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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
Following Karl Kapp's earlier book The Gamification of Learning and Instruction, this Fieldbook provides a step-by-step approach to implementing the concepts from the Gamification book with examples, tips, tricks, and worksheets to help a learning professional or faculty member put the ideas into practice. The Online Workbook, designed largely for students using the original book as a textbook, includes quizzes, worksheets and fill-in-the-blank areas that will help a student to better understand the ideas, concepts and elements of incorporating gamification into learning.
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Seitenzahl: 530
Veröffentlichungsjahr: 2013
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Contents
Website Contents
Figures, Tables, and Exhibits
Foreword
About the Authors
About the Contributors
Chapter 1: How to Read and Use This Fieldbook
Introduction
Key Definition
Why This Book?
What’s Coming in This Book
The Best Way to Read This Book
Continuing the Discussion
Section I: Getting Started
Chapter 2: Why Games, Gamification, and Simulations for Learning?
Chapter Questions
Introduction
Wrong Reasons
Right Reasons
Questions to Ponder
Ensuring Success
Key Takeaways
Chapter 3: Game, Gamification, or Simulation: Which Is Best, When, Why?
Chapter Questions
Introduction
Games
Gamification
Simulations
Selecting the Right ILE
Key Takeaways
Chapter 4: Critical Questions for Creating an Interactive Learning Event
Chapter Questions
Introduction
Foundational Questions
Practical Questions
Scoring and Assessment Questions
Game Play Questions
Key Takeaways
Section II: Basic Elements
Chapter 5: Foundational Elements
Chapter Questions
Introduction
Feedback
Constructs
Challenge
Story
Key Takeaways
Chapter 6: The Importance of Narrative/Context/Story
Chapter Questions
Introduction
Overview of Storytelling
Elements of Storytelling
How Is Storytelling Different in ILEs?
The Goal-Based Scenario
The Role of Reality
The Predictable Unexpected
Architecting Your Story
Key Takeaways
Chapter 7: Making the Case
Chapter Questions
Introduction
Research-Based Justification
Return on Investment Justification
1. Identify the Need
2. Determine Sponsor’s Goals
3. Decide How to Measure
4. Dollarize the Measurements
5. Conduct a Baseline Assessment
6. Implement and Deliver the Game, Gamification, or Simulation
7. Gather Post-Learning Data and Data from the Control Group
8. Determine the Return
Stealth Justification
Key Takeaways
Chapter 8: Managing the Process
Chapter Questions
Introduction
The Process Required to Produce an Educational Game
Tips for a First-Time Producer
Key Takeaways
Section III: Design Considerations
Chapter 9: Where to Find Ideas
Chapter Questions
Introduction
Play Games
Brainstorming Techniques
Shazam Session
Sharing Output
Key Takeaways
Chapter 10: Games
Chapter Questions
Introduction
Designing a Game From Start to Finish
Wireframing
One-Page Design
Paper Prototyping
Storyboards
Design Document
Key Takeaways
Chapter 11: Gamification
Chapter Questions
Introduction
Controversial Nature of Gamification
Structural Gamification
Avoid Learners Gaming the System
Content Gamification
Key Takeaways
Chapter 12: Simulations
Chapter Questions
Introduction
Why Simulations Are Valuable for Learning
Designing a Simulation
The Illusion of Complexity
Using Flowcharts
Storytelling for Simulations
Creating Decisions for Simulations
Creating Simulation Feedback
Simulation Design Tool
Key Takeaways
Section IV: Development
Chapter 13: Technology Tools
Chapter Questions
Introduction
Developing an Interactive Learning Experience
Development Terms
Template-Based Authoring Tools/Arcade-Style Games
Game Engines
Other Development Tools
Mobile Games
Adding Leaderboards or Badges
Key Takeaways
Chapter 14: Storyboarding
Chapter Questions
Introduction
Why Storyboarding Is Important
The Storyboarding Process
Storyboarding in Action
Storyboarding Simulations
Storyboarding Techniques
Key Takeaways
Section V: Case Studies
Chapter 15: The Knowledge Guru
Background
The Challenge
Why Game or Gamification?
Making the Case
The Solution
The Benefits and Results
Lessons Learned
Chapter 16: A Board Game: MPE
Background
The Challenge
Why a Game?
Making the Case
The Solution
The Benefits
The Results
Lessons Learned
Chapter 17: Mobile Gamification: Mobile Cricket U
Background
The Challenge
Why Gamification?
Making the Case
The Solution
The Benefits
Lessons Learned
Chapter 18: Serious Game: Learning to Negotiate
Background
The Challenge
Why a Game?
The Solution
The Benefits
The Results
Lessons Learned
Chapter 19: Structural Gamification for On-Boarding Employees
Background
The Challenge
Why Gamification?
Making the Case
The Solution
The Results
Summary
Lessons Learned
Chapter 20: Medical Simulation
Background
The Challenge
Why a Simulation?
Making the Case
The Solution
The Results
Lessons Learned
Chapter 21: Financial Game-Based Learning
Background
The Challenge
Why a Game?
Making the Case
The Solution
The Benefits
The Results
Lessons Learned
Chapter 22: Sales Training Game: An Avaya Case
Background
Why a Game-Based Simulation?
The Solution
Benefits and Results
Lessons Learned
Glossary
Index
About ASTD
Praise for The Gamification of Learning and Instruction Fieldbook
“A wonderfully useful hands-on, step-by-step guide to the creation of games, gamification and simulation experiences. This book is a must read and conveys clear and precise instructions for designing and developing learning that will creatively engage members of the current and future workforce. If you are in the field of learning and development and want to create meaningful instruction, this book is for you!”
—Jeanne Meister, founding partner, Future Workplace and coauthor of The 2020 Workplace
“It’s refreshing when an author turns a ‘what’ book into a ‘how’ book. For anyone who is trying to work their way through creating meaningful and effective learning games, this book is a godsend. The questions help you focus, the examples help you visualize, and the worksheets help you succeed.”
—Dawn Adams Miller, Learning & Development Solutions Group, Cisco
“Bridging the digital media landscape between the worlds of learning and games, gamification and simulations, this is the perfect guide book both for instructional designers and game developers. Whether you’re looking for ways to bring gaming elements to training, or if you’re seeking solid instructional principles for games, this book by Kapp, Blair, and Mesch is an essential companion in your journey.”
