Roumen Nikolov , Sofia University Vesko Spiridonov, Virtech Martin Martinov , Virtech

1. Serious games & virtual realities in business & management skills development: experience and prospects RoumenNikolov, Sofia University VeskoSpiridonov, Virtech Martin Martinov, Virtech AlbenaAntonova, Sofia University

2. Overview • Game-based learning • Principles • Users • Benefits • Characteristics • Two examples- Yentels& Intels • Second Life • Characteristics • Virtual Economy • Users • Some SL examples

3. Games-based Learning • The growth of serious games in education can be ascribed to learning which can be more engaging with the introduction of an underlying game, and to the current generation of learners who have grown up in a digital environment and are familiar with its operation. • Games-basedLearning (GBL)enableslearnerstoundertaketasksandexperiencesituationswhichwouldotherwisebeimpossibleand/orundesirableforcost, time, logisticalandsafetyreasons.

4. Users demographic • Large corporate co’s (cross sector) • The SME community • Public sector projects • Government agencies • Training providers • eLearning studios/ publishers • Not for profits • Museums • Universities • Colleges • Schools

5. User (learning) needs • Auditor training • Diversity & inclusion • Marketing fundamentals • Introduction to finance • Complex sales processes • Call centre (IT product awareness) • Promoting careers in the retail sector • General business awareness • Consultancy skills for public sector workers • Customer care • Front line sales • Awareness of financial products • IT skills • Personal finance skills • Company induction training • Project management • Business studies (education) • Health & safety at work • Operating a franchise

6. Games-based business & management skills development • If undertaken appropriately, GBL is the vehicle for embedding new knowledge and/or skills that can then be immediately applied in the workplace. • Games are nothing more than a vividly recreated environment and/or system in which the user has to solve a problem or series of problems. • Repeatability is a key strength of GBL. Learners can play out a particular strategy or adopt acertain approach. If he/she fails or does not quite deliver the desired outcome, then they can try again

7. Games-based business & management skills development • The ability to assess, for example, what strategies a learner adopted; how well he/she analyzed and made sense of information; how well he/she explained and justified their decisions; how well they understand the way their decision affected a specific outcome – all this tells the trainer much about that person’s knowledge, competency, problem-solving skills and even their personality. • Multiplayer GBL can also draw upon the competitive nature of games with users being ‘dropped’ into virtual situations with other real people with whom they need to perfect their negotiation, communication and conflict resolution skills.

8. Some of the key potential benefits of GBL • Performance improvement • Increase awareness of the importance of employee roles • Competency testing • Assessment/ROI • Recruitment processes • Customer & partner education • Promotional tool • Motivational tools • Best practice

9. Serious Games, Virtual Worlds and Training • According to Gartner, by the end of 2011, 80 percent of active Internet users (and Fortune 500 enterprises) will have a “second life”, but not necessarily in Second Life (http://secondlife.com) (Gartner, 2007). • E-learning simulations are the fastest growing sector of the e-learning industry, increasing from $300 million in 2002 to $37 billion by 2011 (WAVE, 2003). • According to The Apply Group, by 2012, between 100 and 135 of the Global Fortune 500 will have adopted gaming for learning (IBM, 2007).

10. INNOV8: the IBM BPM simulationgame • The INNOV8 BPM simulationgamebrings IT andbusinesstogetherforprocessmodelinnovation • Both IT andbusinessprofessionalsunderstandthatprocessesarecritical to success. Theyjustlookatthemfromdifferentperspectives; • INNOV8, the IBM BusinessProcessManagement (BPM) simulationgame, givesboth IT andbusinessplayers a betterunderstanding of howeffective BPM impactsanentirebusinessecosystem; • INNOV8 alsodemonstrateshow a moreinstrumented, interconnectedandintelligentworldsupportsprocessimprovementsandworkingsmarter to helpbuild a smarterplanet.

11. INNOV8: the IBM BPM simulationgame -2 InsideINNOV8 Online, youwillencounterthreedifferentgamescenarios: • SmarterTraffic -- Evaluateexistingtrafficpatternsandre-routetraffic based on incomingmetrics; • SmarterCustomer Service -- Using a callcenterenvironment, playersdevelopmoreefficientways to respond to customers; • Smarter Supply Chains -- Evaluate a traditionalsupplychainmodel, balancesupplyanddemandandreduceenvironmentalimpact; • Playersquicklyseehowpracticalprocessimprovementscanhelpmeetprofitability, customersatisfactionandenvironmentalgoalswhileaddressingrealproblemsfacedbymunicipalitiesandbusinessestoday. Andwhenthey'redoneplaying, theycancomparescoreswithotherplayers on global scoreboards.

12. INNOV8 2.0 Academic Edition • Over1000 schoolsworldwidehavedownloadedthegameandmorethan 100 universitiesworldwidehavebuiltcustomcurriculumusingourseriousgame to helpstudentslearnaboutbusinessprocessmanagementand SOA. • ProfessorsregisteredwithIBM'sAcademicInitiativecandownloadthegamefor free; • Innov8 was designed to be delivered in a one hour learning lab to supplement courses like Business Process Management, Corporate Strategy, and Operations and IT Management.

