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Got Game? The Use of Gaming in Learning and Development
 

Got Game? The Use of Gaming in Learning and Development

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Organizations ranging from the U.S. Army to IBM use serious video games to recruit and develop their people. They do so because research studies from academia and the public and for profit sectors ...

Organizations ranging from the U.S. Army to IBM use serious video games to recruit and develop their people. They do so because research studies from academia and the public and for profit sectors have established that video games are a highly-effective training and development tool.This UNC Executive Development white paper supports HR and talent management professionals in understanding the latest gaming technology and its applications in learning and development. Specifically, it:• Outlines the various types of video games and the demographics of those who play them • Provides research about the use and effectiveness of gaming for training and development • Discusses how serious games develop organizational talent and examines their future in the world of L&D • Provides examples of companies that use serious games to develop skills and behaviors in the workplace Read how video games are building leaders, solving problems, and developing talent.

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    Got Game? The Use of Gaming in Learning and Development Got Game? The Use of Gaming in Learning and Development Document Transcript

    • By: Kip KellyDirector of Marketing & Business DevelopmentUNC Executive DevelopmentAll Content © UNC Executive Development 2013Website: www.execdev.unc.edu |Phone: 1.800.862.3932 |Email: unc_exec@unc.eduGot Game? The Use of Gaming inLearning and Development
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 2 | P a g eIntroductionhe first patented video game, the “Cathode Ray Tube Amusement Device,” iscelebrating its 65th birthday this year (Gettler, n.d.). This may come as a surpriseto many, because people usually place the birth of video games in the 1970s or 1980s,when coin-operated video games became a mainstay in arcades, and the first gameconsoles appeared in American homes.Video games—and the people who play them—have changed dramatically since 1948.Generations of gamers have grown up and entered the workplace, and video gameshave made the same transition, extending their influence into companies around theglobe. Many organizations are increasingly using gaming technology in their learningand development programs to help build the next generation of business leaders.This white paper: Explores the popularity of video games and the characteristics of the peoplewho play them. Reviews different types of games and defines some video game terminology. Discusses how serious games can be used to develop organizational talent. Provides examples of companies using serious games to develop skills andbehaviors. Examines the future of serious games in learning and development.T
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 3 | P a g eGaming Terms DefinedGame: A competitive activitythat involves skill, chance, orendurance.Video game: A game played byelectronically manipulatingimages produced by acomputer program on atelevision screen or display.Simulation game: A game thatattempts to represent real orhypothetical processes,mechanisms, or systems.Serious game: Computer orvideo games designed for aprimary purpose other thanpure entertainment; oftendesigned for the purpose ofeducation and/or solving aproblem.Alternate reality game: Aninteractive game that uses thereal world as a platform, ofteninvolving multiple media to tella story.MMORPGs: Massively multi-player online role-playinggames.Games Are Big Businessideo games today are ubiquitous. Just aboutevery electronic device with a screen–TVs, PCs,tablets, and smart phones–have games installed andready to play, and people are taking advantage oftheir accessibility. A recent study by the NPD Group,a market tracking firm, found that 211.5 million—ortwo-thirds—of Americans play video games(Boorstin, 2012). Americans aren’t just playing thefree, preloaded games; they are buying them indroves. According to the Entertainment SoftwareAssociation (ESA), consumers spent $24.75 billionon video games in 2011 (ESA staff, 2012).Puzzle games, board games, trivia, and card gamesare the most commonly played games (42 percent),but 25 percent of gamers also play action, sports,strategy, and role-playing games. The ESA alsofound that 62 percent of gamers play with others,either in-person or online, and most do so for atleast an hour a week.Online simulation (sim) games have also grown inpopularity, thanks in large part to the explosion ofsocial media. Facebook, for example, boasts morethan 100 sim games, among them Farmville 2,Airport City, and FrontierVille. These popular simgames were designed to entertain but have aneducational component and are sometimes callededutainment games. In Farmville 2, for example,players create and manage their own farms; inAirport City, gamers manage a busy city airport; andin Frontierville, players “tame the wilderness andbuild a town.”V