—Rick Raymer, game designer
“A long overdue book that gives corporate trainers and managers lots of facts and inspirations for how games and gamification can not only make training more engaging, but the content so much more sticky than traditional approaches.”
—Mario Herger, CEO of Enterprise-Gamification.com
Cover design by Jeff Puda
Copyright © 2014 by John Wiley & Sons, Inc. All Rights Reserved.
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Library of Congress Cataloging-in-Publication Data
CIP data is available on file at the Library of Congress.
9781118674437 (pbk),
9781118677247 (ebk),
9781118677803 (ebk)
Karl Kapp
To my wife Nancy and my two wonderful sons—Nathan and Nick.
Lucas Blair
To my wife Danielle, for tolerating my obsession with making and playing games,
and to my parents Donald and Cheryl, for always letting me play “just five more
minutes.”
Rich Mesch
To my friend Eve, for her unwavering support and constant encouragement to
think big.
Website Contents
The following materials are available for download from
www.wiley.com/go/kappfieldbook
password: professional
Chapter Two
Chapter Three
Chapter Four
Chapter Six
Chapter Eight
Chapter Ten
Chapter Eleven
Figures, Tables, and Exhibits
Figures
Figure 1.1
.
Reading the Book as a Team to Generate Discussions and New Ideas
Figure 2.1
.
Deloitte Leadership Academy Profile Screen
Figure 3.1
.
Determining Which ILE to Use Can Be Difficult
Figure 3.2
.
Exploring the Jungle by Swinging Through the Trees
Figure 4.1
.
Flowcharting Can Help Answer Some of the Questions a Team Might Have
Figure 6.1
.
Converting a Written Story into an ILE Is Not as Easy as It Would Seem
Figure 7.1
.
Researcher Hard at Work Studying Games for Learning
Figure 8.1
.
Production Functions at Course Games
Figure 8.2
.
A Model for Managing a Game Development Project
Figure 8.3
.
Survival Master Game Launch Flowboard
Figure 8.4
.
Survival Master Initial Architecture Game Database Model
Figure 8.5
.
SMTE Prototype Online Multiplayer Game Architecture, circa 2008
Figure 8.6
.
Survival Master Alpha LAN Multiplayer Game Architecture, circa 2011
Figure 8.7
.
Survival Master Beta Game Enterprise Architecture, circa 2013
Figure 8.8
.
Modified Scrum Production Model at Course Games
Figure 8.9
.
Master Schedule Gantt and Sprint Burndown Chart Example
Figure 8.10
.
Level Design Map for Survival Master Snowshoe Race Concept
Figure 8.11
.
Proof of Concept Screenshot for Survival Master Snowshoe Race Level
Figure 8.12
.
Beta Screenshots for Survival Master Snowshoe Race Level
Figure 9.1
.
Moving from Idea to Finished Game, Gamification, or Simulation
Figure 9.2
.
Creating a Mind Map for a Sales-Oriented Interactive Learning Experience
Figure 9.3
.
Creating an Affinity Diagram on the Wall of the Conference Room
Figure 9.4
.
Playtest a Prototype Before Full-Scale Development
Figure 9.5
.
One-Page Design Document
Figure 10.1
.
Personas Are Helpful for Keeping Your Audience in Mind
Figure 10.2
.
Tower Defense Type Game (Garden Defense)
Figure 10.3
.
2-D Stealth Platformer (Devil’s Advocate)
Figure 10.4
.
Arcade Game Bullseye Trainer
Figure 10.5
.
Sample Wireframe for a Mobile Device Game
Figure 10.6
.
One-Page Design Created on a Whiteboard
Figure 10.7
.
Finished Game Screen Based on the One-Page Design Document
Figure 10.8
.
Using a Paper Prototype to Test Gameplay
Figure 10.9
.
Storyboard Example from Devil’s Advocate
Figure 10.10
.
Storyboard Showing a Number of Thoughts from the Devil’s Advocate Game
Figure 11.1
.
First Day with the Star Chart—Secret to Parenthood
Figure 11.2
.
Second Week with the Star Chart—Giving Out Candy Bars to Get Kids to Brush Teeth
Figure 11.3
.
Collecting Badges
Figure 12.1
.
Practicing Takeoffs and Safe Landings with a Flight Simulator
Figure 12.2
.
Flowcharts Can Become Exponentially Complex
Figure 12.3
.
Sample Simulation Flowchart
Figure 13.1
.
Chart of Customization vs. Learning Curve
Figure 13.2
.
Mobile Games Are Everywhere
Figure 14.1
.
Pencil Sketch of a Storyboard
Figure 14.2
.
More Formalized Storyboard
Figure 14.3
.
Simulation Storyboard
Figure 15.1
.
The Knowledge Guru Login Screen
Figure 15.2
.
Narrative Screen Explaining How the Game Works
Figure 15.3
.
The Mountains in the Game Are Topics to Cover
Figure 15.4
.
Selecting a Path for Ascension Up the Mountain
Figure 15.5
.
Players Can See Their Scores as They Answer Questions
Figure 15.6
.
Incorrect Answers Receive Immediate Feedback
Figure 15.7
.
Score Is Reset to Zero
Figure 15.8
.
Detailed Data Is Provided for Each Learner
Figure 16.1
.
Game Board for MPE Succeed
Figure 16.2
.
Input Screen for the Web Portion of the Game
Figure 16.3
.
Summary of Changes Screen for MPE Succeed
Figure 16.4
.
Results Screen
Figure 17.1
.
Custom User Experience with “My Games” Feature Enabled
Figure 17.2
.
Game Profile Screen Used to Define Game Mechanics/Dynamics
Figure 17.3
.
Game Mechanics/Dynamics Accessed via Online Web Browser
Figure 17.4
.
Managing Formal and Informal Learning Elements Within a Game Profile
Figure 17.5
.
Individual, Group, and Challenge-Based Leader Boards
Figure 17.6
.
Defined Trophies and Badges for Selected Game Profile
Figure 17.7
.
Game Selections, Game Details, and a Launched Assignment
Figure 17.8
.
Post-Game Survey Results
Figure 17.9
.
Online Cricket University Game Portal Interface (Planned)
Figure 18.1
.
Practicing Versus Listening
Figure 18.2
.
