The Future of Game-based Learning

The Future of
Game-based
Learning
The Challenge
Games development is a highly skilled specialism
in its own right; an eLearning company cannot just
decide to produce learning games of the quality and
level of engagement people expect from a digital
game today, using existing resources.
And if they could, can they do so while ensuring
the desired learning outcomes are enhanced not
compromised?
You know when Forbes is writing about something it’s
a big deal.
In early October 2015 the revered business bible
published an article entitled ‘Using Gamification
To Unlock Your Employees’ Innovation Potential’,
reinforcing the notion once again that ‘white noise’
around games in learning is building to a crescendo.
But what is the signal behind the noise? Is this
another fashionable hot topic for the training
cognoscenti to gossip about, soon to go the way of
Google Glass or ‘the LMS is dead’? Or is there a real,
underlying trend that is going to impact on us all and
perhaps transform eLearning for ‘Generation Y’?
Throughout the history of eLearning, and before that,
computer-based training (CBT), companies have used
terms like ‘engaging’, ‘interactive’, ‘bring to life’, ‘fun’
and ‘immersive’ as a means to describe their content.
The expanding versatility and flexibility of learning
technologies within LMSs and online academies also
increasingly enables seamless integration for games,
whether with a company’s current LMS or through a
game provider’s own LMS.
So could LMSs potentially end up as educational
games consoles in the future or is this beginning to
happen already?
Primary purpose of game
learning and behavioural
outcomes (Connolly et al 2012)*
Knowledge acquisition
But if demand for games-based learning is there,
what about supply?
Behaviour change
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Our aim was to report on the competitive landscape
in, predominantly, the UK serious games market and
conduct a review of the academic literature on the
subject to assess the perceived benefits and results of
learning through serious games.
This White Paper looks at this research in the context
of the prospects that gaming and gamification
present within the learning world. It is not intended
to provide definitive answers or a magic formula for
companies wanting to branch into games, rather
deliver an insight into the real-life, on-the-ground
challenges and opportunities the eLearning industry
faces in combining fun with learning substance.
8%
Primary Learning Outcomes %
And while in many cases they may have been playing
fast and loose with the Trade Descriptions Act wouldn’t we all like our learning to live up to those
descriptions? - by their very nature these are all basic
principles of successful games too.
The Future of Game-based learning
In early 2015 Unicorn secured a strategic investment
in the award-winning games studio, Amuzo. This
year, with their support, Unicorn commissioned
the Bournemouth University Faculty of Media and
Communication to conduct a ‘Serious Games Market
Assessment’.
*based on sample size of 61 learning/serious game instances.
Perceptual and cognitive skills
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10%
11%
48%
Affective and motivational outcomes
Motor skills
11%
12%
Social/soft skills
2
P2
The Research
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Summary Of The Benefits Of Game-based Learning
Difference in Terms
(Adapted from Trybus, 2014).
Classroom
Learning
Traditional
eLearning
Hands-on
Learning
Game-based
Learning
Highly engaging
Game
Thinking
Game
Elements
Game
Play
Just for
Fun
Gameful
Design
Gamification
Sociable experience
Serious Game/
Simulation
Application to real world environment
Immediate feedback in response to mistakes
Game
Low physical risk
Seamless integration with LMS
Types of Game Thinking and
Primary Design Goals
Standardised measurements allowing comparisons
Spot the difference
Purpose
There is a lot of debate and some confusion about terminology in the industry among gurus and
commentators. So before we look at the ‘whys’ we should probably nail down the ‘whats’.
Gamification
One influential blog author produced these useful definitions.
Serious Games
• Gameful Design - the use of game thinking in user experience. It is a game-like approach to
aesthetics and usability, rather than the addition of game elements. Some may also call it playful
design and it is arguably what has been applied to eLearning most predominantly in the past.
• Gamification - the application of gaming metaphors/principles in non-game contexts to influence
behaviour, improve motivation and enhance engagement.
No Gameplay
Gameplay
Games
Gameful Design
• Serious Games/Simulations - a game with purpose, not created to be solely entertainment. It has all
the elements of a real game, will look and feel like a real game, but has a defined purpose, outcome
or message.
