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12 Reasons to Use Games for Learning

Posted by Amanda Holm on Apr 10, 2014 4:38:00 PM

  1. The value of a game-like experiences used for learning is becomingJumbled Cube hand puzzle more evident with benefits such as improved: performance; decision making; leadership skills.
     
  2. Games can be designed to help lead the player into discovering skills and solutions without giving the player the answers. In addition, getting a great game experience doesn’t have to be hard.
     
  3. Players gain a sense of accomplishment each time they finish a level, which does not seem much like “training.”
     
  4. Employees clearly benefit from the knowledge and skills they can learn in their employer’s courses.
     
  5. Games can make training more enjoyable. Because they are interactive, games can keep the interest of the players throughout the program.
     
  6. Games are an effective performance improvement methodology for almost all audiences—even senior executives — especially senior executives. Your audience may be more receptive to using games for training than you think.

  7. Today’s Role-Play Games and Alternate Reality Games are not the single-user joystick games of years past. They require collaboration, team building, as well as smart use of resources, strategy, and follow-through. The most successful Role-Play Games players also tend to be great leaders and team-builders.
     
  8. Competition: Every business is a competition. Many internal functions are a competition, too; competition for attention, scarce resources, funding, etc. Games are inherently competitive. Learning how to be a better competitor will also make you a better business person.
     
  9. Engagement: I can’t learn anything if I’m not paying attention. Why teach me an abstract skill when you can get me to engage in the actual behavior? Games get me involved, give me a goal, and help me understand what I have to do to hit that goal. All fairly painlessly—in fact, I might not even realize that I’m supposed to be learning.
     
  10. Social learning: Whether we’re playing our game in a real-life room or playing online in a virtual space, we’re still working in a social environment. That means that we can create our own experience (within the rules of the game, of course), and the experience changes based on the people present. We can share our knowledge, experiences, assumptions, and learn from and teach each other. We may be playing a game, but what we’re learning from each other is very real.
     
  11. Informal Learning: Game environments create wonderful opportunities for informal learning. As a team of people driving towards a goal, we inevitably share all kinds of knowledge. All the notebooks in the world won’t drive knowledge like an experienced colleague sharing a great story.
     
  12. Collaboration (or lack thereof): Great games for learning use goal-based scenarios where teams of people need to collaborate to achieve success. This is a great opportunity for participants to understand what each role brings to the table, how collaboration drives a better outcome. Learning this kind of behavior in a game is “sticky;” it will stay with you long after the game is over.

These tips were pulled from a number of our blog articles on using games in learning. For additional information click on the following links: 

AmandaHolmPhotoBlogImage

 

Amanda Cushman Holm is the 
Sales and Marketing Specialist at 
Performance Development Group

 

Topics: Gamification

The Gamification of Learning and Instruction Fieldbook

Posted by Rich Mesch on Dec 20, 2013 10:59:00 AM

Welcome to the next stop on the blog tour!

I've enjoyed reading Karl Kapp's books so much over the years and I'm doubly pleased to be his co-author on the newest, The Gamification of Learning and Instruction Fieldbook. I first started building simulations and learning games way, way back in 1985. Back then, I was very inspired by text adventure games like fieldbookZork, which created a very compelling and immersive world using only text. I remember thinking, if we can become so involved in fictional worlds like this, what would happen if we became immersed in real-life scenarios the same way? It would be a lot like doing it for real, except we'd be in a nice safe environment where we could try new behaviors and there would be little penalty for failing.

Of course, back then you really couldn't talk to businesses about games. Games were something serious business people simply did not engage in. So we called them interactive case studies and simulations and immersive experiences. But games they were and games they still are, except now we're not afraid to call them that.

I'm proud to be part of the Fieldbook because I think it addresses a real need in the learning industry. "Gamification" has become a (rather awkward) buzzword, and many people don't really understand what it means. Given that one of the strengths of learning games is that they help transform cognitive knowledge to behavioral skills, it makes sense to create a book that focuses on how to actually do this stuff. Karl and Lucas and I set out to create a "how to" book, a roadmap that shows you how to take all of these great ideas and actually create great games and simulations. The book is full of ideas, yes, but also full of tools, processes, guidelines, tips, and tricks.

With The Fieldbook, we created the kind of book we wish we'd had when we started out creating learning games and simulations. We hope it not only inspires you but gives you the tools you need to create awesome learning games. If you'd like a copy of your own, you can get one right here. And if you'd like to continue the conversation, please join me at the Training 2014 Conference in San Diego, CA on February 3, 2014 for my session, The Secrets of Simulation Design. See you there!

For additional thoughts about gaming from this blog, try the following:

The Chocofication of Learning

How Games Improve Performance, Part 1: An Introduction

How Games Improve Performance, Part 2: Why Are Games Effective?

