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Designing Serious Games for Corporate Learning
Transcript of Designing Serious Games for Corporate Learning
Non- traditional Instructional Design
Behavioural Sciences + Psychology
Instructional Systems Design Manager
Head of Production
Game & InstructionalDesign
Instructional Game Design
What's not working?
How we learn
Enable data capture
Pick up and play (assessed on knowledge rather than how fast/well you can play
Games that produce deeper cognitive processing are more strategic complex games such as WOW, Civ, Sim City
Create a scenario where the user is involved enough to dispel 'response bias' - strong narratives and engaging scenarios
Did the player complete the lesson or pass the test.
How did the player choose his or her actions? Did he or she change their mind? If so, at what point? And so on.
Most of us know intrinsically what to do with a puzzle
Use of games for assessment is relatively new.
Matching the data against existing systems to validate the meaning is important.
Avoid designing a system that requires normal 'gamer behaviour' to ensure you do not alienate users.
Gamer mindset more open to risk - keep this in mind when designing
Exploration of incorrect responses out of curiosity
Men and women play games differently
Collaborative Problem Solving Game
PearsonLens Critical Thinking University
The Business Game; Mosaic Challenge
It's a CONFUSING world out there...
of top 2000 organisations will
be using gamified systems
Enclosed Spaces H&S
Senior Management Training
Back end system - auto and facilitator scoring
Team Based + Real World Facilitators
Combined with Email, Phone, Report Creation etc
Record Scores Per Industry
Off the Shelf
Get new hires up to speed quickly
Replicate the organisation structure
Include sample documentation
Build missions around internal processes
Focus on company challenges
Drive learning down the organisation (six Sigma)
Use serious games as a practical not as a content delivery system
Allow exploration of concepts and solutions
Use in combination with classroom and elearning
Build with audience and organisation in mind.
Early stage concepts
Want a Challenge
How do they access content
How are they assessed
If you are the client, know these things too!
Know your client!
What's worked before?
How is learning viewed?
What our games
Our games are an accurate representation of systems and processes
Standards & Compliance
Abstract Concepts made Concrete
First things first!
Learning & Development
Gartner predict 70% uptake of gamified systems by 2014.
It's all about context
Understand your audience (not just your manager)
Do your research; what are other organisations doing
Use/consult a Serious Game Developer
Connect Socially; Twitter, LinkedIn, Blogs, Forums
University of Colorado Denver Business School study that ‘found those trained on video games do their jobs better, have higher skills and retain information longer than workers learning in less interactive, more passive environments.’
Stizzman & Ely, 2010: declarative knowledge was 11% higher for trainees taught with simulation games than a comparison group; procedural knowledge was 14% higher; retention was 9% higher; and self-efficacy was 20% higher.
Inclusion of off-the-shelf business simulation games in Business Management and Economics courses for undergraduates increased comparative mean test scores by 10-20%. (Richard Blunt)
Public Transit System in Montreal (STM) Canada used a bespoke 3D simulation game for health and safety training. Average test results increased from 62% to 92%, while costs dropped from $763 per employee to $300; training time drop by 50% (Caspian/MOD)
Participants in an inventory management course who used a simulation scored a mean of 4.23 out of 5 in post tests, as compared with 2.89 for those who did not