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‘Serious Games’ for eLearning ; When games become serious business applications Kevin Corti, Founder, PIXELearning. Company overview Company background Established in 2002, Coventry University Technology Park Business education, vocational and management skills development

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slide1

‘Serious Games’ for eLearning;

When games become serious business applications

Kevin Corti, Founder, PIXELearning.

Company overview

slide2

Company background

  • Established in 2002, Coventry University Technology Park
  • Business education, vocational and management skills development
  • £500k sales + £400k investment in GBL technology platforms
  • Clients - Coca-Cola, Scottish Enterprise, AWM, Edexcel, Skillsmart Retail many schools, colleges and universities
  • A growing reputation in UK & overseas
slide3

Serious Games definition v1.0

“The use of computer game technologies and/or approaches for primarily non-entertainment purposes”.

slide4

Serious Games definition v2.0

University of Central England

Coventry University

BECTa

Birmingham University

University of Warwick

JISC

Penn State University

A.W.M.

D.T.I.

EA Games & NESTA

The MOVES Institute

M.I.T.

Microsoft

Carnegie Mellon

Intel

NOKIA

University of Southern California

LearningLab

slide5

This isn’t new!

“You can learn more about a man in an

hour of play than in a year of conversation”

Plato

slide6

This isn’t new!

“You can learn more about a PERSON in an

hour of play than in a year of conversation”

Plato (2006)

slide7

The ‘F’ word

There is a lot more to Games-based Learning than simply trying to make learning fun….

….although that

wouldn’t be a

bad start!

slide8

How do we make eLearning FUN?

“Operate on the stomach cancer using W,A,S & D keys

...you have 60 seconds

….and people are throwing spears at you”

slide9

How do we make eLearning FUN?

“….using proven medical techniques in a realistic simulated environment with believable outcomes”

slide10

A theory of fun

“Fun is…..” [DISCUSS] – in less than 10,000 words

AMUSEMENT / PLEASURE / FRIVOLOUS / CHILDISH / PLAY / RECREATION / ENTERTAINMENT

SATISFACTION / REWARD / ACHIEVEMENT / ENGAGEMENT / GRIPPING / EMOTIONAL

AN EXPERIENCE!!!!!

slide11

A theory of fun

“Fun is…..” [GO BUY THE BOOK]

slide12

‘Psychobabble’

Experiential

Problem-solving

Learning by doing

Task-based

Authentic

Relevant

Meaningful

Engaging

Immersive

Memorable

Enjoyable

Stimulating

Engrossing

Constructivism focus

Job-specific

Truly interactive

Play

Rules

Goals

Objectives

Structure

Drama

Story

Narrative

Humour

Higher order cognition

Apply information = knowledge

Fun

Feedback

Adaptive

Flow state

Competition

Collaboration

Role play

Strategy

Exploration

Eye candy

No such thing as the

‘FUN on/off switch’;

Need to consider audience,

mode of use, experience,

expectations, purpose….

slide13

How often does this happen?

“Please…just another hour…I really want to finish this course”

slide15

Does eLearning engage?

“Umm…no thanks!”

slide17

This isn’t about using Pong or Millionaire to try to help learners memorise facts.

“Chocolate-coated broccoli still tastes like broccoli”

slide20

It’s not all “Single-player!”

Games are increasingly social (e.g. XBOX live & MMORPG’s)

Multiplayer GBL = Social learning environments

slide21

Characteristics of games

Realistic environments & systems

Clearly defined rules & structure

Clearly defined objectives

Drama & story

Truly interactive

Humour

Characters

Clear outcomes & feedback

Challenge

Adapt (flow state)

Higher cognitive activity

….and they are enjoyable!

slide22

So why should YOU

be interested?

Performance improvement

Awareness of role

Competency testing

Assessment/ROI

Recruitment

Customer education

Promotional tool

Induction

Motivational tools

Aspirational tools

Best practise

slide23

Pedagogy??

  • Andragogy (Adult learning)
  • experience (including mistakes) provides the basis for learning activities
  • problem-centered rather than content-oriented
  • interested in learning subjects that have immediate relevance to their job or personal life
  • Malcolm Knowles (1913 to 1997)
slide24

Experience

Games-based learning…

Provide safe, realistic and meaningful environments…

…..in which learners actually apply information to develop knowledge and skills.

slide25

Experience

GBL is heavily

experiential

GBL gives learners virtual experience which they can use for real in workplace

slide26

Experience

Ask yourself;

“Would you let your new management trainees run your organisation?”

slide28

Experience

Ask yourself;

“Would you let your new management trainees run your VIRTUAL organisation?”

slide29

Problem-centred learning

  • Games are pre-defined ‘problem spaces’
  • Solving the problems = satisfaction
  • GBL problems are authentic & relevant

Game over!

You won

Game over!

You won

slide30

Problem-centred learning

What you do (or don’t do) has an obvious and meaningful effect in the game.

The game changes. Each time you try it…it is different.

Information / choices / behaviours / approaches / tactics / strategies …..meaningful outcomes

slide32

That word…. ‘Game’

The first step is admitting it!

- Gamers Anonymous

“My name is Kevin and I am…a gamer”.

slide33

That word…. ‘Game’

Lonely hearts

Spotty, white, teenage male with poor social skills seeks fellow XBOX enthusiast to share long nights in front of the bedroom TV.

‘Trevor’, aged 15 from Guilford

slide34

The gamer demographic

  • The reality:
  • 18 to 35 – core market for Sony & Microsoft
  • 41% female
  • 42% aged 25 to 49
  • 35% income of $50k to $100k
  • 16% income > $100k
slide35

The ‘natives’ are digital

  • Key message!
  • Learners are changing
  • Opportunity NOT threat
  • Organisations needs to evolve to take advantage.
slide36

Examples of GBL in action

Financial Management / Ffn-FM’s

slide43

Sam holds a Master’s degree in Marketing (Henley College). She has 12 years of experience in blue chips (HASDA, Tisco and Sansberries)

HR / managing people & teams

slide46

Examples

Food Force

slide47

Examples

[ www.food-force.com ]

slide51

Ambient

Performance

slide52

Implementation issues

How quick?

How specific – COTS or bespoke?

How easy to update?

Web-based?

IPR?

Cost / licensing model?

Assessment criteria?

SCORM/ADL?

Curricula/qualification?

Who designs it?

slide53

Implementation issues

Game Design vs Instructional Design

- “As easy as mixing oil and water!”

Partnerships are key – Matchett Group, Edexcel & Coventry University

Projects need to be driven by learning needs NOT technical

slide54

Core technology in place?

> Minimise risk

> Cut cost

> Reduce delivery time

> Easy to update

> Profitable for provider

slide55

PIXELearning Ltdwww.pixelearning.com

T: +44 (0) 24 7623 6971

Kevin Corti,Managing Director

kevin.corti@pixelearning.com