Using Storytelling in Learning, Part 1: Yelling at the Movie Screen

Using Storytelling in Learning, Part 2: 7 Tips for Effective Storytelling

Using Storytelling in Learning, Part 3: The Predictable Unexpected

Using Storytelling in Learning, Part 4: Keeping it Real

Using Storytelling in Learning, Part 5: The Goal-Based Scenario 

 

Rich Mesch

 

 

 Rich Mesch is Senior Director, Customer Engagement at Performance Development Group

 

Topics: Storytelling, Simulation, Gamification

The Chocofication of Learning

Posted by Rich Mesch on Apr 20, 2012 12:37:00 AM

Or

Why Games Won’t Cure the Common Cold, but They Will Solve a Lot of Other Problems

by Rich Mesch

Welcome to the next stop on the blog tour for Karl Kapp’s new book, The Gamification of Learning and Instruction! Hop off that blog bus and shake the dust off.


Picture of Books entitled "The Gamification of Learning and InstructionWhen reading Karl Kapp’s new book, I was pleased to see reference to Jesse Schell, a professor at Carnegie Mellon University’s Entertainment Technology Center. I remember seeing Jesse deliver the keynote at last year’s Learning 3.0 conference where he, too, discussed gaming and learning. One of the points that Jesse made was you don’t need to “gamify” learning—games have inherent properties that lead to knowledge, growth and behavior change.  So to gamify learning, what we really need to do is identify what makes games such effective tools, and incorporate that into our design.His point was that games are good, but applying games to every kind of learning won’t automatically make them better. And to drive his point home, he asked: what if we focused on Chocofication—adding chocolate to everything? Chocolate is tasty, so wouldn’t it make everything better? And to illustrate, he offered many things you could dip in chocolate—some delightful, some unusual, and some downright disgusting.

You can see Jesse’s presentation from Learning 3.0 here: 

http://www.slideshare.net/jesseschell/when-games-invade-real-life

It won’t have much impact without Jesse’s narration (like most good presentations, it’s mostly pictures with very few words), but you can enjoy looking at all the things that Jesse wanted to dip in chocolate (including his stapler).brown stapler

Schell briefly made many of the same points that Kapp makes in-depth. Gaming isn’t for every learning experience. Simply dipping learning in game sauce does not automatically make it better;  in fact, randomly applying vaguely game-ish attributes to learning (like points, badges, and levels) can trivialize the content.

So why all this talk of gamification? Like most aspects of learning, it comes down to motivation, engagement, and behavior change. There’s a reason we’ve been playing games for thousands of years. They engage us, they draw us in, they make us want to gain skills and improve our performance.

See?

Karl’s books over the years show a definite progression, from identifying and classifying a concept to ultimately codifying that which seems uncodifiable.  In Gadgets, Games, and Gizmos for Learning, he looked at the role of story and creativity in learning with a broad brush; in Learning in 3D (with Tony O’Driscoll), he began to put some definitions around the wild, wild west that was Immersive Learning. And in this book, he’s looking for the Checkers black and redrules, the trends, and the benefits that tie gaming to learning.

The good news is that we’ve got a good head start with gaming. Gaming has been pretty well codified; the creation of new technologies modifies the rules, but doesn’t inherently change them. Concepts like “boss challenges” and “leveling up” didn’t start with Nintendo. We’ve been “leveling up” ever since someone put one checker on top of another, called it a “King,” and determined that it now had a new set of powers. 

So how do we bring the power of gaming to learning? That's what the book is for. Karl says it better than I ever could. You can get your own copy here:

http://store.astd.org/Default.aspx?tabid=167&ProductId=22923

As for me, it’s getting to be lunchtime, and that chocolate stapler is looking better and better.

Topics: Performance Improvement, Innovation Strategy, Gamification

How Games Improve Performance, Part 2: Why Are Games Effective?

Posted by Rich Mesch on Aug 23, 2010 3:44:00 AM

by Rich Mesch

Drich uncle penny bagso you want your learners to collaborate? To demonstrate leadership skills? To drive towards a goal? To evaluate and analyze situations before committing to a decision? To value the perspectives of others? To improve performance?

Then you definitely want them playing games.

Most of us have probably played Monopoly. You know, the strategic decision-making, asset-leveraging, and negotiation skills tool?

What’s that you say? Monopoly is a kid’s game where the biggest decision you make is whether you want to be the thimble or the dog? And it’s just a game, because you roll dice, and the dice determine what happens?

Well, let’s think about that. Yes, Monopoly has an element of luck (so does real life!). But what drives a winning strategy in Monopoly?
    • Strategic decisions on what assets to purchase
    • How to leverage those assets by improving them and driving larger ROI
    • Building alliances that enhance your ability to compete
    • Negotiating with others until you’ve maximized your revenue stream
In fact, the winner of a Monopoly game is usually the player who has the greatest strategic vision (which properties to acquire and improve) and the best negotiating skills (at some point, you’re going to need to sweet-talk other players into selling or trading you their properties).

Does your audience need any of those skills?

But let’s not stick with old school board games. Today’s Role-Play Games (RPGs) and Alternate Reality Games (ARGs) are not the single-user joystick games of years past. They require collaboration, team building, smart use of resources, strategy, and follow-through. And the most successful RPG players also tend to be great leaders and team-builders.