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 4 | P a g eSource: Entertainment Software Association (2012).As video games grow in popularity and sophistication, an increasing number oforganizations and government agencies have embraced them to support learning anddevelopment efforts. A recent ESA study found that 70 percent of major U.S.employers use interactive software and games for L&D purposes, and nearly eight outof 10 U.S. employers plan on doing so in 2013 (Steinberg, 2012).Who Plays Video Games?ideo games have changed and matured over the years, and so have users. Theaverage game player today is 30 years old. Sixty-eight percent of gamers are 18years of age or older, and 37 percent are over the age of 35. Just over half of gamersare men, according to the ESA, but womengamers are gaining fast. Forty-seven percentof all players are women, and women overthe age of 18 are one of the industrys fastestgrowing demographics. In fact, women nowrepresent a significantly larger portion of thegame-playing population (30 percent) thanboys age 17 or younger (18 percent). Perhapsthe most interesting characteristic of gamersis that the average adult gamer has beenplaying video games for 14 years. That’s a lotof game time.What’s in a Game?here are three types of video games: casual games, advergames, and seriousgames.Casual games are intended for entertainment purposes and can include everythingfrom the solitaire game that comes pre-loaded on most computers to complex multi-player games like Uncharted, Call of Duty: Modern Warfare 3, and Battlefield 3. Thesegames are available in a number of formats, including PC, game console, and mobile.Although learning can occur when playing casual games, it is not an intendedoutcome (Derryberry, 2007).VT
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 5 | P a g eAdvergames are games designed to advertise a product, organization or cause(Derryberry, 2007). There are several types of advergames, but the goal is to promote abrand or organization while providing fun and entertainment.Serious games are video games designed to improve learning, and players engage inserious games with that understanding (Derryberry, 2007). Also known as immersivelearning simulations, digital game-based learning, and gaming simulations, seriousgames are developed with specific learning outcomes in mind that will result inmeasurable, sustained changes in performance or behavior. Serious games have beenused in emergency services training, military training, and health care settings topositive effect (Derryberry, 2007). According to Sue Bohle, executive director of theSerious Games Association, industry estimates range from $2-10 billion in revenue forserious games, depending on how much simulations and virtual worlds are includedin the calculation (Maurer, 2012).Serious Games in Learning andDevelopmenterious games can allow players to apply what they have learned in an L&Dexperience and apply it in a safe, simulated environment. For example, healthcare professionals can practice a new medical procedure using a serious sim gamebefore introducing it in the workplace. There is also evidence that serious games candevelop soft skills like emotional intelligence, communication management, andcritical problem solving and collaboration skills (Marinho, 2012).Some L&D professionals argue that video games can help develop the leadership skillsthat organizations will need in the future. Tomorrow’s workplace will be global, faster-paced, competitive, and more virtual than ever before. Online games, specificallymassively multiplayer online role-playing games (MMORPGs), “offer a glimpse at howleaders develop and operate in environments that are highly distributed, global, hyper-competitive, and virtual.” (IBM & Seriosity staff, 2007).There have been several studies conducted on learning and serious games, and resultsare encouraging. A recent study by the Office of Naval Research found that videogame players performed 10-20 percent better in perceptual and cognitive ability thannon-game players, and that video games helped adults process information faster(Steinberg, 2012). Another study by the Federation of American Scientists found thatstudents remembered only 10 percent of what they read; 20 percent of what theyS
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 6 | P a g eGamification ExplainedGamification is the use of gaming techniques, game thinking, and game mechanics toenhance non-game contexts. Gaming techniques like questing, badging, and leaderboards have been incorporated into workplace practices such as the onboardingprocess, career development, and performance evaluations. It should be noted thatgamification techniques do not have to be rooted in technology. For example, leaderboards can be visual aids posted in a department to motivate and inform workersabout departmental goal achievement (such as sales). Gamification practices areparticularly appealing to the Millennial generation who have grown up playing gamesthat send them on quests, award them with badges, and post their achievements onleader boards, but the fundamental human need for recognition spans generations.Gamification can help fill that need and increase employee morale, retention, and jobsatisfaction.Source: Pitt, 2012.heard; 30 percent if they used visuals related to what they heard; and 50 percent if theywatched someone performing a task while explaining it. Students remembered 90percent of what they learned, however, if they did the task themselves, even if it wasas a simulation (IBM staff, n.d.).A recent study reported in Personnel Psychology (Sitzmann, 2011) found that traineesusing serious simulation games had improved post-training efficacy (20 percent),higher declarative knowledge (11 percent), improved procedural knowledge (14percent), and better retention (9 percent) than trainees in a non-simulation comparisongroup. The study also found that trainees in the simulation control group learned morewhen the game was used as a supplement to other instructional methods, rather thanas stand-alone instruction.In contrast, a study by Adams, Mayer, MacNamara, Koenig, and Wainess (2012) foundthat narrative educational games resulted in poorer learning and took longer tocomplete than simply showing content on a slide. Ruth Clarke, an instructional designand technical training consultant, gave a possible explanation in a recent AmericanSociety for Training & Development article exploring the results of the study. Clarkespeculates that the reason for this lack of learning may be because some gamefeatures are at odds with the game’s learning objectives. For example, many gamestime players, requiring them to complete tasks within a certain timeframe.