• Games - all of the above, but played just for entertainment.
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Fun
Source: Marczewski, M. 2013. “What’s the difference between
Gamification and Serious Games?” (Gamasutra.com)
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The Future of Game-based learning
P3
State of the
Industry
A Markets and
Markets report
Demand
In
estimated
2005
Synopsis Of The
Bournemouth University
‘Serious Games
Market Assessment’
An important aspect of the BU report was reviewing
literature on the effectiveness of games for learning.
The report concluded there are considerable benefits
of learning through games when compared to other
forms of learning and training, and there is a large,
fast-growing market for serious games for
business applications.
Education and the corporate sectors account for
around a third of the market and are two of the
largest, fastest-growing sectors.
would reach
around
of
16%
18%
with projected
• sales training
between 2015
and 2020
More recently US-based
Ambient Insight made
these five-year projections
Demand will be driven by:
• high return on investment
• increased need for user engagement across
enterprises
16.8%
21.9%
• growing use of mobile platforms for
educational games.
Growth may be limited by:
• specific skill training
• improper game design
• compliance training.
Most content is now being delivered over
mobile platforms.
The Future of Game-based learning
by 2020
compound annual
growth rates (CAGR)
• recruitment and new hire applications
4
P4
$5.5
billion
Businesses are using learning games for:
• organisation efficiency improvement
serious games
market value
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Game-based
learning
Simulation-based
learning
2014 – 2019 CAGR
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• lack of serious games awareness
• assessment tools shortage (Markets and
Markets, 2015).
Click here to watch Learning
by Design video
Sectors
For many years serious games were mainly used in military, healthcare and construction
sectors, typically as simulations to provide ‘hands-on’ training. But when Connolly et al (2012)
carried out a systematic literature review of empirical evidence on computer games and
serious games, they identified many more sectors.
Summary of subject/discipline areas addressed (Some papers may address more than one
subject discipline)
.. ...
Entertaining
Health
Social issues
Science
Business
Engineering
Language
Mathematics
General
knowledge
Geography
Military/War
Other
History
Computing
What benefits do serious
games bring?
Designing Serious Games
Prof. James Paul Gee has written widely on the
subject and how the principles used even in pure
entertainment games have important implications
for learning design. Gee suggests consumers
should be seen as co-producers, where their
actions help craft the game they play. Therefore
each game will be specific to the individual,
and the more they put in, the more they will get
out. Games should allow users to take risks and
explore new things, and be customisable to suit
the individual needs and skills of the player, and
adapt in real time as the player learns.
Only in the last 10-15 years have scholars
discussed and looked into how video games
can be used positively in education. Shaffer et al
(2005) claimed serious games would transform the
education landscape for the better, while Tuzun
et al (2008) found students made significant gains
and were more motivated when they participated
in game-based learning.
It is important for games to be
fun, polished, and content needs to
be learned deep in the game not
bolted on.
Isbister et al, 2010
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Serious games are more relevant to businesses
than ever as many employees entering work are
part of ‘Generation Y’ who have grown up around
technology and are fluent in communication
technologies (Prensky). We will look at the benefits
in more detail over the page.
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The Future of Game-based learning
P5
Engagement
Sharing
Games can make learning fun (Westera, 2015).
Games typically allow users to share their score
with others and see it displayed on leaderboards,
making it competitive, which is a natural driver
of human behaviour (Squire and Jenkins, (2003).
This can support groups of learners, even when
geographically distributed, and develop team-based
skills, leadership, coordination and communications
skills (de Freitas, 2006).
Learning by doing
Play/rewards
Release endorphins
Games provide a learning environment where players
discover new rules by interacting and exploring the
game, rather than memorizing them, leading to
knowledge acquisition (Squire, 2011), and
self-motivation (Kiili, 2005), becoming more active in
their own learning (Michael and Chen, 2006).
Have fun
Monitoring progress
1
Players focused on
accomplishment/
earning rewards
Learning becomes
second thought
Retain more
information
’Real’ learning stored
in long-term memory
With active engagement, serious games lead to discovery, observation, trial and error and problem solving,
important aspects of learning (Dickey, 2005).