13. Characteristics of games Games: • have realistic and relevant environments and systems which allows users to ‘explore’ the boundaries, options and the problem space; • have clearly defined rules; • have clear objectives; • are truly interactive.

14. Characteristics of games • Have clear outcomes; • are adaptive; they automatically track the user’s progress and performance to maintain a careful balance between boredom (because it is too easy) and frustration because it is too hard; • require (and foster) a level of cognitive application from the user that far exceeds reading text and then regurgitating facts; • are genuinely enjoyable.

15. GBL specialist claims that games are the panacea • Games can be excellent means for letting learners put the theory into practice. • They can be a powerful means of testing competencies. • They are bad at delivering content. Information can be delivered ‘in game’ but only in small doses. If there is a lot of theory to absorb (e.g. case studies, introductions to complex concepts, legal transcripts) then deliver that to the learners by the most appropriate alternative means.

16. Video Games and Learning Shaffer, Squire, Halverson, Gee (2006)Theorizing games in/and education: • “video games matter because they present players with simulated worlds: worlds which, if well constructed, are not just about facts or isolated skills, but embody particular social practices” … • “thus make it possible for players to participate in valued communities of practice and as a result develop the ways of thinking that organize those practices” • “The virtual worlds of games are powerful, in other words, because playing games means developing a set of effective social practices”

17. Sampels: InTeLS & YENTELS games Two excellent serious games were developed in 2008-2009 in the frames of Leonardo da Vinci Programme, Transfer of Innovation action: • International Trade e-Learning suite (InTeLS) • Young European Entrepreneurs e-Learning Suite (YENTELS) The e-Learning suite in each project included: an online course, a serious game and a knowledge base (useful content and web-sites).

18. InTeLS & YENTELS games The e-learning suites, including the games, are available on the sites, developed for both projects by Pixelearning, UK, translated in Bulgarian and maintained by Virtech Ltd.: http://www.intels.biz http://www.yentels.com They can be used for free by anyone in Bulgaria. Select the site and enjoy the games!

19. YENTELS Game Scenario & Objective • The Scenario The YENTELS Game is based on the scenario of a young person who decides to start a new DJ business. The objective for the player is to make key critical decisions within the game in order to turn their new DJ business into a success. The player goes through various stages/options which are chosen to highlight a range of business related subjects. • The Objective The objective of the game is to educate/teach the player about the various issues associated with being an entrepreneur in a context which is true to life when starting a new business from scratch. The game compliments the YENTELS course and the YENTELS knowledge Base by helping learners to identify areas where they may have a lack of knowledge in a particular subject.

20. Yentels Game

21. Intels Game Scenario & Objective • The Scenario The InTeLS Game is based on the scenario of a small company that wants to start exporting. The objective for the player is to make key critical decisions within the game in order to trade successfully internationally. The player goes through various stages/options which are chosen to highlight a range of international trade related subjects. • The Objective The objective of the game is to educate/teach the player about the various issues associated with international trade in a context which is true to life when running a business. The game compliments the e-InTeLS course and the InTeLS knowledge Base by helping learners to identify areas where they may have a lack of knowledge in a particular subject.

22. Intels Game

23. User reaction to InTeLS and YENTELS games In 2009 both games passed usability testing and evaluation. InTeLS game was evaluated by end users (5 to 15 SMEs) in 7 countries (UK, Sweden, Spain, Italy, Slovenia, Lithuania and Bulgaria). YENTELS game was evaluated by end users (5 to 15 young entrepreneurs) in 4 countries (UK, Sweden, Spain and Bulgaria).

24. InTeLS games reaction (aggr.%) - 1

25. InTeLS games reaction (aggr.%) - 2

26. YENTELS games reaction (aggr.%) - 1

27. YENTELS games reaction (aggr.%) - 2

28. What is Second Life? MUVE A MUVE – multi-user virtual environment is computer-based environment in which multiple users can interact with defined setting, specific objects and with each other in real time. Interaction within the virtual world may occur through a variety of protocols including text-based chat, voice transmission, audio cues and visual cues. Audio and visual cues may be in a mode of constant presentation (e.g. a waterfall that is always in motion and always presenting the sound of falling water).

29. What is Second Life? Launched in 2003, Second Life is the largest virtual world, with tens of millions of square meters of virtual lands, more than 13 million registered users (or “residents”), and a thriving economy. Since its debut, Second Life has added several key features, including VoIP, which lets users speak to one another. Residents of Second Life exist “in-world” through personal avatars and can spend time in any of a vast number of locations (or “islands”) that have been created for purposes including education, socializing, entertainment, and commerce.

30. Second Life has about 1 million users for the last month, about 13 million registered users and about 60000 registered companies with positive cash flow. (12.2008) The value of converted Linden Dollars for USD is about US$100 millions for 11 months of 2008. What is Second Life?

