions. The rules of the game define the structure that constrained those decisions. “Play can be defined as the tension between the rules of the game and the freedom to act within those rules,” writes Douglas Thomas and John Seely Brown (2011, 18). Play, in other words, explores the boundaries of agency and structure – and the “ability to make interesting decisions” is about as succinct a definition of historical agency as we are likely to find.
Wargames make for interesting decisions. When I started wargaming, I thought for th elongest time that complexity led to more intereting decisions. These days, I find that it is often the simplest games, with less decisions, that are the most fun. Games like Enemies of Rome (Worthington Publishing), 878 Vikings (Academy Games), or Command & Colors Tricorne: The American Revolution (Compass Games) will never be held up as detailed models of conflict, but each is fun and offer up interesting decision spaces. They do teach, at least in broad strokes of history, and that is part of what makes them interesting too. But in the end, I play most wargames these days for fun.
I still play the more complex games, but my approach to them has changed. While I still use them to explore conflict, I also try to enjoy it. My attitude these days is one of wanting to game a conflict, not simulate it. I think many designers and publishers get this. This is why the new Harpoon V from Admiralty Trilogy Games is more player-friendly. It’s why Buffalo Wings 2 (Against the Odds) is having a successful Kickstarter. And yes, it’s why even Advanced Squad Leader is still a money-maker for Multi-Man Publishing (especially when one looks at the face-to-face tournament play aspect).
All of which is to say I play wargames for the fun of learning and making interesting decisions. They don’t teach me history, but they offer a pathway to further insight.
“All game, no history.” Not true for me.
Feature image courtesy BoardGameGeek.