Main Character, Carlo Vecchio, Looking Out Over Venice
Figure 18.3
.
Choosing a Negotiation Strategy
Figure 18.4
.
Mentor Helping Carlo at Each Level of the Game
Figure 18.5
.
Progress Can Be Monitored Throughout the Game
Figure 18.6
.
Learners Receive Detailed Feedback
Figure 19.1
.
Screen Captures from Gamification
Figure 19.2
.
Gamification of Course
Figure 20.1
.
The Introcan Safety® IV Catheter
Figure 20.2
.
Advanced Four-Vein Venipuncture Task Training Aid and the SIMULUTION Adult Injection Training Arm
Figure 20.3
.
Introcan Safety IV Catheter Print-Based Self-Study Learning Module
Figure 20.4
.
Introcan Safety IV Catheter In-Service Education Video
Figure 20.5
.
Introcan Safety IV Catheter In-Service Education Animation
Figure 20.6
.
Limbs and Things Advanced Venipuncture Arm with Adjustable Venous Pressure “Attached” to a Live Patient, Providing Students with the Sense (and Stress) That They Are Performing the Venipuncture Procedure on a Real Patient
Figure 20.7
.
The Laerdal Haptic (Tactile Feedback) Virtual IV Trainer
Figure 20.8
.
Introcan Safety IV Catheter Simulated Presentations Are Videotaped and Those Demonstrating Best Practices Are Shared with Field Force Peers Who Were Not Present During the Simulated Performance
Figure 21.1
.
Using an Island Theme for the Game
Figure 21.2
.
Progressing on the Game Board
Figure 21.3
.
Sample Game Question
Figure 21.4
.
Calculator to Help Determine Savings Goals
Figure 22.1
.
The Main Protagonist Provides a Mission to the Learner
Figure 22.2
.
You Have to Be on Your Toes at All Times in This Learning Game
Figure 22.3
.
Helping Cindy Conduct a Sales Call with the Client Through “Surveillance Video”
Figure 22.4
.
AvayaLive Engage Is Used as Part of the Overall Game Because of the Flexibility to Update Content
Tables
Table 2.1
.
Important Questions to Ponder Before Beginning Development
Table 3.1
.
Original and Revised Cognitive Taxonomy
Table 3.2
.
Bloom’s Revised Taxonomy Matched with Game Activities
Table 3.3
.
Affective Domain and Associated Definitions
Table 3.4
.
Psychomotor Domain and Associated Definitions
Table 3.5
.
Matching Content to Game Type
Table 3.6
.
Matching the Learning Outcomes with the Right ILE
Table 4.1
.
Matching the Need to the Learning Outcome and Providing Evidence of the Result
Table 4.2
.
Identifying the Learners
Table 4.3
.
An Example of a Completed Table
Table 4.4
.
Summary of the “Winning” and “Losing” Conditions
Table 4.5
.
Critical Questions for ILE Design
Table 6.1
.
Storytelling Template for Games, Gamification, and Simulations
Table 7.1
.
Game Elements and Research Supporting the Use of Those Elements for Learning
Table 7.2
.
Selection Criteria for Justifying a Game, Gamification, or Simulation
Table 7.3
.
Questions Related to Performance Metrics for Games, Gamification, and Simulations
Table 7.4
.
Examples of Dollarizing Performance
Table 7.5
.
Two-Group Comparison Study Results
Table 7.6
.
Single-Group Pre/Post-Test Results
Table 7.7
.
Costs and Benefits Calculations
Table 8.1
.
Pre-Production Planning Checklist
Table 8.2
.
Pre-Production Documentation Checklist
Table 8.3
.
Learning Objectives for Educational Game
Table 8.4
.
ISD to LDD Checklist
Table 9.1
.
Elements of a Design Document
Table 11.1
.
Use a Chart Like This to Keep Track of the Characters You Add to the Learning Module
Table 19.1
.
Social Interaction Numbers
Exhibits
Exhibit 8.1
.
Level Design Concept, Snowshoe Race
Exhibit 12.1
.
Different Types of Decisions in a Simulation
Foreword
Serious games have never enjoyed the limelight that simulations seem to garner. The immediate legitimacy and the perceived value of simulations have allowed training and learning organizations to leverage them as powerful tools that have made a difference. But not their red headed step-cousin. Not games. Games were for home. For nights and weekends and the occasional elicit break time diversion. Today I announce that this dark era has finally reached the beginning of the end. Games are no longer a dirty word at the office. We can shout the word “GAME” from the rooftop and we won’t be ostracized by our colleagues. (We might be stared at, we might be deemed a little nuts, but we won’t be ostracized.) People are starting to get it. We are starting to get it. And it’s about time.
When people ask me what I do, I’ve always struggled to find the answer. I don’t fancy myself a game designer, although I have designed games. I don’t consider myself an instructional designer, although that is a role I certainly play on occasion. I don’t know how to code, draw, or animate. I am an unlikely success in the games industry.
Since you’ve asked, what I do is probably not all that different from what you do. I try to find ways to make learning better through the use of games. Now, when I say better, I don’t mean faster, or cheaper, or funner (yes, I realize that’s not really a word, which makes using it more fun). I mean making the process of learning better—by including games. You and I probably agree that this is a worthwhile investment of our time, but getting started can present unique challenges that even a lifetime of experiences has never really prepared us for.
You are lucky. When I started working in the serious games industry fifteen or so years ago, there wasn’t a lot of information about how to tackle a games project for learning. The entertainment industry can offer us lots of useful information, but they have a very different measure of success. If their game isn’t good, it won’t sell. They will go out of business. I’ve never seen multiple games being developed with the intention of seeing which was more popular in a learning program. Our games are often one-offs. Therefore, this book was written for the rest of us, the rogue learning game believers who just want to make learning better.
I have had the honor of spending the last six years of my career as the “Games Czar” to the Defense Acquisition University, a DoD corporate university that understood early on that the future of the organization would include games and simulations. In my tenure here, I have delivered more than forty games for use in online courses, classrooms, continuous learning, and yes, even casual play. Many lessons have been learned, some the hard way. One resounding truth has always remained: if we don’t make our learning memorable, then . . . well . . . people won’t remember what we were trying to teach them.