So am I recommending that we commit large swaths of business time to playing Monopoly and World of Warcraft? Not really (although that would be fun!), but I am recommending that we identify and utilize the elements that make these games so effective:
    • Competition: Every business is a competition. Many internal function are a competition, too; competition for attention, scarce resources, funding, etc. Games are inherently competitive. Learning how to be a better competitor will also make you a better businessperson.
    • Engagement: I can’t learn anything if I’m not paying attention. Why teach me an abstract skill when you can get me to engage in the actual behavior? Games get me involved, give me a goal, and help me understand what I have to do to hit that goal. All fairly painlessly—in fact, I might not even realize that I’m supposed to be learning.
    • Social learning: Whether we’re playing our game in a real-life room or playing online in a virtual space, we’re still working in a social environment. That means that we can create our own experience (within the rules of the game, of course), and the experience changes based on the people present. We can share our knowledge, experiences, assumptions, and learn from (and teach) each other. We may be playing a game, but what we’re learning from each other is very real. And that leads us to…
    • Informal Learning: Game environments create wonderful opportunities for informal learning. As a team of people driving towards a goal, we inevitably share all kinds of knowledge. All the notebooks in the world won’t drive knowledge like an experienced colleague sharing a great story.
    • Collaboration (or lack thereof): Great games use goal-based scenarios (more on that in the next post), where teams of people need to collaborate to achieve success. This is a great opportunity for participants to understand what each role brings to the table, how collaboration drives a better outcome. Learning this kind of behavior in a game is “sticky;” it will stay with you long after the game is over.
Next time: we’ll examine 5 Aspects of Effective Learning Games. Not every kind of game leads to learning, but great games can lead to great insight.

Topics: Series, Learning Theory, Gamification

How Games Improve Performance, Part 1: An Introduction

Posted by Rich Mesch on Aug 3, 2010 9:25:00 AM

 by Rich Mesch

I first started talking to busiGames for Learningnesses about using games to improve performance way back in 1985. Back then, I was working mostly with mid-level and senior mangers, so talking about games required hushed tones and euphemisms. After all, busy important managers couldn’t spend time playing games. They had big, big decisions to make. And so what if the game was designed to help them be even more effective in making those big, big decisions? This was serious business. They weren’t games; they were “experiences,” or “competitions,” or “challenges.” Or maybe you just didn’t talk about it at all.

What a difference a couple of decades make. We no longer have to apologize for using games for performance, and there are a few organizations that actually champion them. But we’re not out of the woods yet. With many organizations, the business case for games as a performance improvement method remains to be made. And even in organizations that support games, there is still the question of how to design and implement effectively.

In this series, we’ll look at several aspects of gaming for performance, including:
    • The reasons that games are an effective performance improvement methodology for almost all audiences—even senior executives. Especially senior executives.
    • Some common myths about gaming; your audience may be more receptive to games than you think; and getting a great game experience doesn’t have to be hard.
    • Aspects of effective learning games; there’s a good reason why some people are still talking about the experience months and even years afterwards.
    • Types of games; computer-based games are great, but technology isn’t the solution to every challenge. Think you’re too grown up for tokens, cards, and dice? Think again.

Up first: in the next post in the series, we’ll look at 5 reasons games are an effective performance improvement method. See you then!

Topics: Series, Gamification

Learning from Game Developers

Posted by Rich Mesch on Nov 2, 2009 10:04:00 AM

by Dave Darrow

For the longest time, we've had to avoid using the "g-word" when describing things like business simulation and virtual worlds. As proved by Clark Aldrich and Karl Kapp, the tide is turning and the value in game-like experiences for learning is becoming more evident. This mindset is somewhat obvious for people like me who have played video and computer games since grade school so it's nice to see it being validated. Because of this, I often try to look for common ground between game development and e-learning design.

video_game_controlsRecently, I read an article on The Escapist, a gaming blog, titled The Incredible Disappearing Teacher that described the challenges that game designers face in training end-users on how to play their games. The problem they faced was that the end-users don't want to go through tutorials, yet would be unable to enjoy the game unless they obtained the information contained in the tutorial. With a catch-22 situation like this, they have devised clever ways to engage the end-user and keep them motivated to finish the tutorial. Sometimes the tutorials are woven into the storyline of the game, other times they are incentivized with in-game currency, additional in-game inventory, or rewards like badges of achievement. One particularly good example was Valve Software's excellent Portal, which spends nearly half the game teaching you all the skills you need to complete the second half. It does not play like an extended tutorial, since the levels are carefully designed to help lead the player into discovering skills and solutions without spoon-feeding them the answers. This gives the player a sense of accomplishment each time, which does not seem much like "training".

Do businesses face similar challenges? I think they do. Like game players, employees clearly benefit from the knowledge and skills they can learn in their employers courses yet are often reluctant to do so. If game designers have discovered ways to make training enjoyable, we should be examining them and finding new ways to do it for our own design challenges.

Topics: Emerging Technologies, Simulation, Gamification