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Designing Serious Games for Corporate Learning

My Top Tips
by

Helen Routledge

on 27 August 2013

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Transcript of Designing Serious Games for Corporate Learning

Taking what many of us do here
Goal
To here...
Research
Product Management
Non- traditional Instructional Design
Behavioural Sciences + Psychology
Gamer
2002
2013
Research Manager
TPLD
Instructional Systems Design Manager
PIXELearning
Product Manager
TPLD
Lead ID
Head of Production
Totem Learning
Helen Routledge
Actions
Game & InstructionalDesign
Technology
Subject Matter
The 'mix'
Readiness
Primacy
Recency
Effect
Intensity
Exercise
Instructional Game Design
Tip
Unconscious
Conscious
Engagement
What?
Why?
How?
What's not working?
Access Device?
Systems?
Data?
Serious
Games
Player/
Learner
World
Serious
Games
How we learn
Assessment
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
Completion Assessment
Did the player complete the lesson or pass the test.
In-Process Assessment
How did the player choose his or her actions? Did he or she change their mind? If so, at what point? And so on.
User Experience
Gamer Bias
Meaningful Data
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
Gender Bias
Men and women play games differently
Some hurdles...
Showcase
Collaborative Problem Solving Game
PearsonLens Critical Thinking University
The Business Game; Mosaic Challenge
It's a CONFUSING world out there...
Virtual Worlds
Serious Games
Gamification
Social Gaming
COTS
Casual Gaming
By 2014
70%
of top 2000 organisations will
be using gamified systems

Serious Games
Gartner 2011
Gamification
Thank You!
helen.routledge@totemlearning.com
@helenroutledge
Experience Works
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
In Development
LMS Compliant
Record Scores Per Industry
Off the Shelf
Bespoke
Training
Induction
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.
Organisational drivers
Audience
Subject
‘Content’ (expertise)
Early stage concepts

Motivated
Tech Savy
Want a Challenge
Technophobe
Jaded
Busy
Personal Drivers
Company Culture
How do they access content
How are they assessed
INFLUENCES
If you are the client, know these things too!
Know your client!
What's worked before?
How is learning viewed?
What our games
do
Our games are an accurate representation of systems and processes
Management Training
Business Skills
Standards & Compliance
Workplace Simulation
Abstract Concepts made Concrete
Soft Skills
Context
for Learning
Huge Competition
Different Expectations
& Mindset
First things first!
games industry
Learning & Development
Learners
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
In Summary
Results!
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
Full transcript