Game Element: Fantasy
JULY 5, 2016
Why include a fantasy element in the design of learning games for adults. In fact, research indicates that fantasy provides cognitive emotional and motivational advantages for learning (Malone, 1981). We also know that if a simulation provides the same cognitive activities as the real-life situation, the skills are transferable to the actual in-the-field situation. Malone, T.
Three Cognitive Benefits of Games
AUGUST 30, 2011
One: Challenge and Consolidation – Good games offer players a set of challenging problems and then let them solve these problems until they have virtually routinized or automated their solutions. Games then throw a new class of problem at the players requiring them to rethink their now, taken-for-granted mastery, learn something new, and integrate this new learning into their old mastery. For example: In the 1970′s BP created a board game in which one of the scenarios was a catastrophic oil spill. Three: Repetition, games are great for encouraging repeat activities.
Commercial Games vs Learning Games: Avoid the “Bling”
FEBRUARY 2, 2016
I recently had a conversation with a game developer who was interested in becoming a subcontractor for us. This developer shared several examples of games he had developed. All the sample games featured gorgeous graphics and lots of “action” in the games with things flashing, scores popping, and new game elements introduced as I advanced through levels.
5 Reasons to Use Gamification in E-Learning
DECEMBER 29, 2014
From a very tender age, we are exposed to games: Chess, Monopoly, Scotland Yard… And that is for a reason, because games make learning not seem like ‘learning’. Our mind inputs far more concentration and participation in a game rather than something we are otherwise taught. Digital games positively influence learning achievement. Thus, games increase learning motivation.
Six Truths About Implementing a Learning Game that Gets Results
DECEMBER 1, 2014
I love games—but that does not mean I think a game is the appropriate option for every learning situation. I do not think it will always equal the most effective or efficient means of helping people learn. You may need to go through 5-8 iterations to get a custom game right. They do not spark crazed excitement in learners just because you say the word “game.”
Three Guidelines for Effectively Integrating Games in the Classroom
MARCH 19, 2015
A number of meta-analysis studies have been conducted in the field of game-based learning attempting to create generalizable findings that can be used to select and create meaningful educational and instructional game experiences. Embed the instructional game into the curriculum. The teacher should tell the students what they will be learning by playing the game. 2005).
Top 10 +1 Instructional Game Design Best Practices
SEPTEMBER 5, 2013
Here are the top ten best practices for instructional game design. Plus a bonus) Practice #1 – Design the learning game to meet specific instructional objectives. Complicated games confuse and frustrate learners. Practice #4 – Get learners comfortable with the rules and game play before they start. And/or create a short video explaining how to play the game.
Barnes & Noble Presentation Resources: Learning Games
OCTOBER 14, 2014
Tonight I am speaking at a Barnes and Noble in New Brunswick, NJ. I am excited about the presentation and to talk to a number of teachers and parents about some of the positive impact that video games can have on learning. As part of that process, here are some links to educational games. Game to Teach STEM. CHECK OUT THE GAME HERE. The game is like the TV show survivor.
Abstracts of Three Meta-Analysis Studies of Serious Games
SEPTEMBER 11, 2014
Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and. We used meta-analytic techniques to investigate whether serious games are more effective in. Consistent with our hypotheses, serious games were found. Games should be played in group.
#mLearn12 Lauri Jarvilehto on #games the learning playing brain
OCTOBER 17, 2012
Learning as Fun: introducing gaming pedagogy by Lauri Jarvilehto. Wonderful keynote linking gaming to pedagogy to neuro-science! Games that truly engage children and high quality substance, might result in the best possible learning. Creative thinking is pushed by games, colorful things. => due to constant dynamic of our brain and how it is wired.
6 Lessons from the Trenches of Digital Learning Game Design at #ASTDTK14
JANUARY 20, 2014
Bottom-Line Performance has done simulation and learning game design for table-top/live events for many years. However, our foray into digital game design has only been happening for the past three years. When we started, we found lots of books and articles on game design – but not much on learning game design. You cannot do this with a game. Learn more. 2.
How We Get Ideas for Serious Games
MAY 21, 2014
Last month, I shared a game evaluation worksheet I use when playing games. It’s more than just a fun pastime for me (although I definitely love to play!), but also part of my idea generation process for the games I design. I’ve said it many times: “you can’t design a great game unless you play lots of games.” Sample Game Evaluation.
Why Learning Games Succeed Where Traditional Training Fails
OCTOBER 6, 2012
And what makes learning games so special anyway? It’s not that we dislike traditional training, we just think there are a lot more benefits to learning games. For example, learning games are fun, competitive, rewarding, interactive, and attention-grabbing. Just to clarify – we’re talking about learning games here, not gamification. Learning games are realistic.