Flow
Video games promote ‘flow’, when there is a perceived balance between the challenge and skills required - the
player knows what to do (has goals) and how successful they are (immediate feedback) (Csikszentmihalyi, 1991).
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P6
The Future of Game-based learning
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The effects of corporate training applications must be
measurable; the distinction must be made between
‘performance’ and ‘learning outcomes’. Game play
often focuses on performance, measuring skills that
have already been mastered while discouraging trial
and error, but may not measure depth of knowledge
gained. Assessment can be quantitative and
qualitative and should allow learners to get feedback
on the consequences of their actions.
Risk free
Simulation allows learners to experience something too
costly, risky, or ethically unacceptable in real-life (Corti,
2006). But this approach assumes players can see the
similarities/context and may need support transferring
the knowledge (Crookall, 2010). Many papers have
emphasised how games should be used to enhance
training, not replace it (Science Daily, 2010).
University of Colorado
Denver Business School
study (Science Daily, 2010):
In contrast to individuals in comparison groups,
those trained via video games had…
De Freitas, S., 2006. Learning in Immersive worlds: A review of gamebased learning. London: JISC. Available from: http://videogamelc.bgsu.
wikispaces.net/file/view/de%20Freitas%202007.pdf
Dickey, M.D., 2005. Engaging by design: How engagement strategies
in popular computer and video games can inform instructional design.
Educational Technology, Research and Development, 53 (2), 67-83
Gee, J. P., 2003. What Video Games Have to Teach Us About Learning
and Literacy. New York: Palgrave/McMillan
Gee, J. P., 2005. Good video games and good learning. Available from:
http://norcalwp.org/pdf/Gee--Learning_Principles_Articles.pdf
Isbister, K., Flanagan, M., & Hash, C. (2010). Designing games for
learning: insights from conversations with designers. In Proceedings of
the SIGCHI Conference on Human Factors in Computing Systems (pp.
2041-2044). ACM.
11% higher
factual
knowledge
level
14% higher
skill-based
knowledge
9% higher
retention
The study also found when employees can
access games whenever they like they can
engage with the games at their leisure to master
the skills and obtain better learning outcomes as
a result.
References
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T. and Boyle, J. M.,
2012. A systematic literature review of empirical evidence on computer
games and serious games. Computers and Education, 59 (2), 661-686
Corti, K., 2006. Games based Learning; A serious business application.
PIXELearning. Available from: https://www.cs.auckland.ac.nz/courses/
compsci777s2c/lectures/Ian/serious% 20games%20business%20
applications.pdf
Csikszentmihalyi, M. (1991). Flow: The psychology of optimal
experience. New York: Harper Perennial
Crookall, D., 2010. Serious Games, Debriefing, and Simulation/Gaming
as a Discipline. Simulation & Gaming, 41 (6) 898 –920
Westera, A., 2015. Games are motivating, aren’t they? Disputing the
arguments for digital game-based learning. Serious Games Society, 2
(2), 3- 17.
Further data sources
ELearning Industry http://elearningindustry.com/
Serious Games Market http://seriousgamesmarket.blogspot.co.uk
International Journal of Game-Based Learning (IJGBL) http://www.igiglobal.com/journal/international-journal-game-based- learning/41019
International Journal of Learning Games http://journal.
seriousgamessociety.org/index.php?journal=IJSG
Kiili, K., 2005. Digital game-based learning: Towards an experiential
gaming model. The Internet and Higher Education, 8, 13–24.
White papers
Markets and Markets, 2015. Serious Games Market. Available from:
http://www.marketsandmarkets.com/Market-Reports/serious-gamemarket- 67640395.html
Ambient Insight “The 2014-2019 Global Market for Game-based
Learning” http://www.ambientinsight.com/Resources/Documents/
AmbientInsight_2014-2019_Game-basedLearning-Market.pdf
Michael, D. & Chen, S., 2006. Serious games: Games that educate,
train, and inform. Boston, MA.: Thomson Course Technology.
