conference paper
Live-action role-play as a scenario-based training tool for security and emergency services
Abstract
Appropriate training and knowledge development is highly relevant to leaders and security professionals in the fields of information warfare and counter-terrorism. Scenario-based training methodology has a long history among military, law enforcement, emergency services and the private sector. It is recognised as an effective method for preparing leaders to make critical decisions under pressure. Over time, several models have been developed to illustrate its components and characteristics. Live-Action Role-Play (LARP) has been defined as a unique art form that, like scenario-based training, can only be experienced as it is being created. It is an international phenomenon with a diverse range of styles and characteristics. The current leading-edge developments occur in the Nordic countries (Sweden, Denmark, Finland and Norway). Although LARP is primarily used for entertaining games, the art form bears significant resemblance to scenario-based training and could be adapted for authentic tasking exercises. LARP contrasts with scenario-based training in its use of persona within a variable narrative engine and a context that includes many layers of complexity. Educational Live-Action Role-Play, known as Edu-LARP, has been integrated into the Danish school system via Østerskov Efterskole, a boarding school for students aged 14-17 that follows the Danish national curriculum. LARP participants are already being used in training exercises for emergency services due to their dynamic improvisation skills and cost-effectiveness. Experienced organisers and participants could contribute their ability to generate scenarios, work with uncertainty and "think like the enemy, without becoming the enemy." to the design and execution of training exercises. Additionally, they could contribute to scenario generation for scenarios involving a high level of uncertainty, such as terrorist attacks and critical infrastructure incidents. LARP events themselves could also be adapted to the training needs and attributes of the audience, creating training that fully engages the trainee and results in improved learning outcomes. As in the case of scenariobased training, the use of LARP, LARP participants and LARP organisers must be implemented appropriately for them to be effective. This implies, for example, that participants and organisers must be experienced. It also implies that LARP used for training purposes would demand an appropriate narrative engine, educational framework and level of complexity suitable to the audience. Although this paper identifies that there is significant potential in the LARP art form, it also recommends that further research be conducted to explore the relevance of different styles, aspects relating to effective implementation and possible other uses of the art form.
Author keywords
authentic tasking, critical infrastructure protection, edu-larp, liveaction role-play, scenario generation, scenario-based training