Serious Games Business Applications PDF

CopyrightPIXELearningLimited2006
GamesbasedLearningaseriousbusinessapplication
ByKevinCorti,founder,PIXELearningLimited,Feb2006
Abstract
GamesbasedLearning(a.k.a.SeriousGames)isallaboutleveragingthepowerof
computergamestocaptivateandengageendusersforaspecificpurpose,suchasto
developnewknowledgeandskills.GamesbasedLearningenableslearnersto
undertaketasksandexperiencesituationswhichwouldotherwisebeimpossibleand/or
undesirableforcost,time,logisticalandsafetyreasons.Thispaperservestointroduce
gamesbasedlearning,toshowthepotentialbenefitsofusingitandtodiscusssomeof
theimplementationissues.
1. Introduction
Thiswhitepaperhasbeenwrittentoserveasanintroductiontowhatisrapidly
becomingaveryhottopicintrainingandeducation:gamesbasedlearning(GBL),also
knownasSeriousGames.
GBLhasthepotentialtosignificantlyimprovetrainingactivitiesandinitiatives.Youonly
havetolookatanaveragegamerwho,bytheway,isinhis/herlate20s,toseethat
thecomputer&videogameindustryhasmoreorlessmasteredtheartofusing
computertechnologyto,notonlycaptivateitsaudience,buttoalsopersuadeitto
spendapproximately10bnayeartouseit.
Ifwecompareatypicalentertainmentgamestechnologybasedexperiencewitha
typicallearningtechnologybasedexperiencethecontrastisglaringlyobvious.When
wasthelasttimeyouhadtodragalearnerfromtheirPCat11oclockatnightwhilst
theypleadedPleasejustanotherhourIreallywanttofinishthislevel?
KevinCorti(kevin.corti@pixelearning.com)
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Entertainmentgamesaredemonstrablyengaging.Incomparison,whenthetraining
industryusesthewordengaging,thereisanalltooobviousincongruity.
Themotivationalvirtuesofvideogamesarewhatinitiallyenticetrainingand
developmentprofessionalstolooktogamesbasedapproaches,butthereisalotmore
toGBLthansimplyusingfunasameanstoengagelearners.
Simulationsandroleplayingaretwokeygenresofentertainmentorientatedgames
thatmanypeopledeemtobeparticularlyappropriateforadoptionastrainingtools.
Asimulatedenvironment(e.g.theusersupportdesk),asimulatedsystem(e.g.a
productionline)orarealisticallyrecreatedroleplayscenario(e.g.asalesmeeting)can
allowlearnerstoexperiencesomethingthatistoocostly,tooriskyorevenphysically
impossibletoachieveintherealworld.Youwouldnotletyournewmanagement
traineesrunyourbusinessbutyouwouldlikethemtofullyunderstandeveryfacetof
yourbusinessasearlyaspossible.GBLcanhelpyouachievethis.
RepeatabilityisalsoakeystrengthofGBL.Learnerscanplayoutaparticularstrategy
oradoptacertainapproach.Ifhe/shefailsordoesnotquitedeliverthedesired
outcome,thentheycantryagainwithamodifiedapproach.Learningbydoingand
experientiallearningarepossiblyoverusedterms,butinthiscase,itisverypertinent
tobuildingadeepunderstandingofscenarios,concepts,processes,environmentsand
systems.
Experienceisakeywordwhenpeoplediscussusinggamesbasedlearning.Games
engagepeoplepsychologicallytheycanbeveryemotionalexperiencesandthey
alsoengagepeoplephysiologically.WhatisgoingonbeyondtheperipheriesoftheTV
screenorcomputermonitorceasestoregistertotheuser.His/herheartrateincreases,
thehaironthebackoftheneckstandsupands/hemaywellenduplaughingoutloud
at(orfuriouslycursingat)avirtualcharacterwhoisactuallynothingmorethana
collectionofpixelsandprogrammingcode.
Gamesareverygoodatusingdrama,storyline,humourandcharacterstocreatea
compellingexperiencewhich,fromatrainingpointofview,developsmemoryhooks
andmeansthatlearnersnotonlyrememberwhathappenedbutalsowhyithappened.
Ifundertakenappropriately,GBListhevehicleforembeddingnewknowledgeand/or
skillsthatcanthenbeimmediatelyappliedintheworkplace.
Ifyoustripawayallthetechnowizardrygamesareessentiallyhighlyexperiential
softwareapplicationswhichfosterdeeplevelsofcognitiveactivitye.g.higherlevel
thinkingskillssuchasconflictresolutionornegotiation.
Gamesarenothingmorethanavividlyrecreatedenvironmentand/orsysteminwhich
theuserhastosolveaproblemorseriesofproblems.Solvingthatproblem,beithow
tokill100aliensasfastaspossiblewithoutdyingyourselforhowtosettlea
contractualdisputewithafictionalclient,iswhatderivessatisfactiononthelearners
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part.IfaGBLapplicationenablesthelearnertosolvethatsameproblemforreal(e.g.
makeaclientandtheirownemployerhappy)thendoubtlessthelearnersemployer
willalsoderivesatisfaction!