A Meta-analysis Indicating the Benefits of Video Games for Older Adults
FEBRUARY 1, 2015
The study is called “Video Game Training Enhances Cognition of Older Adults: A Meta-Analytic Study.” ” The main aim of the meta-analytic study was to investigate the extent to which cognitive training with video games enhances cognitive functions in healthy older adults (age 60 and older). Games However, effects across studies are mixed.
How to Create a Game-Based Learning Strategy
SEPTEMBER 23, 2015
She thinks training completion is low because the content isn’t engaging and wanted to know if a learning game could fix it. told her that there is no “easy button,” and games are not a cure-all for for boring content or bad learning design. Game-based learning can improve learner engagement, but only if you start with a strategy. strategy that drives measurable results?
Gaming is Good For Your Brain
JUNE 10, 2013
Educational games are increasing in popularity in both educational and corporate settings. There are inherent benefits to gaming when it comes to learning, but we are starting to see that gaming is also proving to be beneficial beyond just a learning environment. Gaming is also being used in therapy across many different disciplines. Resources: elearning gamification
Challenges Facing Trainers Trying to Implement Serious Games
NOVEMBER 6, 2012
What is the greatest challenge still facing trainers trying to successfully implement serious games and simulations to train their workforce? One challenge is that there is a great deal of misconceptions about the use of games for instruction. In fact, we know a great deal about how games and simulations can be used effectively by trainers to facilitate learning.
4 Ways Serious Games Link to Learning (Free Download)
JANUARY 15, 2014
A growing body of research supports the use of serious games in the workplace. And thanks to a year of successful implementations in corporate settings, some great case studies now point the way for organizations ready to use games for learning. Whether you want to use a true serious game, a gamified solution, or a combination of the two… it’s a great time to do so.
How Do Serious Games Work in a Large Enterprise?
FEBRUARY 19, 2014
Organizations of all sizes are turning to game-based learning , serious games , and gamification to solve a range of learning and development challenges. Serious games can be a part of the solution to increasing engagement and retention. Focusing on those needs first before selecting a type of solution (such as serious games) will lead to optimum results. Link ).
Match Content to be Learning with Right Game Type
AUGUST 25, 2011
Matching the right type of game-thinking and mechanics to the right type of content to be learned, is the right way to design an instructional game. Declarative knowledge is taught with simple games like Jeopardy-type games, matching games, hangman-type games, sequencing game and multiple choice games which reinforce declarative knowledge (information that needs to be memorized).
A Counterpoint to Ruth Clark’s “Why Games Don’t Teach”
MARCH 12, 2013
She wrote an article with the provocative title, “Why Games Don’t Teach.” For those of us who are passionate about game-based learning (GBL), she caused a bit of an uproar. For those who are trying to figure out game-based learning, I fear she squelched them just with her headline. Games Teach; Poorly Designed Games Don’t. Szcurek, 1982 ( link ).
How Do Serious Games Boost Learning
MAY 18, 2016
Serious games are being deemed by analysts as the next big wave of technology meditated learning. Games are mostly mobile, promote sharing, and are less concerned about privacy. When game based learning is used in an effective manner, it offers a potential for customizing the learning experience and affords a myriad of learning choices for the learners to choose from.
The 12 Corporate Learning Content Areas… and Where Games Fit
JANUARY 7, 2014
When it comes to game-based learning, 2014 is the year of theory moving into practice. An increasing number of organizations are planning initiatives to include games in their learning solutions. But if you’ve never designed a game before, or tried to include a game in your training, where do you begin? Why not try a tabletop board game?
Good Games and Good Learning
SEPTEMBER 2, 2010
James Paul Gee, who writes prolifically about video games for learning, has a paper out titled Good Video Games and Good Learning. You should check it out yourself but here are a few points from the 14 he lists in the article related to the learning principles good games incorporate. Good video games capture players through identify. Resources Mentioned: Cazden, C.
Balancing Difficulty in eLearning Games & Simulations
JUNE 16, 2015
This is why learners respond so well to game-based training—where they must complete challenges to get achievement, satisfaction, and recognition—according to Emil Heidkamp from Sonata Learning. In his session, Emil discussed balance —how appropriate a game or simulation’s difficulty level is for its intended audience. “We’re all built to run from tigers.” Blog LUC
Gamification in E-Learning – Are you Game for it?
JANUARY 3, 2016
Hence, the e-learning gurus cashed upon this aspect of ‘photo-memory’ being better, and gave it another dimension by the way of adding the elements of a live game to learning, i.e. They introduced the concept of gamification in e-learning. This gamification of non-game elements, especially learning is quite a unique idea. The post Gamification in E-Learning – Are you Game for it?