Pappas, C., 2014. The Science And The Benefits of Gamification In
eLearning.eLearning Industry. Available from: http://elearningindustry.
com/science-benefits-gamification-elearning
Axonify - Axonify and Gamification: The simple way to make learning
fun, everyday http://www.axonify.com/resources/#whitepapers
Gamasutra http://www.gamasutra.com
Prensky, M., 2001. Digital natives, digital immigrants. On the Horizon,
9 (5), 1–6
Games Learning Society http://www.gameslearningsociety.org/
Science Daily, 2010. Video games can be highly effective training
tools, study shows: Employees learn more, forget less, master more
skills. Science Daily. Available from: http://www.sciencedaily.com/
releases/2010/10/101019171854.htm
Gamified UK http://www.gamified.uk/
Game On! Learning http://www.gameonlearning.com/reports/
Shaffer, D. W., Halverson, R., Squire, K. R., and Gee, J. P., 2005. Video
Games and the Future of Learning. WCER Working Paper No. 2005-4.
Available from: http://files.eric.ed.gov/fulltext/ED497016.pdf [Accessed
09 August 2015]
Trybus, R., 2014. Game-Based Learning: What it is, Why it Works, and
Where it’s Going. New Media. Available from: http://www.newmedia.
org/game-based- learning--what-it-is-why-it-works-and-where-its-going.
html
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., and Kızılkaya, G.,
2009. The effects of computer games on primary school students’
achievement and motivation in geography learning. Computers &
Education, 52 (1), 68-77.
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Future Lab http://media.futurelab.org.uk/resources/documents/
lit_reviews/Serious-Games_Review.pdf
Totem Learning: http://www.totemlearning.com/publications/
TIS (Tata Interactive Systems) – Gamification in Learning http://www.
tatainteractive.com/pdf/Article_GamificationInLearning.pdf
TIS (Tata Interactive Systems) - Business Transformation - the value
added by a Serious Game http://www.tatainteractive.com/pdf/Businesstransformation-the-value-added-by-a-serious-game.pdf
Serious Games International provide a selection of white papers http://
www.seriousgamesinternational.com/company/white-papers.html
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The Future of Game-based learning
P7
22%
19%
14%
15%
8%
Why Gen Y?
There is an evident element of ‘fear of the unknown’
surrounding the subject of learning through games
and gamification. However, there are over 12 million
reasons why mobile serious games are the solution
to building upon and enhancing the effectiveness,
productivity and confidence of your workforce. Those
reasons are collectively known as ‘Generation Y’.
By 2018, over half the UK working population will
be part of Generation Y - the collective, also known
as ‘Millennials’, who are categorised as being born
between 1980 and the early 1990s.
A recent PWC study revealed, above all, Millennials
value training and development as a career benefit,
even over cash bonuses, greater holiday allowance
and higher wages.
8
P8
The Future of Game-based learning
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3%
Company car
Financial assistance
with housing
Greater holiday allowance
Pension scheme or other
rerement funding
Cash bonuses
Flexible working hours
4%
2%
2%
2%
1%
I’d prefer no benefits
and higher wages
3%
Time off to do
community/charity work
4%
Access to low interest
loans/borrowing opons
5%
Free child care
6%
0%
Training and development
Since partnering with
Unicorn, Amuzo have
developed a game-based
solution for delivering sales and product training,
compliance training, recruitment and on-boarding,
plus other tailored, bespoke projects for the corporate
sector. MD Mike Hawkyard examines how games
harness the power of play to engage, educate
and inspire.
6%
5%
Subsidised travel costs
10%
Maternity/Paternity benefits
20%
Assistance in clearing debts
incurred while studying
25%
Free private healthcare
The Generation
Game
However, although this demographic will soon
account for the largest percentage of the working
population, the majority of existing workplace training
is not specifically designed to target them.
Millennials are the very first generation to have been
brought up immersed in a world of digital; they
are tech-savvy, constantly connected and accustomed
to instant information being at their fingertips.
How do we engage Gen Y?