Theabilitytoassess,forexample,whatstrategiesalearneradopted,howwellhe/she
analysedandmadesenseofinformation,howwellhe/sheexplainedandjustified
his/herdecisions,andhowwells/heunderstoodhowthedecisionaffectedaspecific
outcome,arewhatinformthetraineraboutthatpersonsknowledge,competency,
problemsolvingskillsandeventheirpersonality.GBLapplicationstrackallofthisdata
inoftenstaggeringlevelsofdetailand,iftheyaredesignedproperly,providethisdata
tothosethatneedtoseeitinanappropriatemanner.
GamesbasedlearningisntaboutusingsimplisticPong orWhowantstobea
millionaire?asameanstoteachpeoplerawfacts.Thatwastheapproachthat
edutainmenttookandwhichbyandlargefailedforallexcept,perhaps,primaryschool
children.GBLcanbemadetorealisticallyrepresentacomplexenvironment,systemor
processthatisintrinsicallyrelevanttothelearnerbecauseitiswhattheyrecogniseas
beingrelevanttotheirvocationorcareeraspirations.Thatmightbeachievedby
allowingthemtoexploreavirtualoilrigforhealth&safetytraining(modellinga
physicalenvironment)orallowingthemtorunavirtualbusiness(modellingasetof
interrelatedbusinessactivities,objectivesandprocesses).
TheauthorscontentionisthatGBLshouldnotbedismissedasbeingagimmickbut
ratheritisaseriousbusinessapplicationforsolvingproblemsandunlocking
opportunitiesfororganisationsofallshapesandsizes.
ThispaperwillillustratewhereGBLisbeingusedrightnow,bywhatorganisational
typesandwhytheyadoptedit.Inadditionitwillexaminesomeoftheissuesinvolved
intheimplementationofGBL.
Beforethat,weneedtogettoknowouraudience.
2. Gamerdemographics
Thereexistsapowerfulgamerstereotypethatpaintsatypicalgamerasbeinga
spotty,white,teenagemalewhoislackinginbasicsocialskills.
Ifyousubscribetothesameaforementionedstereotypethenconsiderthefollowing:
MicrosoftsXBOXandSonysPlayStation2gamesconsoles,whilstaimedata
hardcoregameraudiencewerenonethelessmarketedtopeopleinthe18to
35agerangei.e.adults.
AccordingtoNielsenNetRatings,41percentofpeoplewhofrequentonline
gamesitessuchasGameSpot,CandystandandPogoarewomen,and43
percentareagedbetween25to49.
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ScoreNetworks,anAmericanfirmwhichmeasuresonlinegameuse,confirms
playersarebeginningtoresemblethegeneral(American)population.On
average,8.9percentofplayersattheTop10gamingsitesareAfrican
American,4.2percentareAsianand79.3percentarewhite.Moresignificantly,
about35percentofplayersonthosesitesearnUS$50,000toUS$100,000
annually,while16.2percenttakehomemorethanUS$100,000.
Therehavebeenmanystudiesintothegamerdemographic.Theentertainmentgames
industryhasfundedmuchofthisbecausetheywanttoknowtheircustomersbetter.It
isabasicmarketresearchactivity.Lately,however,theriseininterestinGBLhasalso
ledtostudiesforthepurposesofunderstandingwhatsectionsofthepopulationitcan
beappliedto.
Apertinentquote,fromUSATodayin2004is:
[I]fyoureover35,chancesareyouviewvideogamesas,atbest,an
occasionaldistraction.Ifyoureunder35,gamesareamajorentertainment
andapartoflife.Inthatsense,theyaresimilartowhatrocknrollmeantto
[baby]boomers.
Toconclude,gamersspanbothsexes,allagesandallincomebrackets.Ifsenior
trainingdecisionmakersbelievethegamerstereotypeanddismissGBLonthisbasis,
thentheyarefailingtofullyunderstandthattheiraudiencearerapidlybecomingwhat
MarcPrensky1 calledDigitalNativesandthattheirappetiteforadietoftraditional
eLearningapproachesisrapidlydiminishing.
Ifyouwanttolearnmoreabouttheaveragegamer,twoexcellentonlinereportscan
befoundatthefollowingwebsites:
BBC,GamersintheUKDigitalplay,digitallifestyles(2005)
http://open.bbc.co.uk/newmediaresearch/2006/01/bbc_uk_games_research.html
EntertainmentSoftwareAssociation,EssentialFactsabouttheComputerandVideo
GameIndustry(2005)
http://www.theesa.com/files/2005EssentialFacts.pdf
Prensky,M(2000),DigitalGamesbasedLearning,McGrawHill
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3. GBLisahottopic!
InSection1ofthispaperIdescribedGBLasbeingahottopicintrainingand
education.Theproofofthisisinthemyriadofpublications,academicresearch,white
papers,books,conferences,exhibitions,TV&radiocoverageandgovernmental/public
sectorsupport.Myowncompany,PIXELearninghasarapidlyexpandingscrapbookof
presscoverage,hasbeenfeaturedinthebookSeriousGamesgamesthateducate,
trainandinform(MichaelandChen,2005)andwasthesubjectofarecentBBCradio
interview.