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 7 | P a g eFor learning outcomes that are based on critical thinking skills, Clarke argues, timedgames that reinforce speed are not a good match (Clarke, 2012). She recommends thatHR and talent development professionals stick to serious games that emphasize drilland practice exercises for tasks that require immediate and accurate responses.The Federation of American Scientists, however, believes that serious games can havea broader L&D application and can teach higher-order thinking skills such as strategicthinking, interpretive analysis, problem solving, plan formulation and execution, andthe ability to adapt to rapid change—skills U.S. employers increasingly look for inworkers and new workforce entrants (Steinberg, 2012). A Harvard Business Reviewstudy concurs. The study, which focused on the leadership skills taught through theimmensely popular video game, World of Warcraft, concluded that the game gaveparticipants a sneak peek into tomorrow’s workplace. The game’s environmentfeatures fluid workforces, self-organized and collaborative work activities, anddecentralized, nonhierarchical leadership; all features that will be prevalent intomorrow’s business world. The game also allows for risk-taking and teachesparticipants how to work quickly and efficiently (Marinho, 2012).MMORPGs can also help develop other desirable leadership skills. MMORPGs canclosely match actual work environments and can be developed in such a way that theskills required to succeed in the game are similar to leadership skills employers wantto see developed. These games can bring together millions of gamers who play thegame through the use of avatars. Players interact with each other, form relationships,and join guilds (or teams) to collaboratively resolve missions (Melchor, 2012).“MMORPGs mirror the business context more than you would assume,” says ByronReeve, Ph.D., professor at Stanford University and faculty director of the StanfordMedia X Partners Program. “They presage one possible future for business—one thatis open, virtual, knowledge-driven, and comprised of a largely volunteer or at leasttransient workforce.” (IBM & Seriosity staff, 2007).MMORPGs require cooperation and collaboration among many players to achieve amission, and as such, can help teach such business skills as recruiting, organizing, andmotivating and directing others to accomplish a shared goal in a safe environmentwhere risk-taking, critical thinking, and creative problem solving is encouraged(Melchor, 2012).
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 8 | P a g eInnovation Games®Innovation Games® creates online and in-person games to help organizations solveproblems across the enterprise–in sales,corporate strategy, product development, andmarketing–by using collaborative play to tapinto new innovation. They offer games designedto help organizations gain a betterunderstanding of their key stakeholders insideand outside the organization.Source: Innovation Games, n.d.Organizations Are Serious About Gameserious games are increasingly being used by large U.S. employers to recruit,improve communication among managers and their staffs, and to trainemployees and new hires at all levels in their organizations (Derryberry, 2007). TheU.S. Department of Defense, the U.S. Army, Nortel, Cold Stone Creamery, McKinsey &Co., SAS Institute, and Digital Equipment are just a few organizations using seriousgames in their workplaces (Derryberry, 2007; Maurer, 2012; Steinberg, 2012).IBM and Farmers Insurance have used the IBM-developed serious game, INNOV8 toteach the effect of business decisions on their organizations’ ecosystems. INNOV8 is asim-style serious game where players manipulate their business models to make theircities less congested, their supply chains more effective, and their customers happier(IBM staff, n.d.).Northrop Grumman has alsodeveloped several serious gamesfor use in development andrecruitment. The award-winningQuality Tycoon game teachesplayers the effect that quality andethical integrity have on businessopportunities. NorthropGrumman’s Virtual Jet Worksintroduces students to engineeringconcepts and is demonstrated atcollege recruitment fairs (SeriousGames Market staff, 2011). Cisco’sThe Cisco Mind Share Gamefacilitates network certification.Ultimate Team Play is used by theHilton Garden Inn to teachemployees customer service skills (Steinberg, 2012). And Dublin-based Front Squareteamed with Serious Games International to develop Teddy’s Chocco Shop, a gamethat teaches employees the basics of lean manufacturing (Marinho, 2012).The U.S. Army was an early adopter of serious games. In fact, they are credited withcoining the term “serious game.” The Army first released America’s Army in 2002 andupdates the game every three to four months. Game versions include America’s Army:S