31. Virtual economy has great potential for development Low barriers to entry; Employment opportunities, typically for young males, who comprise a group characterized by high levels of unemployment and underemployment; High levels of creativity, innovation and entrepreneurship, with flexible working patterns; Encourages small firms, self-employment and opportunism, and is not yet affected greatly by the big business intermediation. Has high growth potential.

32. Who is in Second Life? • According to Linden Lab more than 1,400 organizations - including large companies, educational institutions, government agencies and even the U.S. military - use Second Life to hold meetings, conduct training and prototype new technologies more efficiently.

33. Organizations in SL Business, Universities, Museums, libraries, Historical Recreations, Art and Music Literature, Social Organizations, Politics, Embassies, Economy, Commerce, Architecture, support for disabled people, virtual tourism, Army, cultural institutions and NGO.

34. Big companies Fortune 500 companiesinSecond Life MSc Thesis, 2009 Alessandro Barnetta, ETH Zurich 15% of Fortune 500 companies have some activities in SL. The main focus of their activity is Marketing, communications and collaboration. Marketing, Communication & Collaboration, and R&D are among the most satisfying activities for companies in SL.

35. Who’s doing it? A better question might be, who’s not doing it? Artists have set up galleries, musicians have held concerts, and authors have read their work in-world. Diplomacy Island - virtual embassies of Maldives, Sweden and Estonia Entrepreneurs participate in the SL economy. Nonprofits islands - sharing resources and host activities for users. Colleges and universities have established a presence in SL. Many faculty have begun teaching distance courses in-world.

36. How does it work? Second Life users install an application that runs locally and communicates with servers that host the virtual world. Once registered, users create and customize their avatars, which can be changed at any time using either the built-in options or by creating new options or buying items that others have created. All users can buy Linden dollars to participate in the Second Life economy. Once in the virtual world, users can search for places, people, and activities. Users can communicate with others through chat and other text media or, with VoIP enabled, can speak to one another. Each avatar has an inventory of things it can use or give to other users. Numerous gestures are available, including waving, sitting down, or dancing. In short, avatars can do anything for which a programmer has built a function.

37. Why is it significant? Although Second Life offers a compelling synchronous experience for geographically disparate users to meet and interact, the stronger attraction is the extent to which the environment serves as a legitimate surrogate for the real world, allowing users to inhabit personas and situations that are otherwise unavailable to them. Activities in Second Life can teach users how to work effectively in a group by allowing them to experiment with behaviors that they might be too reluctant or shy to try in the real world. Despite the expectation that users are prone to alter their actions because of the medium, observing how people behave still offers a window into the motivations of the people behind the avatars. How do users respond to promotional campaigns or in social settings? In what sorts of mischief do users engage, and how frequently? That Second Life has a functioning economy sheds light on questions of where real people find value, even in a virtual world.

38. What are the implications for teaching and learning? The colleges and universities in Second Life combine electronic communication with the quality of a shared space. Some academic areas, such as foreign-language instruction and 3D modeling, are particularly well suited to the tools and the experiences that Second Life offers to educators. Virtual worlds allow students to interact in 3D spaces that are comfortable, facilitating educational exercises such as virtual field trips or visiting a gallery of student-created art. The social dynamic builds rapport and exposes students to teamwork, and the sense of presence encourages students to explore and engage in informal, self-directed learning.

39. SL Conferences and meetings Metaverse U Conference Notes Stanford University, CA, February 16 2008 Real time conferences and meetings with avatars from all over the world, in the same virtual room, at the same time allow debating important topics mixing virtual and real worlds.

40. Second Life Enterprise Suite Second Life Enterprise is a $55,000 hardware appliance that enterprises can install in their data centers. The appliance allows companies to run SL on their own networks, behind the company firewall. Second Life Enterprise can support up to about 700 avatars logged in simultaneously. It comes with a set of 10 business-ready default avatars, with different ethnicities and appearances.

41. Sloodle- Moodle in SL Open Source project which aims to develop and share useful, usable, desirable tools for supporting education in virtual worlds, making teaching easier. Sloodle supports teaching and learning in Second Life by linking it with Moodle, an open source virtual learning environment employed globally in thousands of learning contexts. One vital aspect to this mashup is the accessibility it affords, so that people unable to access Second Life can participate in the same class as others in-world, and that class can be extended asynchronously through the Moodle forums. The Sloodle community is expanding rapidly, and there is little doubt that this is one of the most significant future trends for educators working in Second Life.

42. Second Life Libraries The Marie Antoinette exhibit featured a hall decorated in the style of her times, full text and links to books and multimedia presentations about her, and an event that featured an avatar carefully crafted to resemble her speaking in person about her life and experiences. The opportunities for making library resources of all kinds available in Second Life, including text, images, geospatial data, video, audio, and social information, is drawing librarians in-world at a rapid pace.

43. Language Learning in SL Students enrolled in intermediate Spanish language courses of Mrs. Pereira regularly enjoy field trips to Spain, strolls through Colombian art galleries, salsa dancing classes, and lively conversations in street cafés. BBC have created its own space at Virtlantis - an island formed by foreign language educators and is an example of best educational practices in SL.

44. Thank you for your attention!