ThisinterestisalsodemonstratedbythedemonstrableuptakeofGBLandSerious
GameswhichIwillillustrateinSection6.
Someoftheexamplesofcoverage,interestandactivityaredescribedbelow:
Generalmediapublications
GBLhasbeenatopiccoveredinmanytrainingandeducationarticlesinrecenttimes
includingTHES,TheGuardian,eLearningAge,TheFTandTheNYTimes.
Academicresearch
GBListhesubjectofahugeamountofacademicresearch.IntheUS,the
MassachusettsInstituteofTechnology,PennsylvaniaStateUniversity,CarnegieMellon,
theUniversityofSouthernCalifornia,StanfordUniversity,TheITUniversityof
CopenhagenandtheNavalMOVESInstitutehaveundertakensignificantresearch
programmes.EAGameshavefundedNESTAintheUKtoresearchtheeducational
benefitsofcommercialofftheshelfgames.BECTacarriedoutasimilarresearch
projectin2001entitledComputerGamesinEducationProject.TheUniversityof
BirminghamarealsoinvolvedinaDTIfundedseriousgamesresearchproject.
SomeofthekeynamesintheresearchspacearoundgamesbasedlearningareHenry
Jenkins(MIT),KurtSquire,JohnKirriemuir,RobertStone,AngelaMcFarlaneandSimon
EgenfeldtNielsen.
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Whitepapers
TheInternetisteemingwithwhitepapersasampleofwhicharelistedbelow:
Ahdell,RolfandAndresen,GuttormGamesandSimulationsinWorkplaceeLearning MastersThesis,
2002
Amory,Alan,KevinNaicker,JackieVincentandClaudiaAdams.ComputerGamesasaLearning
Resource(SouthAfrica)
BBC.LearningGamesDoNotBoostResultsBBCNews112601
BECTA.ComputerGamestoSupportLearningInformationSheet,BECTA(UK)Jan2002
Chao,Dennis.DoomasanInterfaceforProcessManagement,UofNewMexico2001
Deutsch,David.TakingChildrenSeriously:VideoGames:HarmfullyAddictiveoraUniqueEducational
Environment?. 1992
Gardner,Patrick.GamesWithADayJob:PuttingthePowerofGamestoWork (Sweden)
Grenade,Stephen.TeachingWithInteractiveFiction:ESL
Grenade,Stephen.TeachingWithInteractiveFiction:CriticalThinkingSkills
Jenkins,Henry.AGameTheoryOnHowToTeachKids, MITTechnologyReviewApril1,2002
Kawashima,Ryuta.ComputerGamesStuntStudentBrains DescriptionofRyutaKawashimas
Research,TheObserver,8801
Kafai,Yasmin.TheEducationalPotentialofElectronicGames:FromGamesToTeachtoGamesTo
Learn UCLAKIDS
Keighly,Geoff. MilleniumGamingGameSpot,December2000
Kirriemuir,John. Videogaming,educationanddigitallearningtechnologies:relevanceandopportunities
,libmagazine,February2002.
Kirriemuir,John.TherelevanceofgamingandgamingconsolestotheHigherandFurtherEducation
learningexperience,JISCTechwatchcommissionedreport,April2002
Koster,Ralph,GameDesignpapers
Lewis,David.VideoGames'ValidlearningTools' BBCreportofSonyResearchbyDavidLewis
Maloof,ChristineandGabriel,Deborah. BridgingSchoolsandHomes:theLightspanProject,9198
MacFarlane,AngelaVideoGames'StimulateLearning' TEEM.BBCNews31802
MacFarlane,Angela.GamesinEducation(TEEMReport)
Prensky,Marc. DigitalNatives,DigitalImmigrants ,OntheHorizon,9:5,SeptOct2001
Prensky,Marc. DoTheyREALLYThinkDifferently?OntheHorizon,9:6,NovDec2001
Prensky,Marc. TheMotivationofGameplay OntheHorizon,Vol10,No1
Prensky,Marc. NotOnlyTheLonely:implicationsof"social"onlineactivitiesforhighereducation On
theHorizon,Vol10,No4
Prensky,Marc. OpenCollaboration OntheHorizon,Vol10,No3
Prensky,Marc. Simulations:AreTheyGames? FromDigitalGameBasedLearning
Prensky,Marc. TypesofLearningandPossibleGameStyles DigitalGameBasedLearning
Prensky,Marc. WhyGamesEngageUs fromDigitalGameBasedLearning
Prensky,Marc. WhyNOTSimulation
Robson,Robby.NoSignificantDifferencePhenomenonOnlineandofflinelearninghavesameresults
Sawyer,Ben. SeriousGames:ImprovingPublicPolicythroughGameBasedLearningandSimulation,
WoodrowWilsonInternationalCenterforScholars.
