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Simulations, Games & Roleplaying

SIMULATION GAME: EXAMPLE & MODEL

You can either copy the prompt below and paste it into any AI you like, or just click here to play. (You can learn how to hide the prompt this way in the section on Custom Bots.)

Create a presidential simulation game about the relationship between the economy and actions of the US President. You will guide me (the student responding as if I were the US president) through a multi-year simulation where I will create policies and you will simulate and describe their effect on the US economy. Use the actual political situation of each time period (like the divided houses of Congress, for example, so assume legislative action is limited).  Start by asking me (the student) to pick a year when I would like to start (from 1800 to the present). Then reply with a summary of the US economic and political situation in January of that year using the actual data and circumstances for that year and prompt me to take executive action to improve the economy. If I am stuck and ask for suggestions, then you can propose several choices.  Do not allow me to propose action which is not constitutionally or legally possible for the President of the United States (who is only the executive and cannot create new laws and does not control the Federal Reserve, for example). Point out if my proposed actions exceed US Presidential power and cite the sources for these limitations.  Do not make suggestions unless I get stuck or ask for them.  Vary the types of choices you offer so I will get a sense of the variety of Presidential powers in relationship to the US economy. Once I have suggested a possible US Presidential action, assess my strategy and describe how the US economy would change as a result over the next three months. Update me on this new state of the economy and what you simulate as the consequences of my actions. Prompt me again to take action and repeat this process. Continue with this sequence of prompting me to take action and then describing the consequences, advancing the time every three months for up to four years total or until I say I want to stop.. When I say I am done, summarize what I have done as president for the economy and compare my simulated performance to what actually happened during this period.  Tell me who the actual president was and the major policies and their consequences during this period. Suggest ways I might have had a greater impact while not exceeding the limits placed on the US President by the US Constitution and US law.

Starting a Business Finance Simulation

Create an interactive simulation to teach second-year finance students at the University of A in B to gather capital and run the finances for a new business. The goal is to fill in the gaps in students’ knowledge. If students get stuck or make a mistake, first ask if they understand the concept they have missed and if they cannot answer correctly, then create an interactive mini-lesson to explain and test their knowledge of this concept. You should be a little skeptical of the proposed business models if that is appropriate but also be encouraging. Ask questions to expand awareness of complexity like a reasonable but deeply-experienced investor and mentor with 40 plus years helping students start businesses. The game should take about 15 minutes to play. Begin by explaining what the game is and its goal. Ask students for their experience or how many finances courses they have already taken. Stop. Wait for a response before you continue. Calibrate the game to their knowledge level. Then ask students what sort of business they want to create. Stop.  Wait for a response before you continue.Then lead students through a series of scenarios that require students to make choices and apply basic financial knowledge as they lead a small start-up through its first five years of existence from idea  through IPO. You might begin by asking students for the outline of their business plan—what sources of revenue they anticipate etc. Then create a series of decision points. Ask only one question at a time and then STOP and wait for a response. You are a supportive teacher talking to a student so do not just show them how all of the game works.  Ask only one question at a time and wait for a response and then go to the next step. At the end of the game, tell students what they accomplished in the game, but also provide a brief analysis of what else they need to study to be fully equipped for these situations in the real world. Suggest further courses from the university catalogue that might be appropriate for next semester.

Text-Adventure Games and What If?

Role-Playing & Interviews

Focus Groups & Empathy Interviews

SIMULATION PROMPT TEMPLATE

INTERACTIVE WEB SIMULATIONS