Karl Kapp and I are very similar in that we share a passion for games in learning, and we are both collectors. We collect stories about how people use games. In this book, Karl and his co-authors Rich and Lucas have curated the best of those stories and the best of the best practices to provide you with a foundation for success in your game, gamification, and simulation learning endeavors. What you do with this book is largely dependent on your current need and your ability to be inspired by the perspectives presented. Karl, Lucas, and Rich have created a book that will help you get smarter about how, when, and why you could use games; now it’s up to you to make it happen.
This book was written to help anyone interested in learning games, gamification, or simulations in a variety of ways. First, it provides some nice definitions that will help you both decide what you are hoping to do and then effectively communicate your ideas. There are lots of misconceptions about games, simulations, and gamification that can derail your project pretty early if you aren’t able to distinguish what you want. Second, I think that the authors have done a great job at laying out a process for an organizational approach to game, gamification, and simulation development. They give you the information needed to make decisions informed by their experiences and the research that has been reviewed. Maybe you just want to get smart enough on games and game development to hire the right person to do this for you. Maybe you want to try some things out within your own teams. Maybe you need to create a simulation for a new piece of equipment. This book will help you decide how to proceed with the highest probability of success.
In my time as Games Czar, I have stood strongly opposed to the use of learning games for gratuitous entertainment and fun. If I wanted my students to have fun, I would have piñatas installed in every classroom and/or online course. I want them to learn. If they have fun doing it, then great, we try to make our games and simulations enjoyable, but fun is never at the forefront of our design process. What we strive for is relevance. Students have to know why the information they are being presented with is important to them. They have to be motivated to learn it because the content is important to them, even if they don’t know why yet. Students have to understand how and when and where they may apply this information, and how to transfer it into the wide variety of situations in which they might need it. The content must be important to your students, otherwise you wouldn’t be teaching it, right?
One of the most frequent questions I am asked is “What’s your favorite game?” I love being asked this question, because my answer changes often. And, let’s be honest, there is a direct difference between what I like to play and what I’m good at. I am always going to love first-person shooter games. I am not very good at them, but I love them. After that, the games I like are highly dependent on the medium. Without specifically endorsing any one, the point is: I play. I play everything. I learn from every game I interact with, and I find new ways to represent game play dynamics in the learning games I create. It is essential that you play, too. Sometimes I find myself in game stores just reading instructions on game boxes to see whether there is anything different in the play dynamic that I can use in learning. I wouldn’t talk about texting if I didn’t own a phone. You can’t talk about games if you never play them.
Interestingly enough, I have never become addicted to playing a learning game. I’ve never stayed up all night trying to beat one. I’ve never crammed the fridge with Hot Pockets and Mountain Dew in anticipation of the release of one. The reality is that creating great games, for any purpose, is hard. Serious games often don’t get a lot of attention in the mainstream, and a fair share of projects fail because their designs don’t center on their learning objectives or they don’t have the right people to make the project successful.
So how do great game designers do it? They do it by understanding a lot about how people learn, and how people play. Sid Meier once told me that his team really didn’t do anything to make Civilization a learning game, but his games are used in classrooms around the world. Will Wright, who designed SimCity, created a simulation of . . . life, and people loved it. His philosophy? Humans can turn even mundane tasks into play. They both keynoted Defense Acquisition University (DAU)–sponsored e-learning conferences because they both understand and appreciate the power of games within learning. The most successful game designers are a lot like us, but they are also artists. They just use a different medium for their art. I think designers are born, not necessarily created. But it’s okay. Because there are people out there who can and do make amazing games. We just need to know enough to be dangerous.
Once you have read this book, I beg you to keep going. Our industry is far too small and with too few people to have great conversations with. Keep reading. Look at the research yourself, make some games and play everything you can get your hands on!
Dr. Alicia Sanchez
Games Czar, Defense Acquisition University
Ft. Belvoir, Virginia
About the Authors
Karl M. Kapp, Ed.D., CFPIM, CIRM, is a scholar, writer, and expert on the convergence of learning, technology, and business operations. Karl is a professor of instructional technology at Bloomsburg University in Bloomsburg, Pennsylvania, and serves as the assistant director of Bloomsburg’s Institute for Interactive Technologies. Karl teaches graduate level courses, including “Instructional Game Design,” teaching students to leverage technology and interactive design to promote learning. He is a co-principle investigator on two National Science Foundation (NSF) grants. One is titled “Simulation and Modeling in Technology Education (SMTE).” The goal of the grant is to develop a 3D interactive video game teaching middle school students math, science, and engineering concepts. Karl’s team is responsible for combining game play and pedagogy. The other project is titled “Virtual Online Tensile Strength Testing Simulation,” and Karl’s team is heading up the design and development of the simulation.
He also consultants with many organizations, including Pearson, where Karl’s role was to help guide the addition of game elements to high-stakes test preparation in a project called Zeos Academy. Since that time, the product has been highly successful creating engaged and motivated learners as they prepare for high-stakes testing. Karl has consulted with organizations such as Black & Decker, Genentech, L’Oreal, Kellogg’s, and most major pharmaceutical companies. He is a participant in the National Security Agency Advisory Board (NSAAB) Emerging Technologies Panel, sits on several National Science Foundation visiting committees, and is a board member of several startup companies.
Karl has written five books, including Learning in 3D and Gadgets, Games, and Gizmos for Learning. His latest book is called The Gamification of Learning and Instruction. In the book, Karl explores the research and theoretical foundations behind effective game-based learning. He examines everything from variable reward schedules to the use of avatars to the gamification of pro-social behaviors. He is currently working on his sixth book, a field book to accompany The Gamification of Learning and Instruction.
Karl has been interviewed for and published articles in Training, ASTD’s T&D, Software Strategies, Knowledge Management, Distance Learning, and PharmaVoice, Training Quarterly, Forbes Online, Mashable, and by general television and radio programs concerning his work with learning, technology, and game-based design. He appeared in the March 2013, Long View feature of Training magazine. Karl is quoted in several volumes of Jeannie Novak’s “Game Development Essentials” series. He blogs at the popular “Kapp Notes” website and is a frequent international keynote speaker, workshop leader, moderator, and panelist at national and international conferences as well as events for private corporations and universities.