Smith,Richard,Curtin,PamelaandNewman,Linda.Theeducationalimplicationsofcomputerand
computergamesusebyyoungchildren (Australia)
Squire,Kurt.GamesinInstructionalTechnology
Travis,Alan. Zap!GototheTopoftheClass AlanTravis,TheGuardian3242001
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Books
"LearningbyDoing"byClarkAldrich,(JohnWiley&Sons,2005)
"SimulationsandtheFutureofLearning:AnInnovative(andPerhaps
Revolutionary)ApproachtoeLearning"byClarkAldrich(2003)
"WhatVideoGamesHavetoTeachUsAboutLearningandLiteracy",byJames
PaulGee(PalgraveMacmillan,2003)
"SeriousGames:GamesThatEducate,Train,andInform"byDavidMichael,
SandeChen(ThompsonCourseTechnology,2005)
"TheoryofFunforGameDesign",byRaphKoster(ParaglyphPress,2005)
"DevelopingSeriousGames",byBryanBergeron(CharlesRiverMedia,2006)
"EngagingLearning:DesigningeLearningSimulationGames"byClarkN.Quinn
(JohnWiley&Sons,2005)
"DigitalGameBasedLearning",byMarcPrensky(McGrawHill,2000)
"ChangingMinds:Computers,Learning,andLiteracy",byAndreaA.diSessa
(MITPress,2000)
"JoystickNation:HowVideogamesAteOurQuarters,WonOurHearts,and
RewiredOurMinds",byJ.C.Herz(Little,Brown,1997)
"TheNatureofComputerGames:PlayasSemiosis",byDavidMyers(Peter
Lang,2003)
Conferences&Exhibitions
SeriousAboutGames2006,Birmingham,UK
www.seriousgames.org.uk
SeriousGamesSummit,March,SanJose,California
www.seriousgamessummit.com
SeriousGamesSummitD.C.,November,WashingtonD.C.,Viginia
www.seriousgamessummit.com
SeriousGamesSummitEurope,October,Lyon,France.
www.sgseurope.com
EducationArcadeGamesinEducationArcadeConference,May,LosAngeles
www.educationarcade.org
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IndustryAssociations
SeriousGamesInitiative(www.seriousgames.org)TheWoodrowWilson
InternationalCentreforScholarsinWashingtonD.C.launchedtheSeriousGames
Initiativetoencouragethedevelopmentofgamesthataddresspolicyandmanagement
issues.
ANGILS(www.angils.org)anewUKnetworkingorganisationtaskedwithbringing
innovativeorganisationsandgroupstogetherwithindustryfromacrosstheinteractive
entertainment,CGI,onlinegames,learning,scenarioplanningandsimulation
industries.
NASAGA(www.nasaga.org)TheNorthAmericanSimulationandGaming
Associationisagrowingnetworkofprofessionalsworkingonthedesign,
implementation,andevaluationofgamesandsimulationstoimprovelearningresultsin
alltypesoforganizations.StartedinNorthAmerica,NASAGAhasmembersfrommore
than50countriesfromaroundtheglobe.Membershipisopentoall.
Govtsupport/backing
Governmentalsupportforgamesbasedlearningisbecomingincreasinglyprevalentat
local,regionalandnationallevelsacrosstheUSAandEurope.IntheWestMidlands,
companiessuchasoursareobtainingincreasinglevelsofinterestandsupportfromthe
regionaldevelopmentagencies,LearningSkillsCouncils,UKT&I,universitiesand
collegeswhichismanifestingitselfasfullyfundedprojects.TheseincludeCoventry
UniversitysDiversificationofGameIndustryprojectandthesoontoopenedSerious
GamesInstituteinCoventry(incubation,developmentfundingandresearchprojects).
SourcesofGBLrelatedinformationcanbefoundatthefollowingwebsites:
PIXELearningsGBLresourceminisite
www.pixelearning.com/serious_gamesresources.htm
TheSeriousGamesInitiative
www.seriousgames.org
SocialImpactGames(entertaingameswithnonentertainmentgoals)
www.socialimpactgames.com
WatercoolerGames(videogameswithanagenda)
www.watercoolergames.org
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4. Whyshouldyoubeinterested?
SomeofthekeypotentialbenefitsofGBLareoutlinedbelow.
Performanceimprovement:IfGBLisusedappropriatelyitcandirectlyactto
improveemployeeskillsandknowledgeandthusleadtoamoreproductiveworkforce
Increaseawarenessoftheimportanceofemployeeroles:Becausegames
vividlybringtolifetheinterrelatedandinterdependenceofdifferentcompanyroles
(e.g.salesandengineering)ithelpsemployeestounderstandtheeffectoftheir
decisionsandbehaviouronotherimportantbusinessareasthatotherwiseseem
unconnected.
Competencytesting:GBLcanbeaverypowerfultoolforcompetencytesting.
Realisticscenarioscanbeplayedoutinariskfreeenvironmenttoseehowlearners
perform.
Assessment/ROI:Gamescaptureastaggeringdegreeofinformationboth
quantitativeandqualitativewhilstbeingusedbyalearner.Thiscanbeusedtocreate
detailedreportsforassessment.
Recruitmentprocesses:GBLcanbeusedtotestpotentialnewhiresbyevaluating
howwelltheyperforminroles/situationsthatthejobrolewilldemand.
Customer&partnereducation:GBLcanbeusedtohelpyourcustomersand
channelpartnersgainacomprehensiveunderstanding,forexample,ofyourproduct
andserviceportfolio.