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 9 | P a g eSpecial Forces and America’s Army: Overmatch. The Army also gained recognitionfrom the Serious Games Market with First Person Cultural Trainer (FPCT), a 3-Dcultural training simulation. The game places players in an unfamiliar communitywhere they dont know how members of the community feel about them or who thecommunity leaders are. The game’s goals are to have players move through thecommunity, learn social structures and issues, and then work with the community toaffect missions."FPCT challenges the Armys junior leaders to understand the consequences, good andbad, of their speech, body language, posture, temperament, and action," says BenJordan, director of TRISAs Operational Environment Lab, the Armys lead for theproject. "It even replicates physical micro-expressions, which users learn to identify aspossible cues for threatening or non-threatening behaviors." (Roth, 2011).Generating New Insights and SolvingProblemserious games can be an effective method to develop talent in an organization.They can also serve as a valuable information source for employers. Seriousgames can yield insights that organizations can use to assess performance, identifypatterns, and predict behaviors in situations that may occur in the real world. L&Ddevelopment professionals can use these insights to gain a better understanding ofindividual and organizational capabilities and to identify potential gaps.Serious games can also serve as a source for new ideas, helping organizationsbecome more innovative. Organizations are using serious games to tap into theknowledge and experience of the entire organization, and in some cases, beyond theorganization to “crowd-source” new ideas. According to information technologyresearch firm, Gartner, Inc., more than half of organizations that manage innovationprocesses will gamify those processes by 2015.Organizations can also use serious games to analyze the abundance of data (such asoperational, customer, and sales data) that organizations collect from various sources.Serious games can give employees access to real-world, real-time “Big Data” to makedecisions and experiment in virtual environments without the risks and consequencesthat they would face in the “real world”. As players engage and interact in the virtualenvironment, both the players and the game become more sophisticated. In otherS
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 10 | P a g eFoldItFoldit, an online puzzle video game developed bythe Center for Game Science at the University ofWashington in collaboration with the University’sDepartment of Biochemistry, encourages playersto try to solve one of the hardest computationalproblems in biology, protein folding. Players try random combinations for foldingproteins into different shapes. In 2011, players were credited with helping discover anenzyme involved in the reproduction of AIDS, opening the potential for developmentof new drugs to fight the disease. Scientists had previously pursued the creation ofthis enzyme for years but failed to find the right protein structure through othertechniques, such as computer simulations. Guided by intuition and reasoning thatcomputers can’t match, the players successfully configured the structure of theenzyme in 10 days.Source: FoldIt staff, n.d.words, the system gets “smarter” while the constant stream of new, real-time datacontinues to change the dynamics of the game.Many organizations are already using serious games to gain new insights and solvereal business challenges - and there are some who believe serious games have thepotential to solve some of the world’s biggest problems. There are already gamesdesigned to fight AIDS, global poverty, water scarcity, and climate change. Many ofthese games are available online from anywhere in the world, empowering peoplefrom all over to come up with creative solutions to our most urgent social problems.
