We believe in "game-based learning" when appropriate for the audience and learning objectives.
Definition of game-based learning
Game-based learning can be defined in many ways, especially since the word "game" has many connotations. We define it as "the process of taking an idea and creating an activity to deliver that idea in a manner that is motivating, challenging, and fun, and has a measurable learning objective as a foundation."
When we design activities for game-based learning, we apply several "rules" to make sure the activity fits:
- Does the activity have a competitive element? To be a truly competitive activity, it must have a winning condition. The player must be aware of the winning condition, which must be applicable to a measurable learning objective.
- Are there built-in elements of engagement? Does the activity stimulate the player to want to stay involved and complete the activity? Does the activity contain elements of challenge, player control, and does it stimulate curiosity? Is there a timing mechanism in the activity?
- Does the activity contain an element of reward? Is there a scoring mechanism built into the activity that allows the player to view their status as they progress through the activity? Does the activity offer descriptive or visual feedback of any kind?
Game-based learning principles
Industry research has shown that students learn better when they are having fun and are engaged in the learning process. What elements do we add to ensure the need for engagement and fun? To make sure learning actually occurs we first confirm that the learner will benefit from a game-based program. Not all training programs are best suited for game-based learning, and we don't try to fit a square box into a round hole. Our process for determining whether or not to proceed begins at the needs analysis phase. We ask questions such as:
- What is it that needs to be taught?
- Who does the target audience consist of?
- What are the specific learning objectives?
- How will the program be delivered?
Once we have these basic questions answered, we can determine if the elements of gaming will apply to help achieve the learning objectives. To outline a successful game-based learning program, we consider the following three elements to be critical:
- Storytelling
- Narrative scenarios or stories constructed to simulate or represent the skill, task, or concept that needs to be taught. Can the scenario provide relevant context to the learner?
- Emotional involvement through storytelling. Can we design scenarios that will "pull the learner in" and create a compelling interest for them to engage?
- The scenario must "weave the blanket" -- meaning, it needs to bring together relevant situational experiences and match them to measurable learning objectives.
- Interaction
- Interaction is necessary to help build motivation and engagement. Almost anyone who designs learning programs has their own definite idea of what "interaction" means. We have tried to set a baseline for a minimum level of interaction that must be present in our programs. When we begin work, everyone involved assumes that the program will contain "interaction" -- but the definition of interaction should be discussed and defined before work begins. We try not to assume what interaction means for anyone. The most basic level of interaction is defined by the learner's input mechanism: mouse or keyboard? Other critical factors to know are:
- What is the learners' computer screen size?
- What is their computer's multimedia capability?
- Will the program be accessed from remote locations, always via the internet or need to be downloaded?
- It is necessary to engage the learner quickly with interaction. At best the learner will commit 10-12 minutes of full attention in one session. Usability studies we have conducted indicate that learners expect some form of interaction within 30 seconds of displaying a content frame.
- An intuitive, understandable user interface is critical to enhancing interaction. Learners are less likely to want to spend time reviewing help systems or navigation instructions. Using standard conventions of navigation and usability increase the effectiveness of content-based interaction.
- Self-Adjusting Flows
- Can the learner be involved in determining the outcome of the program within its intuitively designed rules? Can they move around at will and explore? Will they be able to feel "in control" of their ability to gather knowledge to meet the objectives of the program? A hierarchical, linear navigation mechanism that does not allow the learner to self-adjust their movement in the program will actually devalue the potential for creative and flexible approaches to learner success. A self-adjusting flow will allow the learner to play a part in setting their own "path to success."
Audience Analysis
Another critical component in determining whether we use game-based learning is to analyze the audience. Basic audience questions can determine success or failure. We also take into consideration the "culture" of the organization delivering the program. Does the work ethic encourage:
- Competition?
- Reward?
- Playing by the rules?
- Scoring? (Some organizations equate scoring in a game to grading)
- Ideals of "winning" or "losing" in a learning situation?
Assessing Performance Improvement
Tracking and assessment is necessary to evaluate the effectiveness of the program. Many companies and organizations are using Learning Management Systems to keep track of learner progress and to store learner data which helps to measure how well the components of the program are being received. We believe this information is critical to the success of game-based programs. An administrator can gather very detailed reports at the interaction level to determine which components of the program are working. The programs can use this data to provide feedback to learners and help them "adjust their flow" to make sure they meet the task-level learning objectives.
Conclusion
Capturing the attention of the learner in an easily distracted environment such as a cubicle is critical for the success. The traditional method of online instruction, (tell me, show me), will not always be able to rise "above the fray" and engage a learner. Combining the strengths of game-based learning with a solid, performance-based foundation will lead to more motivation, engagement, and fun, which we believe will result in improved performance.
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