Promotionaltool:SeriousGamescanbeusedasthebasisforpushingout
informationalmessagese.g.tohighlighttheimportanceofgoodcustomerservice,
promotecorporate&socialresponsibilitypolicesorforPR.
Induction:GBLcanbeusedtointroducenewhirestoyourcompanyand,for
example,yourproductsandservicesandthemarketcharacteristicsthatyouoperate
within.
Motivationaltools:Usingthecompellingpowerofgamestoengagepeople,serves
asapowerfultooltoovercomeanyinitialreluctancetoengageintraining,andkeeps
usersactivelyengagedforlonger.
Aspirationaltools:GBLcanbeusedtoallowemployeestotrysomethingnew,tosee
whethertheylikeitandtoopennewavenuesforbothemployeeandemployer.
Bestpractice:Virtualexpertsormentorscanbeembeddedwithinscenariodriven
GBLtoguidelearnersthroughasituationandtoserveasatrustedsourceofadvice.
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Andfinally
Itisimportanttorememberthatgamesneednotbeasolitary,i.e.singleplayer,
experience!Someoftheworldsmostpopularentertainmentgamesaremultiplayer
gameswhereplayersteamuptoworktogether.Thisbringsaboutinteresting
opportunitiesforprovidingsociallearningenvironmentssuchas,forexample,around
teamdynamics.
MultiplayerGBLcanalsodrawuponthecompetitivenatureofgameswithusersbeing
droppedintovirtualsituationswithotherrealpeoplewithwhomtheyneedtoperfect
theirnegotiation,communicationandconflictresolutionskills.
5. ThedifferencebetweencomputergamesandtraditionaleLearning&
multimedialearningexperiences
TypicaleLearningcontentinvolvesheapingreamsofmainlytextbasedinformation
uponlearners,droppinginsomesmallmultimediaelementsand/orsimplisticFlash
moviesandthenboltingonasimplisticdragndropquizorMCQassessment
whereupontheuserreceivessomenotionalfeedbackalongthelinesof:
Congratulationsuser,youscored64.7%...wesuggestthatyourevisitchapters
3,5,6,9&11(whichyouhavejustread)andthenretakethe(same)test.
Likemostpeople,myinclinationwouldbetoanswerthatwitharesoundingNo
thanks!Thecontentisnotgoingtoreactdifferentlytomyusingitforasecondtime.
TheexperiencewillbeexactlythesameeachandeverytimeIreplayit.Thisisnotan
engagingexperience,itisnotinteractiveandIfeelnocompulsiontocommitmytime
andefforttoit.Thisisaclassic(automated)Tell,Testapproachtoinstruction.The
gamergenerationandrememberthedemographicsareincreasinglyfrustratedby
this.
HTMLfiles(webpages)usehyperlinkstoallowtheusertojumpfromonepageto
another.Hyperlinksarefrequentlyreferredasbeinginteractivewheninessence
clickingonahyperlinkisnothingotherthananelectronicversionofturningapageina
book.ModernPCs,evenbogstandard299bargainexamples,possesstheprocessing
powerandmultimediacapabilitiestodeliversomuchmorethanthis.Ifwedontutilise
thisexistingresourcetoitspotentialthenI,andmanypeople,wouldarguethatyou
wouldbebetteroffsimplygivinglearnersagoodbook!
WhilstthisisasomewhatgrubbycaricatureofeLearningitisnotinaccurate.E
Learning,asitfrequentlygetsimplemented,doesnotprovideatrulyinteractive,
experientialleveloflearning.Itischaracterisedasofferingrapidlydeveloped,low
budgetcontent(asopposedtopowerfulsoftwareapplications)whichdelivers
fundamentallyshallowlearningexperiences
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Nowcomparethiswithagame(whichisapowerfulsoftwareapplication).
Games:
haverealisticandrelevantenvironmentsandsystemswhichallowsusersto
exploretheboundaries,optionsandtheproblemspace.
haveclearlydefined(overt)rules:Ifyourwingsbreakyouwillcrash,Ifyou
steponalandmineitwillblowup,orifyourunoutofcashyouwillgobust.
haveclearobjectivessavetheprincessfromthebigscarymonkey,double
turnoverin3years.
aretrulyinteractiveeverythingthatthelearnerdoes,ordoesnotdo,hasan
effectandarethushighlyexperiential.
haveclearoutcomesYouwereshotyouaredead,Youhaverunoutofcash
andhavebeencloseddown.Theyprovidemeaningfulandrelevantfeedback
(e.g.becauseofyouractionsorlackofactions,theplanecrashed,thecashran
out,theemployeesquit)toshowthelearnertheconsequencesoftheir
decisionsandactions.Thisisimportantbecausetheuserknowsexplicitlywhya
particularoutcomehappenedandallowsthemtoassessdifferentapproachesto
theprobleminaninformedmanner.
areadaptivetheyautomaticallytracktheusersprogressandperformanceto
maintainacarefulbalancebetweenboredom(becauseitistooeasy)and
frustration(becauseitistoohard).Staticcontent(eLearning)cannotbeeasily
designedtoachievethisandis,therefore,customisedtoaveryspecific
audienceandofverylimiteduseelsewhere.
require(andfoster)alevelofcognitiveapplicationfromtheuserthatfar
exceedsreadingtextandthenregurgitatingfacts.Gamersanalysehuge
quantitiesofinformationfromavarietyofsources.Gamesencourage,for
example,problemsolving,creativethinking,lateralthinking,investigationand
trialanderror,allofwhicharevaluableintheworkplace.
aregenuinelyenjoyable.Thisleadstolongerattentionspans,improved
attentivenessandpositivefeelings.