Karl is committed to helping organizations develop a strategic, enterprise-wide approach to organizational learning using interactive techniques from the field of game-design. He believes that effective education and training are the keys to increased productivity and profitability. He can be reached at www.karlkapp.com.
Lucas Blair, Ph.D., is the founder of Little Bird Games, a serious game development company, which specializes in educational and therapeutic games. He has also taught instructional game development at Bloomsburg University and developing games and simulations at Harrisburg University of Science and Technology. He received his Ph.D. in modeling and simulation from the University of Central Florida in 2011 after completing his doctoral research on the use of video game achievements to enhance player performance, self-efficacy, and motivation. This research enabled Lucas to take an active role in the digital badges for education movement, including being a finalist in the Badges for Lifelong Learning competition with a badge creation platform called Badge Forge. While at UCF Lucas was a game designer at RETRO Lab, a group that researches and develops serious games. During his time at RETRO the lab created award-winning courseware and serious games for over a dozen clients, as well as several published research papers. Awards for games created at RETRO during Lucas’s time included the Bronze Medal winner 2011 International Serious Play Awards: Devil’s Advocate, Finalist 2011 Serious Games Showcase and Challenge: Devil’s Advocate, Gold Medal 2011 winner Serious Games Showcase and Challenge: Garden Defense, and Finalist 2010 Serious Games Showcase and Challenge: (CPI) Trainer. Prior to becoming a game designer Lucas was an instructional systems designer for defense training systems and simulators. Lucas was a graduate of Bloomsburg University’s Instructional Technology Master’s program in 2006.
Rich Mesch is the senior director of customer engagement at Performance Development Group of Malvern, Pennsylvania. He has been working in the field of experiential and contextualized learning for more than twenty-five years. He has worked with dozens of top global organizations to help them achieve their business goals through behavior change and performance improvement.
He joined the learning and performance space in 1985, temporarily abandoning his first love, playwriting. He found that his skill for storytelling translated well into learning applications, and he helped develop the structures and technologies used in scenario-based learning. His early work was primarily in the field of leadership learning, where storytelling resonated well. Given that leadership content was often easy to understand but difficult to implement, Rich found that simulation was particularly useful in developing effective leaders.
In addition to simulation, Rich is fascinated by emerging learning technologies, having done extensive work with mobile learning and immersive learning environments.
Rich’s learning designs have won many industry awards, including three Brandon Hall Excellence Awards, the New Media Invision Award for Simulation, the New York Festival’s Silver Medal, and the HR Executive Top 10.
Rich presents frequently at conferences and events, including the American Society for Training and Development (ASTD), Society for Human Resource Management (SHRM), eLearning Guild Learning Solutions, Learning 3.0, Society for Applied Learning Technology, and Linkages Leadership Conference.
He has published multiple articles in major journals, including Training, Focus, and Technology for Learning newsletter. His feature, Spinning Yarns: Seven Tips for Using Stories to Enhance Simulations and Learning explored the best ways to capture learner attention using storytelling techniques. He is the author of the recent white paper The Mobile Learning rEvolution: How the use of mobile devices is slowly changing the way we learn.
Rich draws a great deal of inspiration for his designs from his work as a playwright. His plays “Temporary Arrangements” and “Figment” have both been produced professionally. He was recognized as outstanding playwright by the Pittsburgh New Works Festival, and “Temporary Arrangements” was awarded outstanding production. He is also an avid musician and musical instrument collector, and plays guitar in the band Blues Society.
Rich is the editor and a frequent contributor to the learning industry blog Performance, Punctuated (http://blog.performdev.com), which explores experiential learning, performance support, and new learning technologies.
About the Contributors
Bryan Austin, throughout his twenty-five-year career with leading organizations like SkillSoft and Kaplan, has dedicated himself to helping organizations develop high performing employees through innovative learning solutions. His initial exposure to corporate learning and development came when his first employer, a systems software company, asked him to develop a technical training program for new systems engineers. He and his team rented a small college campus in northern California, set up a mainframe computer lab, and taught classroom sessions during the day and computer labs all night. Seeing the positive impact of the program first-hand ignited Bryan’s passion for the power of learning. From there, Bryan went on to work for, and lead, companies that provide cutting-edge, technology-delivered learning solutions to medium, large, and global companies. For Bryan, it has been fascinating to be a part of the evolution of corporate learning and development. He has seen multi-media training evolve from audio/videotape/workbook packages, to PC and LAN-delivered training, to the sophisticated e-learning solutions of today.
Robert Bell is Enspire Studios’ minister of games, the creative lead in the company’s custom game and simulation group. He has worked at Enspire since 2008 and has a decade’s worth of experience in education and instructional design. Robert is a graduate of the University of Texas at Austin and Brooklyn College, where he received an M.S. in education. In his time at Enspire, he has worked on serious game and simulation projects for a variety of organizations, including ConAgra Foods, International Disaster Assistance and Relief Training (IDART), Doorways to Dreams (D2D), and the Federal Reserve Bank of New York. Robert has presented sessions on the subject of serious games and simulations at ASTD: TechKnowledge, Training magazine’s Conference and Expo, and Serious Play Conference, among others.
Kristin Bittner is a designer through and through. She is inspired by great design, whether it is a wallet, a website, or a wine label, and believes great design transforms ordinary everyday objects into beautiful works of art. Kristin works as an instructional designer for Penn State Harrisburg and Penn State World Campus. She specialized in online course design and supports programs in criminal justice and Homeland Security. Kristin has a master’s degree in science in instructional technology from Bloomsburg University. Prior to joining Penn State, she was an instructional designer for Lockheed Martin and designed aircrew training for the U.S. Air Force. She has more than twelve years of military service and is currently serving as a Force Support Officer in the Pennsylvania Air National Guard.
Sharon Boller is president of Bottom-Line Performance, Inc. (BLP), a learning solutions firm she founded in 1995. Sharon has grown BLP from a single-woman sole proprietorship that employed one to a $2M company employing twenty team members. Sharon is also the creator of the Knowledge Guru™ brand affiliated with BLP that focuses on game-based learning. She is the lead game designer for its inaugural product, known as Guru Classic, and she is leading the development of a second, more robust offering known as Guru Game Builder that will allow users to create multi-level learning games. Sharon frequently speaks on game-based learning and learning design topics at the local and international level. Organizations where Sharon has been featured include the International Society for Performance Improvement (ISPI), Society for Applied Learning Technologies (SALT), the Central Indiana, Cincinnati, and Western Ohio chapters of the American Society for Training and Development (ASTD), as well at various eLearning Guild conferences and Training magazine conferences. BLP and/or Sharon have won several awards for their efforts. Client awards include quality awards from both Eli Lilly and Roche Diagnostics. Industry awards have been received from eLearning Guild and the Central Indiana Chapter of ASTD. In 2005, ASTD Press published Sharon’s book, Teamwork Training, which reflects her love of experiential approaches to developing teamwork skills as well as her own experience growing and developing the virtual team that is.
