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Presented as part of key note at LUDUS in 2012 -
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PlayGenPixelearningCaspian learningSimulearnRanj Serious GamesBlitzKTM AdvancedSerious Games InteractiveVstep
- How do we increase engagement?- How do we expand participation?- How do we improve learning?
THE PROBLEMS
Games?Why use
Games-based Learning, Serious Games, Virtual
Education, Purposeful Play, Immersive learning
simulations, Guided Experiential Learning, Tactical Decision Making Simulation, Educational Games, Simulation, Virtual Reality,
Alternative Purpose Games, Edutainment, Social Impact Games, Pervasive Games, Games for Change,
Games for Good, Synthetic Learning Environments, Simulations, Games for Change
Games-based Learning, Serious Games, Virtual
Education, Purposeful Play, Immersive learning
simulations, Guided Experiential Learning, Tactical Decision Making Simulation, Educational Games, Simulation, Virtual Reality,
Alternative Purpose Games, Edutainment, Social Impact Games, Pervasive Games, Games for Change,
Games for Good, Synthetic Learning Environments, Simulations, Games for Change
When we learn through play…
Engagement, Entertainment, Fun,
Motivation, Stimulation, Knowledge,
Encouragement, Enjoyment, Training,
Inspiration, Pleasure, Excitement, Exhilaration, Drive
….it feels like this
Why are games and simulations so effective?
• Through an exciting, interesting and engaging experience which fully immerses the learner
• Competition, challenge and problem solving at personalised levels of difficulty
• By putting the player in charge, in a safe environment, where they are free to experiment without fear of failure
• Scenarios enables players to see the outcome of their decisions – and learn from their choices
• Detailed measurement of behaviours and attitudes drives self-awareness and self improvement
The principle is just as relevant for adults as for kids
Adults learn experientially
Adults want relevancy
Adults learn best when learning is of immediate value
Adults tend to be self-directed
Adults approach learning as problem solving
Engagement• Interaction• Story building
Goals• Objectives• Motivation
Rules• Fairness• Balance
Challenge• Competition• Conflict
Key characteristics of games
Key characteristics of Adult Learning*
*Knowles, M. S. (1970). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall.
Average retention rates* – 6 months after experience
*National Training Laboratories, Maine
Teaching Others 90%
Doing 75%
Consultation 50%
Demonstration 30%
Audio-Visual 20%
Reading 10%
Lecture 5%
Simulations & Games
Watching Video
Engagement, Engagement, Engagement
Tell meI'll forget
Show meI may remember
Involve me (Engage me) I will understandand REMEMBER
Confucius say...
What’s
Hot?
There’s a new game in town!
The people at Volkswagen have used game mechanics to make boring tasks, such as going to the bottle band, a little bit more fun. They
called it the Fun Theory.(click image for movie)
Badges? Seriously?To these guys, they matter.
To get back to ‘badges’:Do they really matter?
They are just a couple of pixels on a screen, right?
Badges? Seriously?To these guys, they matter.
Goal-setting deviceWhere to go
InstructionsWhat is possible
ReputationWho you are
Status & AffirmationWhat you did
Group identificationWho is like you
Antin & churchill
Badges have various functions, from giving indications to users what it really is you want them to do (in a fun way)
to enhancing reputation via shared symbolism.
Gamification
10% Game Design90% Psychology & UX
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