In this article, we examine how the German Army tackled a unique World War Two challenge: rapidly training thousands of young recruits to operate highly complex Panther and Tiger tanks. Their solution was surprisingly modern – they created comic-style training manuals filled with humour, games, risqué artwork and memorable characters. This innovative approach to military education proved highly effective and foreshadowed today's gamification techniques in training and education.

In 2021, The Tank Museum launched a crowdfunding campaign. The campaign aimed to publish the first English-language translation of the Second World War German Army's Panther-Fibel. Curator David Willey explained, “The Panther-Fibel is a fascinating historical document. It was originally produced as an engaging and easy to understand handbook for the wartime Panther tank crews. The Panther was a highly sophisticated machine in every respect and required considerable knowledge to keep it serviceable and to get the best out of it.”

The Tank Museum needed to secure at least 200 pre-orders of the publication before 12 April 2021, to make a print run financially viable. The crowdfunding campaign succeeded in getting the first English-language edition of the Panther-Fibel printed.

Big Cats

During WWII, German panzer forces faced the daunting task of rapidly training thousands of new tank crews to operate some of the most sophisticated armoured fighting vehicles of the era. As the war progressed, the Allied nations opted for the mass production of medium tanks such as the American M4 Sherman and Soviet T-34. In contrast, the German panzer arm focused on increasing firepower and armoured protection. Between the summer of 1942 and 1943, the Germans introduced the formidable Tiger and Panther tanks. While extremely capable on the battlefield, these cutting-edge machines were also remarkably complex, requiring highly skilled crews to operate and maintain them effectively.

The Mighty Panther

First entering service in 1943, the Panther tank (Panzerkampfwagen V Panther) was a direct response to the shock of encountering advanced Soviet T-34 and KV-1 tanks on the Eastern Front. With its combination of thick, sloped armour, a powerful 75mm high-velocity gun, and wide tracks for excellent cross-country mobility, the Panther proved to be one of the most effective tanks of the war. However, it was also a complex, overly engineered machine, with numerous interleaved road wheels, an intimidating array of controls and equipment, and a temperamental transmission that demanded skilful handling. Rushed prematurely into service, the first production Panther tanks were plagued with mechanical problems. Nevertheless, overall, the Panther proved a successful medium battle tank. The British Army’s 4th Battalion, Coldstream Guards, for example, adopted a captured Panther, which they named 'Cuckoo'.[1]

The Birth of the Fibel Manuals

To help train the influx of new Panther and Tiger crews, Generaloberst Heinz Guderian, Inspector General of Panzer Troops, devised an unorthodox but highly effective approach. He tasked his subordinates with creating accessible, engaging crew manuals that would depart from the dry, highly technical publications of the past. The result was the “Tiger-Fibel” and “Panther-Fibel”. The two pocket-sized manuals featured cartoon illustrations throughout and used humour, rhymes, characters, and even risqué images to convey essential information in an engaging and memorable format.

Developed under the leadership of Lieutenant Josef von Glatter-Goetz, these “fibel” manuals covered everything from vehicle components and operating procedures to tactical advice, maintenance tips, and troubleshooting guides. The manuals use humour, storytelling and visual mnemonics to help make complex topics more understandable and easier to remember under the stress of combat. The manuals were written in rough, informal language. This reflected how soldiers spoke. It differed from the technical jargon commonly used in official publications. It is noteworthy that the manuals do not contain any Nazi iconography or propaganda commonly found during the period.[2]

One fascinating feature unique to the Panther-Fibel was the inclusion of a simple board game, resembling Snakes & Ladders, where players could review key learning points while navigating the hazards of operating their tank under combat conditions. By combining education with entertainment, the fibel manuals achieved remarkable results in preparing crews to handle their vehicles more effectively.[3]

Military and Government Informational Comics

During the war, the American military also effectively utilised comic books for training and morale purposes. The popularity of comic books among the civilian population, coupled with their ability to convey information in an engaging and entertaining manner, made them an ideal medium for military education and propaganda.

One of the most notable examples of this is the work of Will Eisner, a renowned cartoonist who was drafted into the U.S. Army. Eisner created a series of illustrations for army publications and maintenance manuals, featuring a character named “Joe Dope.” Through Joe Dope's humorous misadventures, soldiers were reminded of the importance of properly maintaining their equipment, thus promoting safety and efficiency within the ranks.[4]

The military also recognised the potential of comic books to boost morale among the troops. By reflecting the lives of American soldiers both on the battlefield and home front, these comics provided a sense of connection and familiarity amid the chaos of war. Furthermore, comic books were used to help explain U.S. foreign policy and justify specific actions and operations, helping to maintain support for the war effort among both soldiers and civilians.