The Emotional Toll of Instructional Games
JUNE 4, 2013
Games are emotional, in a game there are typically winners and losers. As someone creating or commissioning an instructional game, are you prepared to deal with the losers of that instructional game? The problem with this is that people tend to “shut down” both emotionally and cognitively when they are in a stressful or a losing situation. Games
Motivation and #Games: Motivational Theories for Instructional Games
SEPTEMBER 12, 2012
These ideas originated in work done by Mark Lepper, a researcher from Stanford University and Thomas Malone also a researcher from Stanford who’s work includes extensive investigations into why games are fun and motivational. Curiosity in terms of sensory and cognitive inquisitiveness. Fantasy in terms of the emotional and cognitive aspects of fantasy as well as the interweaving of the fantasy and the skills to be learned within the game. This includes: Cooperation in terms of players working together to achieve a goal within a game. Games1988).
Summary of #Games Research Qualitative Literature Review Conducted by Fengfeng Ke
JANUARY 15, 2013
Fengfeng Ke, a researcher focusing on digital game-based learning, computer-supported collaborative learning, and simulations for instructional use, conducted a review of 89 research articles that provided empirical data on the application and effectiveness of computer-based instructional games. Her goal was to determine the cumulative qualitative and quantitative evidence for using computer games for learning and what factors weigh in on the effective application of instructional gaming. Key findings: The effects of computer-based games on learning are positive.
Games Can Provide Authentic Experiences
FEBRUARY 23, 2012
” Practicing skills and concepts in an environment or setting as closely approximating the actual setting as possible minimizes cognitive overload and allows for a more effective transfer of knowledge to application. Every major life and death training involves authentic rehearsal (flight simulators, war games, etc.) game could have the setting of an office or a warehouse, a conference room or a workroom. Wherever the tasks are accomplished, that can be reconfigured in a game setting. are most people impacted by that. Design
Ruth Clark Claims “Games Don’t Teach”
MAY 8, 2012
Ruth Clark posted at ASTD an article titled “ Why Games Don’t Teach.” more accurate title would be “Some Games Aren’t Effective at Making People Remember Content,” but that’s a lot less likely to grab attention. However, I think Clark didn’t do a very careful review of the literature before writing her post, and I don’t think that one study is enough for her to make such a broad claim dismissing games for learning. Results were similar with the Cache 17 game. respect her past contributions to the field. Koenig, A.,
MAY 18, 2012
It was sparked by Ruth Clark’s article “ Why Games Don’t Teach. ” The article kicked off a firestorm of debate, demands for proof and even name calling. Also, please know that I respect the work of Dr. Ruth Clark and actually think that aside from the title most of the article is on target, we don’t have a universal definition of “game”, research is sort of fragmented and a paper prototyping is always the way to go. So, So looking at the argument, Why Games Don’t Teach, we have several interesting positions: Games Don’t Teach. Gamestransfer.
Pokémon and Gamified Learning
JUNE 22, 2016
Cognitive Load (Number of Skills). At its most basic, cognitive load refers to how much information a learner can process at one time. Game theory is much more complex than that. If you’d like to learn about game-based learning from Digitec Interactive, visit our eLearning page. I recently had a conversation about something I hadn’t thought about for a long time.
Lessons from the Trenches of Digital Game Design
ATD Learning Technologies
NOVEMBER 4, 2015
I’ve been designing learning games for a long while, and I teach others how to do learning game design as well. Over the years, I’ve gleaned several truths that novice learning game designers frequently ignore or underestimate. It is very hard to be a good and creative game designer with little to no experience playing games. Play these 3 games first.
How Games Drive Sales Enablement (Webinar)
JUNE 21, 2016
When game elements are carefully linked to learning objectives, good things happen. And when the games are designed or chosen based on the characteristics of target learners, great things happen. This is why so many sales training professionals have started to implement games into their sales enablement programs. Games are seldom the only learning solution required, either.
John Black #ICELW Keynote Mindmap
JUNE 16, 2016
Professor John Black of Columbia Unveristy gave a fascinating talk about how games can leverage “embodied cognition” to achieve deeper learning. design games meta-learningThe notion is that by physical enaction, you get richer activation, and sponsor deeper learning. It obviously triggered lots of thoughts (mine are the ones in the bubbles :). Lots to ponder.
Integrating Game Design Principles into Instructional Design for e-Learning
MAY 4, 2011
Integrating Game Design Principles into Instructional Design for e-Learning. Identify the characteristics of games that create motivation and engagement. Integrate game structures into instructional designs for standard e-learning content. What is the appeal of gaming principles for learning? Game show variations. They are just tests hidden behind a game skin.