Ifyouwanttoexplorethesethemesfurther(orifyouremainsceptical)Istrongly
suggestthatyoubeg,borroworstealATheoryofFun(Koster)and/orDigital
GamesbasedLearning(Prensky).
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6. ThecrosssectoradoptionofGBL
LearningBeans, asdeveloped
byPIXELearning,allowsthe
learnertoplaythroughan
extremelydetailedscenario,
baseduponhighvolume
manufacturingandincludes
sales,marketing,HR,finance,
production,distributionand
exportplanning.
Manufacturing
Learnersimplicitlyunderstand
theinterdependencies
betweenallaspectsofthe
business.
Energy/utilities
BritishGascreatedagame
baseduponanentertainment
gameenginetoillustratethe
importancetofieldengineers
ofcustomercommunication
anddiagnosticproblem
solving.
Thesolutionmadeuseofa
commerciallyavailable1st
personshootergameengine
whichwasmodifiedtocreate
a3Droleplayingtrainingtool.
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Technology
CISCOhavedevelopedtheir
LearningGameTrilogy,a
combinationofthreeonline
technologygames:Rockin'
Retailer,NetworkDefenders
andSANRover.
AspartoftheCiscoCareer
CertificationsProgram,these
freegamesareofferedasa
challengetoindividualswho
areinterestedinlearning
whileengagingincompetitive
gameplay.
Technology#2
INTELcommissionedagame
toillustratetheimportanceof
ITsecurityanduseda
whodunitroleplayinggame
style.
TheFlashapplicationmakes
heavyuseofprofessionally
createdvideofootageanda
seriesofminigameswithinan
overallumbrellascenario.
FE/HE
VirtualU
Designedtofosterbetter
understandingof
managementpracticesin
Americancollegesand
universities.
Originallydesignedfor1,000
users,ithashadwellover
100,000downloads.
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Retail
TheRetailGame
PIXELearningarecurrently
workingwithamidlands
basedcollegeoffurther
educationtocreatetwo
games:onetopromote
careersinretailand,another
tofosterthedevelopmentof
skillsforretailstaff.
Financialservices:PWCsIn$idergame
In$iderisafourpartlearningsolutioncomprisingfourselfpacedmultimediaCD
ROMsonfinancialproductsandhowtheyareusedbycorporatebodiestohedge
interestrateandcurrencyrisk.In$iderwascommissionedbyPWCtoallowthemto
trainalargenumberofderivativestradersquicklyinordertomeetcompliance
requirements.
Telecommunications
BTBetterBusinessGame
AsimulationgamefromBritish
Telecomaboutmanagingsocialand
environmentalissuesinabusiness.
Theplayertakesontheroleof
corporateCEO.
Thegamescontentsisdrawnfrom
generalbusinessdilemmasacrossall
industries.
DiabetesManagementPacky
&Marlon
Pharmaceutical
Thegameisusedathomein
hospitals,inclinicwaitingrooms,
andindiabetessummercamps.
Studieshavefoundthatchildrenand
teenswithdiabeteswhohavethe
Packy&Marlonvideogameavailable
toplayathomereducetheir
diabetesrelatedemergencyand
urgentcarevisitsby77percent.
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Hospitality&catering
Hospitality&Catering
NVQ/HenleyCollege
PIXELearningarecreatingagames
basedapplicationthathelpsstudents
toprogressthroughtheirNVQin
Hospitality&Catering.
Wearealsodoingsomepilotwork
withalargebeveragesproducerto
helpthemeducatetheirretailersin
ordertoincreaseproductsales.
Construction
TheSiteSafetyGame
PIXELearningdevelopedthisproof
ofconceptminigameto
demonstratehow3Dgames
technologycanbeusedfor
constructionindustrytraining.
Thegameplacesthelearnerona
buildingsiteasasafetyinspector.
Theyhavetoidentifyandquantify
potentialhazards.
ComputerSoftware
TheMonkeyWrench
Conspiracy
Afirstpersonshootergame
designedtoteachmechanicaldesign
engineerstouse3DCADsoftware.
Aplayermustcomplete30CAD
tasks,includingcuttingthrough
solidsandconstructingnewpartsfor
theirweapon,ontheirwaytosavea
valuablespacestationfromtheevil
Dr.MonkeyWrench.
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NGO/publicdepartments
UN/WFPfoodforce
Thisgamewascommissionedbythe
U.N.WorldFoodProgrammetoraise
awarenessoftheissuesaround
worldhunger.
Itisavailableasafreeinternet
downloadandhasbeenusedby3
millionpeopleworldwidesinceit
wasreleasedin2004.