Helmut Doll, Ph.D., is a professor in Bloomsburg University’s Department of Instructional Technology. He teaches the authoring and technical courses in the department’s graduate program in instructional technology. For the last fifteen years he has followed the technical currents in the field so that the graduating students know the software and have the technical skills that are most relevant at the moment and for the near future. He has been active in mobile development for several years and teaches instructional game development courses for the graduate students in the program. As a big supporter of these technologies, he has given numerous talks at conferences on mobile technologies and on game development and frequently works on grants and projects with academic and corporate partners.
Mohit Garg, MBA, has a diverse work experience spanning across fourteen years and four continents. Prior to co-founding MindTickle, he was a director in PwC’s management consulting practice at New York and has been a senior member of product teams. He was awarded “Entrepreneur of the Year” by Startup Leadership Program (SLP) in 2012. Mohit holds an MBA degree from ISB and an MSEE from Stanford University. At MindTickle, Mohit has been focused on sales and marketing efforts of MindTickle’s employee learning and engagement SaaS products. Mohit leads the BD, sales, distribution, and marketing efforts for MindTickle along with business development, partner strategy, and sales. Mohit also co-led the effort of fundraising and successfully raised funding for MindTickle from top-tier VCs and angels. Mohit is passionate about the education sector and transforming the way humans engage and learn from digital content. He enjoys running and travel, and regularly blogs on www.mindtickle.com.
Robert Gadd is president and co-founder of OnPoint Digital and is responsible for OnPoint’s vision and strategy. OnPoint’s online and mobile-enabled offerings support more than one million workers and include innovative methods for content authoring, conversion, and delivery extended with social interactions, gamification, and enterprise-grade security for workers on virtually any device. Prior to OnPoint, Robert spent ten years as CTO of Datatec Systems and president of eDeploy.com. He is a frequent speaker on learning solutions, including mobile, informal, and gamification at international conferences. He is also co-host of “This Week in mLearning,” a podcast exploring all aspects of mLearning.
Kevin Glover, M.Ed., M.S., is the corporate vice president of clinical education and sales training at B. Braun Medical, the fourteenth largest medical device manufacturer in the world. He is responsible for sales training, sales leadership development, internal clinician education, and all external customer education for the therapeutic markets that B. Braun Medical serves. Kevin received his master’s in education in 2004 from Temple University and his master’s in science in instructional technology in 2010 from Lehigh University, where he is now an adjunct professor in the College of Education. He currently serves as vice president on the board of directors for The Society of Pharmaceutical and Biotech Trainers and vice president on the board of directors for the Southeastern Pennsylvania Air Force Academy Parents Association. Kevin is a staunch advocate of EFFORT and passionately believes that elite performance in any profession requires deliberate, increasingly difficult, repetitive practice, undertaken over a long period of time, with corrective feedback for the elimination of error.
Anders Gronstedt, Ph.D. ([email protected]) is the president of Colorado-based Gronstedt Group, which helps global companies like GE Healthcare, Eli Lilly, United Healthcare, Deloitte, Dell, Avaya, American Eagle Outfitters, Microsoft, Kimberly-Clark, Jamba Juice, and government clients like the City of New York improve performance with innovative learning approaches, including next-generation digital simulations, gaming and immersive 3D virtual worlds; teaching people the skills they need in a context that’s immersive and energizing. His articles have appeared in the Harvard Business Review and he is the host of the popular weekly virtual world speaking series “Train for Success” (www.facebook.com/TrainForSuccess).
Andrew Hughes founded Designing Digitally, Inc., which specializes in e-learning, training simulations, serious games, and virtual immersive learning. Andrew has extensive experience in education as a professor at both the University of Cincinnati and at the Art Institute of Ohio–Cincinnati. Currently, Andrew is the president of Designing Digitally, Inc., a professor at the University of Cincinnati, and a curriculum evaluator for ACICS, the private college accreditation board. The majority of Andrew’s experience has been in the development of enterprise learning solutions for government and for corporate clients. Andrew also was a consultant for the Ohio Board of Regents and the U.S. Department of Education for the Office of Innovation, where he helped to develop groundbreaking learning spaces for the K–12 sector. Having successfully taken on responsibilities in instructional design, project management, sales, and leading his own team, Andrew has propelled Designing Digitally, Inc., to be an award-winning serious game and e-learning company.
Jim Kiggens is the CEO of Course Games, a serious game publisher of games for education and training. A studio business owner since 1988, Jim is a certified Scrum Master, Softimage Trainer, Adobe Trainer, Virtools and Unity game developer who has been specializing in the production and development of serious games since 1996. In parallel with his production career, Jim also has more than twenty years of experience in instructional design, program development, and teaching digital animation and game development at the college and university levels. Jim has a master of science degree in education with an option in online teaching and learning from California State University, East Bay, and a bachelor’s degree in technical education from National University.
Kevin Thorn is a self-taught designer and developer with a passion for the art of visual communications and an award-winning e-learning designer. He earned a B.S. degree in information technology management from Christian Brothers University after retiring from the Army, followed by a fifteen-year career in the corporate workforce. He is a frequent speaker at training industry events and created an interactive comic-book style learning piece for the Centers for Disease Control.
Chapter 1
How to Read and Use This Fieldbook
Introduction
This is not a book designed to be read once and then put on a bookshelf. This book should be dog eared, underlined, scribbled on, marked up, with doodles in the margins and a broken spine. This is meant to be a book for you to use while designing, developing, and creating interactive learning experiences like simulations, games, and gamification experiences. This book brings together experts from a variety of backgrounds and experiences creating games, gamifying learning experiences, and designing and implementing simulations. The book is designed to provide first-hand accounts of the creation of engaging learning experiences. It is a follow-up to The Gamification of Learning and Instruction—it is a fieldbook that can be used for implementing the ideas from The Gamification of Learning and Instruction.