The success of these military-themed comic books is evident in their sales figures. Between 1940 and 1945, comic book circulation doubled from 10 million to 20 million copies per month. In military post exchanges (PX), they outsold popular magazines like Life and Reader’s Digest. This demonstrates the effectiveness of comic books as a tool for military training, education, and boosting morale.[5]

During the Vietnam War, award-winning graphic artist Will Eisner teamed up with the U.S. Army again. This time Eisner was tasked to produce the M16A1 rifle manual in a comic book format, complete with a blonde bombshell narrator (a somewhat pejorative term for attractive blonde-haired women, usually media stars) and cheeky humour, to help GIs (infantrymen) absorb essential weapons handling information. A testament to the popularity of his work, Eisner’s M16A1 rifle manual remains in print and is available to purchase online.[6]

The Rise of Gamification in Military Training

In recent years, the concept of gamification has gained significant traction in various fields, including military training. Gamification refers to the application of game design elements, such as points, badges, leaderboards, and narrative, in non-game contexts to increase engagement, motivation, and learning outcomes. The term itself was coined in the early 2000s, but the idea of using game-like features to make serious activities more enjoyable and effective has a much longer history, as evidenced by the fibel manuals of World War II.[7]

Today, militaries around the world have embraced gamification and interactive multimedia as powerful tools for enhancing training. Virtual reality simulators, first-person shooter video games, and digital scenario trainers are used to immerse soldiers in realistic environments, helping them develop critical skills and decision-making abilities. Game-based learning has been shown to improve knowledge retention, problem solving, teamwork, and motivation.[8]

In January 2024, the British Army’s 1st (United Kingdom) Division announced that it was experimenting with augmented reality to enhance command-and-control capabilities. This initiative aims to make the division more agile, mobile, and resilient, preparing it for its new role as the land component of NATO’s Allied Reaction Force.[9]

The Royal Signals are using a virtual reality system called the Interim Combined Arms Virtual Simulation (Deployable) to enhance their battlefield skills. This system allows soldiers to practice driving, manoeuvring, and combat scenarios in a virtual environment, reducing costs and environmental impact compared to live training.[10]

Lessons for Business

The fibel story also offers valuable insights for enterprises seeking to improve their own training and employee development. By injecting humour, storytelling, and game-like elements into instructional content, companies can create more engaging and memorable learning experiences. Well-designed games can simulate real-world challenges, providing safe environments for employees to practise skills, experiment with strategies, and learn from mistakes.

SAP's Road Warrior, for example, was a gamified training tool designed to make learning and onboarding for salespeople more interactive and enjoyable. It uses videos and multiple-choice questions to simulate real-life sales meetings, rewarding users with points and badges, and fostering competition and social interaction among peers. Similarly, gamification in cybersecurity awareness training makes interactions more engaging, enjoyable, and secure. Serious games are gaining popularity because they promote natural learning.[11]

According to academic studies on the effectiveness of gamification, it does work and improves training outcomes. However, studies also highlight that the success of gamification often depends on the context and users.[12]

Key Principles

There are several key principles to keep in mind when integrating game-based learning into corporate training. The game objectives must be aligned with specific learning outcomes to ensure the activity supports the desired skills and knowledge. Leveraging the power of narrative can make the content more relatable and resonant for learners. Providing frequent feedback and rewards will help to motivate participants and reinforce their progress. Incorporating social elements fosters collaboration and friendly competition, reflecting the dynamics of real-world teamwork. Finally, the game should be accessible and easy to use for all skill levels to maximise engagement and effectiveness. It's interesting that the Panther-Fibel, with its stories, jokes, characters, and comical illustrations, fulfils all the necessary elements for successful game-based learning.

When these principles are applied, game-based learning becomes a powerful way to boost employee engagement, knowledge retention, and performance. Just like the young Panther crews found, the quickest way to learn new skills is often the most enjoyable. By embracing the power of play, modern organisations can help their teams tackle the challenges of today’s workplace with skill, confidence, and a touch of humour.

References:

1. David Willey, Panther-Fibel Introduction, Tank Museum, 2021. 

2. How the 'Tiger-fibel' and 'Panther-fibel' Came About, Military History Visualised, YouTube video, 2020. https://www.youtube.com/watch?v=KT8ql7TMhmo 

3. Panther-Fibel, David Wiley, Tank Museum document, 2021.

4. Todd Crumley, Don’t Be a Dope”: Will Eisner’s World War II Posters, NATIONAL ARCHIVES, 2022.

5. Wikipedia.org, U.S. Government Informational Comics.  

6. Blake Stilwell, The Original M16 Manual Was a Vietnam War Comic Book, Military.com, September 30, 2021.

7. Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke, From Game Design Elements to Gamefulness: Defining 'Gamification', Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 2011, pp. 9-15.

8. Jo Brick, Gaming and Professional Military Education, The Forge, October 2020.

9. Army.mod.uk, Land warriors in the world of augmented reality, January 2024.

10. Army.mod.uk, Royal Signals use virtual reality system to hone battlefield skills, July 2023.

11. Iqra Obaid, Shoaib Farooq and Adnan Abid, Gamification for Recruitment and Job Training: Model, Taxonomy, and Challenges, IEEE Access. PP. 1-1. 10.1109/ACCESS.2020.2984178, 2020.

12. J. Hamari, J. Koivisto and H. Sarsa, Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification, 47th Hawaii International Conference on System Sciences, Waikoloa, HI, USA, 2014, pp. 3025-3034, doi: 10.1109/HICSS.2014.377, 2014.