Healthcare/wellbeing
ZiplandInteractiveDivorce
RecoveryforKids
"A'psychologicaledutainment
product,'intheguiseofafull,fun
adventuregame."
Designedtohelpkidswithdivorced
orseparatedparentsdealwiththe
emotionalissueswhichariseasa
resultoftheseparation.
Theexamplesthathavebeenshownonthepreviouspagesarebutahandfulofthe
manyhundredsofexamplesofGBLacrosstheworld.TheSocialImpactGamesweb
site(www.socialimpactgames.com)isanexcellentrepositoryofotherexamples
spanningmanydifferentindustries/needs.
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09/02/2006
Myowncompany,PIXELearning,iscurrentlydevelopingprojectsandproposalsfora
diverserangeofclientsandmarketsthatincludeawidevarietyofapplicationssuchas:
Financial:Financefornonfinancialmangers/moneymanagementskillsfor
teenagers.
Projectmanagement:PMbasics/PRINCE2methodologies
Implementingtechnologies:ShowingbusinessbenefitstoSMEs
Salestraining:Salesmethodologies/salesmeetingpreparation/internationaltrade
Marketing:raisingawarenessoftheimportanceofmarketingtoSMEs
Enterprisetraining:educatingschoolstudents/helpingbuddingentrepreneurs
Commercialisation:ShowingacademicshowtogoaboutexploitingIPand/orR&D
7. ImplementationIssues
Aword(or7)ofcaution!
Thepotentialbenefitsmaymakeaverycompellingbusinesscase.Howeverthedesign,
developmentandimplementationofGBLrequiresverythoroughplanning,piloting,
testingandongoingevaluation.Adoptersneedtobeawareofseveralissueswhichare
discussedbrieflybelow.
Technology:Thecreationofcomplexsoftwareapplicationsissignificantlymore
demandingthantraditionaleLearningormultimediacontent.
Tip!Dontdoitinhouseunlessyouhaveadedicatedresourceandallthenecessary
skillsetsinplace.IfyoudecidetooutsourceasolutionlookforaspecialistGBL
providerthatcandemonstrateaproventrackrecord(withavailableclienttestimonials)
andplaceahighdegreeofemphasisuponthosethathavepreexistingGBLplatforms.
Youdonotwanttopaytoreinventthewheel.
Time:Atypicalentertainmentorientatedgamecantakeuptothreeyearstobringto
market.Ifyouhaveaproblemthatneedssolvingnowyouneedasolutionnow.
Tip!Bespokedevelopment=longproject.Askyourselfhowquicklyyouneedtosolve
theproblemathandand,ifpossible,seekaGBLspecialistthathaspriortechnologyit
canbringtobearquickly.
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09/02/2006
Assessment:ThewholepointofevenconsideringGBListoimprovetheeffectiveness
ofatraininganddevelopmentprogramme.Ifyoucannotevaluate,forexample,skills
developmentandknowledgeacquisition,thenyoucannotbuildabusinesscasefor,
calculateROIoforrationalise,inanyway,theoutcomesfromaGBL(oranyother)
trainingsolution.Gamescangenerateahugeamountofmetricsbutanentertainment
orientatedgamestechnologyplatformisunlikelytobeadequateforthetask.
Tip!Knowwhatperformanceindicators(metrics)youneedtoevaluatelearner
progressandperformanceandensurethattheGBLspecialistcancapture,trackand
reportthesetoyouinaformatthatisappropriate.
Cost:Entertainmentgamescostbetween500kand5mtodevelop.GBLneednotbe
ashifidelityasthelatestXBOXgamebut,nonetheless,developmentcanbe
expensive,especiallyifitisa100%bespokedevelopment.
Tip!WorkwithaGBLspecialisttofullydefinethebusinesscase(forbothparties)
beforecommittingtoafullblownproject,ifyouhaveneverundertakenGBL
previously.Ifyouhaveseveralpotentialsolutions,thenchoosetheeasiestonefirst
andthenbreaktheprojectdownintoaninitialproofofconcept(mockup),smallscale
pilotandthen,subjecttosatisfactoryevaluation,afullblownapplication.
Delivery:YourchoicesfordeploymentaretorunitfromaCD/DVD,toinstallaPC
.exefileortooptforabrowserbasedsolution.Opticalmedia(CDsandDVDs)incur
duplicationcosts,cangetlostand,iftheapplicationisupdatedfrequently,needtobe
trackedcarefullytoensurethatalllearnershavetheuptodateversion.An.exefile
requiresforahigherlevelofITliteracy,canhavesecurityissuesand,foralarge
implementation,canresultinsignificantITadministrationcosts.Browserbased
solutionscantendtobelesshighfidelitybutthequidproquoisinstantaneous
versioncontrolandmaintenance/installationcostsareminimised.
Tip!AlwaysgoforthemostsimpletechnologyapproachthatyoucanminimisetheIT
burden.
Skillsets:GBLprojectscanrequireabewilderingrangeofpeopleandskillsincluding:
conceptartistsvoiceactors3Dmodellerssimulationlogicdesignerssubjectmatter
expertstextureartistsaudioengineersGUIdesignersphysicsprogrammersgame
programmersdatabasedesignersgamedesignersleveldesignersscriptwriters
testersandmore!