A 2015 Comscore study revealed some stunning data
on Gen Y mobile use:
Current training materials often present a mundane
task that requires little to no thought to complete and
offer a lack of motivation to tackle apart from the fact
it is required.
•
•
•
Understanding the expectations of Gen Y will help to
deliver effective methods of motivation; encouraging
enthusiasm, igniting productivity and naturally
inspiring staff to perform beyond the bare minimum
of what is asked.
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Over 91% of Millennials own a smartphone
82% of time on smart devices is spent using apps
96% have at least one social network account
This is a generation empowered by technology.
Presenting Millennials with uninspired training
methods will unarguably leave them feeling the
same way.
Generation Y aren’t simply the recruits and
employees of today, but also of the future, so creating
a connection with this core audience through mobile
and social engagement is key.
Maximising engagement
The ability of games to provide an immersive and
engaging environment is key to their effectiveness in
delivering learning and development content. This
analysis shows how games compare to other types of
digital media in their ability to immerse and engage.
Our approach is based on Kearsley and
Shneiderman’s Engagement Theory (1999), which
provides a structure for technology-based teaching
and learning.
Through the use of technology, Gen Y have become
an independent and self-reliant generation. This
theory is one that champions experiential learning
and self-direction.
1. Point of Engagement
Rewards offered at random - the opportunity to
‘be lucky’ during a user’s next experience is most
likely to encourage them to return as opposed to
sequential rewards
• A social challenge, to compete with others
To effectively deliver working games, have a strong,
simple message e.g. ‘Workplace Learning for
Generation Y’, and be able to offer bespoke work, but
have a platform. This doesn’t mean being dependent
on an LMS but focussing on the smart device.
4. Calls to action
Don’t be a ‘normal’ eLearning company that does
games, be a games company!
•
After each game the player is prompted to act
The more they play, the more obvious the action
becomes
• The next step in their education is immediately
accessible in just one click
•
•
Summing up
The most important thing we recommend about
serious games for Gen Y is not what to put in them,
but how to deliver them on a smart device.
Upon entering the game, the content must:
• offer a challenge with measurable success
• have aesthetic and sensory appeal
• be a subject or activity of interest (includes novelty)
• allow the user to try again.
2. Period of Engagement
During gameplay the user will:
• gain new or enhanced skills and knowledge
• receive regular feedback (praise) on progression
• interact and have direct control over their learning.
IMMERSION
Playing
Games
Watching
TV/Films
Browsing
Internet
3. Encouraging re-engagement
By revisiting the game, the player will improve their
knowledge retention. Mechanics to encourage repeat
visits include:
• A guaranteed reward for returning
• The potential completion of additional sub goals
Listen to
Music
Using
Social Media
MULTI TASKING
ENGAGEMENT
I don’t think about
anything else when I’m...
I will oen be doing
something else whilst I’m...
I find it difficult to do
anything else whilst I’m...
30%
16%
41%
28%
48%
25%
18%
34%
22%
10%
67%
5%
8%
32%
11%
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The Future of Game-based learning
P9
P9
Designing A
Serious Game
The initial brief typically answers these, indicating
target audience, key message and KPIs. We then
research the content and take reference from
similar games and gameplay mechanics that would
complement the goals. We suggest alternative
directions if we feel confident a different solution
would work better to get results.
Amuzo Lead Designer, Dan Mascall, worked on
Unicorn’s ‘Abbreviation Game’ (downloadable
from the Apple and Android app stores) which was
developed as an internal prototype to understand
some of the challenges we would encounter when
creating learning games. Here, he reveals all.
2. How do you make a learning
game effective?
Through repetition and the desire to progress,
players learn and experiment with new information
to overcome increasing difficulties. Social mechanics
and achievement milestones drive players to learn
more and complete goals. Players must have fun first
before challenged to think deeper or follow a call to
action. The Abbreviation Game is designed to help
people memorise sets of abbreviations. It’s a
fast-paced racing app game with a quiz-based
challenge at the end of each session to bridge the
gap between an abbreviation and its meaning.
3. How long does it take and
what’s the process?
1. Where do you start?
The key questions we ask are:
• Who do you want to tell?