The goal is to provide insights into the work these experts have done, the battles they have fought, and the results they have achieved from creating engaging instruction. Use these insights, lessons learned, and creative ideas to craft your own engaging, interactive learning experiences. There is an entire section of case studies so you can gain insights into what others have done and apply some of their lessons learned to your situation.
Key Definition
Before we examine the content of the book and how to use it to create great games, gamification, and simulations, the first order of business is to coin a term we can use to continually discuss games, gamification, and simulation. As shorthand to make it easier to read the words “games, gamification, and simulations,” we are going to lump all three of these items together in a term called “interactive learning event” or ILE. The term will be used to discuss games, gamification, and simulation.
Why This Book?
This book is needed because ILEs are becoming commonplace. Learning and development (L&D) professionals need to have the skills and knowledge to intelligently create effective games, gamification, and simulations. The time for wondering whether ILEs are appropriate for learning has passed; the time to implement these solutions is now. These experiences are occurring everywhere and L&D professionals need to use these tools in our toolkits to help our fellow employees, customers, and students learn.
It’s not hard to see that games, gamification, and simulations are everywhere. From the game you play at the grocery store to win free food to fast-food games to children playing games in school to corporate and military leadership games. Games, gamification, and simulations abound. There are many reasons for this influx into common culture, and the workplace and halls of education are not immune. It is not unreasonable to believe that within a short amount of time, the idea of games and gamification will be common throughout all workplaces and educational institutions and an acceptable practice.
Not convinced? Here is an analogy that might help. About twenty years ago, just the thought of wearing a pair of khakis and a polo shirt to a meeting with a potential client would get you fired. If you didn’t wear a suit, you were not serious about business. The workplace has evolved and continues to change at a rapid pace. For example, it used to be that the only acceptable business phone was a BlackBerry. Any other phone wasn’t for serious business. Today, all sorts of smart phones are used within a business context and the BlackBerry has lost its grip on mobile corporate communications.
There are several reasons why games, gamification, and simulations are becoming more common:
Games are easier to build than ever before. There are software programs that make building a simple game easy and quick.
The average age of a person who plays video games is getting older. As these older people obtain positions of power within organizations, the stigma of games in corporations, the government, academic environments, and in non-profits is waning.
More colleges and universities are graduating people who have created games in game development programs, and not all of these folks are finding jobs in the game industry so they are working for software development firms and bringing game sensibilities with them into business software design.
Games are available on smart phones. Now that many people carry a smart phone, they are also carrying games with them. This allows them to play games anywhere and has helped to fuel interest in games, especially games that can be played across distances on a smart phone such as “Words with Friends.”
So the thought that games will eventually become an integrated part of work and everyday activities is not crazy. Things are changing; games, gamification, and game-like computer interfaces are becoming common.
While it may be easy to accept the idea that games are everywhere, there is still reluctance to the concept of gamification, but it, too, is expanding into our everyday lives. The reduction in the cost of making sensors and the ability to miniaturize them are making it possible to track all kinds of activities that were previously difficult to track. This tracking of almost everything means that scores or values can be placed on everyday activities.
One such example is the Nike+ FuelBand.1 The FuelBand is a watch worn on a person’s wrist capable of tracking movement through a built-in accelerometer. The accelerometer allows the watch to track daily activities, including running, walking, basketball, and dancing. It tracks each step taken and calories burned. You can set goals, known as NikeFuel goals. Then, as you move throughout the day, you can check your progress against your goal.
At the end of the day, you can synchronize your data with an app and then view your activity history, track your progress, and even connect with friends. This allows you to see your activity patterns and perhaps modify your behaviors. As you progress, you receive achievements and rewards. You can get on a streak, exceed your goal, and hit milestones all on the way to your personal fitness objectives.
Another example in the health field is the creation of a gamified inhaler called the T-Haler.2 The T-Haler is an inhaler that is fitted with WiFi connectivity and a number of sensors. The device senses how it’s being used and gives real-time feedback on a computer screen to the person using the inhaler. The feedback is related to three elements of using an inhaler: shaking, actuation (pumping the inhaler), and inhalation. These steps need to be done properly to ensure the right amount of medicine is provided to the user each time he or she uses the inhaler.
During the process, the user of the inhaler watches a ball roll across what looks like a tic-tac-toe board filled with different failure points on the computer screen. The virtual ball rolls down a hole in the middle if done correctly and to one of the failure points if done incorrectly. The makers of the T-Haler indicate that the proper use of the inhaler can go from 20 to 60 percent by using the T-Haler and playing the computer game to get it right.3 The feedback provided by the interactions is what the learner is focusing on.
Another example on the horizon is a product called Google Glass or, more commonly, Google Glasses.4 The idea is simple. A heads-up display (HUD) like the ones seen in video games is projected onto a person’s glasses. The HUD places a layer of data and information overtop of reality—as you look through your glasses, information is displayed in front of you. The layer can be data about a particular location, directions guiding you through a foreign city, or information about the buildings you are passing as you walk down the street. At the airport the status of your flight could be displayed as you walk to your gate or the weather in your destination city can be provided right in front of your eyes as you deplane.
This is not unlike the heads-up display now available on different cars where the turn-by-turn directions are projected onto the windshield to guide you on your way. Cars are incorporating other features that make them more gamified. Several brands of hybrid vehicles provide graphical feedback on how efficient the driver is being during trips. This graphical feedback provides information to the driver, who can then modify her driving habits in response to the feedback.
The concept of adding game elements on top of reality in such items as Google Glasses as well as the Nike+ FuelBand are part of a growing collection of consumer products that are becoming commonplace. These items will drive the need to add gamification elements to learning environments. Imagine a repairman being able to see the overlay of the insides of a gas stove as he begins to look for leaks or repair a malfunction. Or a person on the manufacturing floor receiving instant information about the location of a needed, but late, piece of raw material. Or a salesperson pulling up information about a product as she describes the features and functionality to a potential client.
What’s Coming in This Book
To help you create instruction in this changing environment, this book is divided into five sections. The first section is “Getting Started.” In this section, we outline why it’s so important to focus on creating engaging, interactive instruction. We highlight the similarities among games, simulations, and gamification. We also provide an overview of the entire process for building an interactive learning event. This is to make it easier to read and less redundant. There are many similarities among the three common approaches of games, simulations, and gamification.