Tip!JustbecauseyourinhouseeLearningorwebdesignerthinksitwouldbecooland
isconvincedhe/shecangiveitago,considercarefullywhetheryourorganisation
reallydoeshavetheskillsandexperiencerequiredandevenifyoudo,isthatresource
goingtobereadilyavailable?
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09/02/2006
SCORM/LMSinteroperability:ItisfairtosaythattheGBLvendorspacelacks
experiencein,andawarenessof,theissuesaroundinteroperability.Thisisespecially
trueiftheGBLspecialisthascomefromanentertainmentgamesbackgroundasitis
simplysomethingthattheywillneverhaveencounteredbefore.Tobeevenhanded,it
issomewhatmorechallengingtomakeahighlyinteractivegameapplicationSCORM
compliantthanitistogivesimplisticwebcontentthesametreatment.Therearetwo
mainfactorsinvolvedininteroperability:contentidentification(sothatanyLMScan
recognisetheGBLapplication)and,questionandtestdataexchange(sothatthe
learnersassessmentdatacanbeaccessedviaanyLMS).
Tip!CheckwhethertheGBLvendorcanimplementeLearningstandardsthemselves
and,iftheycannot,thenseektobringinaninteroperabilityexpertintotheprojectto
workwiththem.
Accessibility/usabilityissues:Thesearesomeofthemostchallengingissuesthat
GBLspecialistswillencounter.StaticeLearningcontentiseasilymodifiedontheflyto
makeitsuitableforthehearing,physicallyorvisuallyimpairedand,whenitisnot,
organisationstendtoofferspeciallydesignedalternativecontent.Theverynatureofa
gamemakesitverydifficultforvendorstoachievetrueaccessibility/usability
compliance.
Tip!Knowyourlegalcompliancerequirements(e.g.Bobby,W3CAccessibility,Section
508).WorkwiththeGBLspecialisttoensurethattheGBLsolutionisascompliantas
canbe(suchasmakingsureitcanbefullyoperatedwithoutamouse)butbeprepared
toofferalternativeapproacheswherefullcomplianceistooexpensiveortime
consumingorwhere(asislikely)fullcompliancewouldwaterdowntheGBLsolutionto
suchanextentthatitnolongeroffersthebenefitsyourequiredinthefirstplace.
8. GBLispartoftheblend
IfaGBLspecialistclaimsthatgamesarethepanaceaforallyourtrainingneedsand
thatyoucanconvertallaspectsofyourtrainingtogames.thankthemfortheirtime
andwalkaway!
Gamescanbeexcellentmeansforlettinglearnersputthetheoryintopractice.They
canbeapowerfulmeansoftestingcompetencies.Theyarebadatdelivering
content.Informationcanbedeliveredingamebutonlyinsmalldoses.Ifthereisa
lotoftheorytoabsorb(e.g.casestudies,introductionstocomplexconcepts,legal
transcripts)thendeliverthattothelearnersbythemostappropriatealternative
means.
Lasttip!UseGBLtoallowlearnerstobeabletoputthetheorythattheyhavelearned
elsewhereintopractiseinasafe,simulatedandrealisticenvironment.
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09/02/2006
PIXELearningseekstoworkwithestablishedtrainingandeducationserviceproviders
whohavetheexperienceandcapabilitytoundertakethoroughorganisationand
learnerneedsanalysisandwhocanapplyanobjective,holistic,systemslevelapproach
toassessingclientsneedsanddesigningappropriateblendedsolutions.
WeareproudofourrelationshipwiththeMatchettGrouparelationshipthat
empowersPIXELearningtodowhatwedobest,safeintheknowledgethattheproject
aspectssuchastrainingneedsanalysisandtraditionalfacetofaceinstruction,which
wearenotourspeciality,areinthehandsofarespectedandreliablepartner.
FormoreinformationaboutTheMatchettGroupvisit:www.thematchettgroup.com
9. Thesalespitch:PIXELearningwhatwedoandwhatwecandoforour
clients
PIXELearningspecialiseinwebbasedapproachestobusinesseducationandbusiness
andmanagementskillsdevelopment.Ourfoundersbackgroundandmostofourstaff
arefromtheeLearningandtraditionaltrainingsector.
Wehaveinvestedoveradozenmanyearsintodevelopingcustombuiltgamesbased
learningtechnologyplatformstoensurethatwecancreatecompelling,engagingand
effectivelearningexperiencesrapidlyandcosteffectively.
Wedobelievethatitiscooltocreatepowerfullearningsolutions.
Wedonotthinkthatitiscooltousetechnologyfortechnologyssake.
Corporatesite:
LearningBeans site:
BusinessGamesite:
TheArtofSeriousGames:
Email:
Tel:
www.pixelearning.com
www.learningbeans.com
www.thebusinessgame.com
www.seriousgames.com
info@pixelearning.com
+44(0)2476236971
Youcanlearnmoreaboutamaninanhourofplaythanina
yearofconversation."
Plato,fromTheRepublic
Page20
09/02/2006

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