• How do you want to tell them?
• What do you want them to do?
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P10 The Future of Game-based learning
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A significant factor is how many people are involved
with signing off designs. New IP takes longer to
lock down character designs, style guides and story
content. We all have great ideas and everyone can
contribute and comment during the ideas generation
process. After the initial concept phase, ideas are
developed within the design team, presented to the
lead artists and coders, then written as a first draft.
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The game takes shape as the Game Design
Document (GDD) is produced - this is constantly
referred back to and updated as a ‘live’ document.
Decisions around ongoing improvements or new
features are considered in relation to the Minimum
Viable Product (MVP), to ensure the project is
completed on time and in budget. All ideas that don’t
make the cut are stored so should the project end
ahead of time, get extra budget or have scope for
future updates, we can use them.
HISCOX – Hiscox Racer
Designed to improve the effectiveness of
Hiscox’s internal training methods, with a
particular focus on Generation Y, and to
actively encourage staff to revisit content, this
racing game, with an integrated CMS system,
provides a rewarding, competitive, easy to
access and high-quality mobile app that
engages learners, enabling Hiscox to increase
overall knowledge retention of training
materials amongst their staff.
CII – Discover Risk
Conclusion
This leaves eLearning companies with three options:
Aimed at increasing recruitment in, and
understanding of, the insurance sector amongst
16-22 year olds, the CII’s Discover Risk board
game, which puts players in an insurer’s shoes to
make decisions in a range of scenarios, has been
transformed into an entertaining, interactive,
digital mobile app highlighting the variety,
mental challenge, opportunity and remuneration
that working in insurance offers. Facebook
integration extends the audience of prospective
employees further through sharing.
The Bournemouth University report highlighted how
most content is now being delivered over mobile
platforms. There is no disputing that the extraordinary
rise of the smartphones, tablets and apps have added
an exciting dimension to learning.
1. Further explore gamification – primarily platform
functionality. Applying gamification principles,
combined with high instructional design standards
and taking advantage of evolving platform
technologies to enhance user engagement all
present opportunities in the games field.
Portable technologies have taken games out of the
bedrooms of teenagers and into all our hands. Billions
of us now regularly experience how immersive and
engaging well-designed games can be.
2. Recruit in-house game developers to produce
serious games alongside instructional and graphic
design teams.
The tools that enable serious games to be built are
far easier to use and much more economically viable,
as is the availability of the platforms to run them.
3. Invest in existing games companies who already
have the experience, expertise and access to
markets that eLearning companies would take
years, if ever, to attain.
It creates far more effective results to focus learning
on the practical application of knowledge and skills
that can be achieved through games rather than on
dry facts in ‘click next’ linear courses. This applies to
health and safety, money laundering and insurance
underwriting as much as it does to plumbing or
electrical engineering.
In the fast-paced, high-stress corporate environment,
it is inevitable that fun takes a back seat. Corporate
learning is not primarily about entertainment, so it is
a fine balance to introduce a spirit of fun without it
becoming distracting rather than an asset.
The increasing demand for ‘snackable’ chunks of
learning that can be digested little and often, for a
more pervasive learning experience that supports the
goal of continuous learning, marries perfectly with
playing a game on an app on the train.
However, the skill set required to create games for
digital devices is very different from that of traditional
eLearning, and so often is the cost.
Most video games are developed with budgets we
in eLearning can only dream of, yet it is these games
that set the precedent and expectation of a minimum
quality anyone, even an inexperienced gamer, would
tolerate when playing.
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Serious games work as a powerful teaching tool
because they encourage the persistence required
for effective learning. Games have the rare ability
to translate failure into a positive - you will fail in a
game, yet this is considered a reason to try again.
Many games features such as point systems, rewards
and leaderboards can be replicated in an educational
context to account for different people’s motivations.
They don’t have to be fully immersive 3D
environments with the production standards and
budgets of Call of Duty. There is a fertile middle
ground, where the best principles of engagement
from the world of gaming can be applied in a
way that complements and enhances the learning
experience without breaking budgets.
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London EC2R 5BJ
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in
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