95 Wicked learning environments and long feedback loops: Using iterative, game-based teaching approaches to improve student understanding of core concepts in reproductive management.

Abstract The management of reproduction in livestock species presents significant challenges, not only in terms of the reproductive physiology being regulated but also in how managers conceptualize and address the multiple interconnected factors influencing reproductive outcomes. In systems thinking, “kind” versus “wicked” learning environments refer to those that provide consistent feedback about the consequences of decisions versus those that fail to do so. A related concept is that of delayed or lengthy feedback loops, in which learners experience the consequences of their actions over an extended time horizon, making it difficult to connect cause and effect. These systems concepts are highly applicable to educators preparing future livestock managers, particularly for species such as cattle, where reproductive management involves multi-year, multifactorial challenges. As a result, even managers with a strong understanding of reproductive physiology may struggle to identify key leverage points and opportunities for impactful management. In 2023 (n = 33) and 2024 (n = 36), undergraduate students in a senior-level reproductive management course participated in an iterative, game-based learning approach to managerial decision-making in reproductive management. Students were provided with a simulated dataset of cows under management, along with the “rules of the game”—probability tables detailing various factors that would drive simulated outcomes. Over a simulated multi-year time horizon, students made management decisions each year, received simulated results, and had the opportunity to refine their strategies for subsequent breeding seasons. At the end of the semester, students summarized their decisions and outcomes in a written report and oral presentation. Course evaluations were analyzed to assess student perceptions of this learning approach and to solicit suggestions for improvement. Students who reported a favorable impression of the project suggested that extending the iteration over an even greater number of years would enhance learning. Conversely, students with an unfavorable impression cited the delivery method (Excel files) and the delay in receiving simulated results (which had to be manually calculated and provided by the instructor) as impediments to optimal learning. Overall, iterative, game-based teaching approaches appear to be an effective method for improving student understanding of core concepts in reproductive management. Future improvements could involve more automated simulation systems, allowing for extended gameplay across an even longer simulated time horizon.