Therefore, we decided to write in general about the topic for most of the book and then highlight the differences specific to each type of ILE in the design section. Most of the differences, we discovered, were in the design of the ILE. The other areas such as audience analysis, identification of learning objectives, technological considerations, brainstorming, and implementation were all closely aligned. Throughout the book, you will see special callouts or information specific to one of the three types of ILEs when appropriate.
The second section of the book, provides a variety of content we call “Basic Elements.” These topics cut across all ILEs and are critically important to developing your own ILE. The topics include such items as identifying what you are trying to teach and managing the data you collect from learners interfacing with the ILE.
This section contains information on the basic elements shared by all three ILEs and the importance of the narrative context or story. Regardless of what type of learning you are developing, a clear understanding of how to wrap instruction around compelling narrative is of critical importance. It is the context of the learning. Also important is learning how to make a case for a game, gamification, or simulation.
Finally, this section finishes with a discussion on how to manage a large scale game development project. While the case study given is focused on game development, the same process can be used to create a large scale gamification or simulation project.
The third section of the book is focused on “Design Considerations” required to create an ILE. In fact, the design aspect of creating an ILE is the most critical aspect of the creation. The technological obstacles are usually secondary to the need for a good, effective design. The section starts with some ideas for brainstorming. How does one brainstorm for a game or a simulation? What elements should be considered when thinking about a gamification solution? These types of questions are addressed in this section.
The bulk of this section is the division of the chapters. One chapter each describes how to design a gamification experience, a simulation, and an instructional game. In this section, you’ll learn from experts who have designed these types of learning experiences. You will learn what they consider when designing each type of ILE and how they design them to help people learn.
The fourth section covers the “Development” of ILEs. The section begins with a discussion of the various tools that are used for creating ILEs and helps to define a method for choosing which tools are best for which type of development, ranging from templates all the way to programming the ILE from scratch.
Storyboarding is another subject covered in this section. A process is provided that outlines the methods of storyboarding, with illustrations and examples. A quick discussion of the virtues of storyboarding to obtain the proper flow of an ILE is also provided.
“Case Studies” is the final section of this book. We have included a variety of case studies from a number of different fields to show creation and implementation can be done in almost any industry with a variety of content. We’ve included live face-to-face classroom simulations, a full scale online game to teach negotiation skills, a mobile learning gamification example, and even a board game. The idea is to provide you with a range of examples of how to apply the concepts and ideas from the book. Others have done this; the pioneering days are almost over, and now is the time to implement proven techniques. The final section of the book shows what others have done.
The Best Way to Read This Book
In the spirit of learning by doing and from experience, this book is focused on providing worksheets, examples, samples, tables, and instructions for creating your own ILE. This book can be used as a primer or introductory text to introduce the topic of designing instructional games, gamification, and simulation, but it is primarily designed as a practical fieldbook to help teams in the midst of creating games, gamification, and simulation projects. It is the companion to the bestselling book The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education.
If you are reading this book as a primer, it makes most sense to read the chapters in chronological order. Pause after each part to ensure you understand the key arguments, research findings, and suggestions of each chapter and then move on to the next part. Understand there will be overlap in content and some ideas that don’t always 100 percent agree with each other. The reason is because several experts teamed to write this book and purposefully crafted it so that different perspectives and ideas were presented. The book is not going to read like a novel; instead, it will be more like a reference guide to help you with the process of creating your own ILE.
If you are reading this book as part of a class, a good idea would be to actually design and, if capabilities exist, create an ILE following the worksheets and suggestions of the book. You will learn a great deal creating even a small ILE.
Another approach to consider might be to cover the contents of the book as a team or group, as shown in Figure 1.1. Divide your team, department, or faculty into reading clubs and read a chapter each week. If you are geographically dispersed, do it as a virtual book club using Twitter or Facebook. Then, once a week, the group should get together and discuss the salient and thought-provoking points. How can we help the organization design meaningful games for learning? What guidelines should we establish for the gamification of learning in our organization? How can we put this data about the effectiveness of these game elements in the hands of upper management? How do we implement these ideas? Is a simulation needed in our environment?
Figure 1.1 Reading the Book as a Team to Generate Discussions and New Ideas
Image reprinted with permission of the artist, Kristin Bittner.
This group approach will spark discussion, provide insightful solutions, and guide you to develop your own methods of applying the ideas and concepts to your own organization or classroom. It will also begin discussions about the future of learning within your organization that may not have occurred otherwise. These conversations, even when slightly off-topic, will be valuable in strengthening your organization in terms of maximizing the knowledge needed for the design, development, and delivery of games, gamification, and simulations for learning with the organization.
If you are in the midst of designing a project, we encourage you to become intimately familiar with the key takeaways at the end of every chapter and the worksheets and models provided to move the process forward. Work with your peers on the design team to ensure that you understand each of these takeaways and what they mean to the creation of games, gamification, and simulations for learning and instruction.
Graduate and undergraduate students will particularly find this book of interest as a foundation to building dissertations, creating games, gamification, and simulations, and pursing lines of research, especially as a generation that has grown up playing video games.
Continuing the Discussion
A topic like this does not remain static; it is always moving as technology and our understanding of games, gamification, and simulations to foster learning and collaboration continues to grow. In an effort to continue the dialogue in real-time and to make real progress in helping others we have created a Facebook page for easy collaboration, posting of games, gamification, and simulations, and interactions among readers. The page is https://www.facebook.com/gamificationLI.
Enjoy the book; we hope you have as much fun reading it as we did writing it.
Notes
1. See the official Nike Fuelband website for more information. www.nike.com/us/en_us/c/nikeplus-fuelband.
2. Moore, A.E. (2012). Wireless asthma inhaler teaches proper use. CNET, News, Health Tech. http://news.cnet.com/8301-27083_3-57395380-247/wireless-asthma-inhaler-teaches-proper-use/
3. Moore, A.E. (2012).
4. See the official Google Glass website for more information. www.google.com/glass/start/
Section I
Getting Started
Chapter 2
Why Games, Gamification, and Simulations for Learning?
CHAPTER QUESTIONS