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 11 | P a g eConclusionideo games have been around for years, growing in popularity andsophistication. Most of today’s workers grew up playing these games, so itcomes as no surprise that organizations have started to use gaming technology in newand exciting ways–including talent development. Well-crafted serious games are usedto develop and reinforce skills and competencies. They can be used to safely practicetasks that require rapid and accurate responses, but their potential applications aremuch broader. Serious games can closely approximate actual working environments,while allowing players an opportunity to safely take risks, develop teamwork skills,creatively problem solve and collaborate, and to experiment and innovate.V
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 12 | P a g eAbout UNC Executive DevelopmentOur approach to program design and delivery draws upon the power of real-world,applicable experiences from our faculty and staff, integrated with the knowledge ourclient partners share about the challenges they face.We call this approach The Power of Experience. We combine traditional withexperiential and unique learning to ensure that all individuals gain relevant new skillsthat they can easily implement within their own organizations. Through action learningand business simulation activities, we challenge participants to think, reflect and makedecisions differently.Our Approach: The PartnershipOur team customizes each leadership program through a highly collaborative processthat involves our clients, program directors, faculty and program managers. We arededicated to following-up with our clients and individual participants to ensure thattheir learning experiences have been meaningful and impactful. This integratedapproach consistently drives strong outcomes.Our Approach: The ResultsOur executive education programs are designed with results in mind, and we arefocused on successfully meeting our clients business and academic expectations.Below are a few examples of the results our client partners have achieved: Leadership refocused with newstrategy and cohesive vision Strategic plans created for theglobal marketplace Supply chains streamlined Products redefined New markets targeted Cost-saving measures developed Silos leveled Teams alignedParticipants leave empowered to bring in new ideas, present different ways to growbusiness and tackle challenges. The result is stronger individuals leading strongerteams and organizations.Contact UsWebsite: www.execdev.unc.edu | Phone: 1.800.862.3932 | Email: unc_exec@unc.edu
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 13 | P a g eSourcesBoinodiris, P. (2011 December 14). Let’s play! Turning serious business issues into games. Forbes.Retrieved from http://www.forbes.com/sites/ciocentral/2011/12/14/lets-play-turning-serious-business-issues-into-games/.Boorstin, J. (2012 September 5). Fewer people now playing videogames. CNBC. Retrieved fromhttp://www.cnbc.com/id/48917308/Fewer_People_Now_Playing_Videogames.BusinessWire staff (2012 August 23). Spend on serious games growing steadily. Now a multi-billiondollar industry. BusinessWire. Retrieved fromhttp://www.businesswire.com/news/home/2012823006124/en/spend-games-growing-steadily-multi-billion-dollar-industry.Clarke, R. (2012 April 30). Why games don’t teach. American Society for Training and Development.Retrieved from http://www.astd.org/Publications/Blogs/L-and-D-Blog/2012/04/why-games-dont-teach.aspx?goback=%2Edge_102144_member_112844552.Derryberry, A. (2007). Serious games: Online games for learning. Adobe. Retrieved fromhttp://www.adobe.com/products/director/pdfs/serious_games_wp_11-7.pdf.ESA staff (2012). Essential facts about the computer and video game industry. EntertainmentSoftware Association. Retrieved from http://www.theesa.com/facts/pdfs/ESA_EF_2012.pdf.Farrington, J. (2011 July 11). From the research: Myths worth dispelling: Seriously, the game is up.Performance Improvement Quarterly, 24, 2, 105-110.Foldit staff (n.d.). The science behind Foldit. foldit. Retrieved from http://fold.it/portal/info/about.Gale, M.T. (2011 May 9). Gameplay in higher education: The use of serious games vs. traditionalinstructional methods in learning. Auburn University. Retrieved fromhttp://etd.auburn.edu/etd/bitstream/handle/10415/Mark%20Gale%20Dissertation.pdf?sequence=2.Gettler, J. (n.d.). The first video game? Brookhaven National Laboratory. Retrieved fromhttp://www.bnl.gov/bnlweb/history/higinbotham4.asp.Heidingsfelder, A. (2012 September 23). Increase salesforce productivity with Bunchball gamification.Examiner. Retrieved from http://www.examiner.com/review/increase-sales-productivity-with-bunchball-gamification.IBM and Seriousity staff (2007). Virtual worlds real leaders: Online games put the future of businessleadership on display. Global Innovation Outlook. Retrieved fromhttp://www.ibm.com/ibm/gio/media/pdf/ibm_gio_gaming_report.pdf.IBM staff (n.d.). Serious games for smarter skills: The future of learning. IBM. Retrieved fromhttp://www.01.ibm.com/software/solutions/soa/newsletter/oct09/article_seriousgames.html.Innovation Games staff (n.d.). The seriously fun way to do work—seriously!. Innovation Games.Retrieved from http://innovationgames.com/.
    • Got Game? The Use of Gaming in Learning and DevelopmentAll Content © UNC Executive Development 2013 14 | P a g eMarinho, N. (2012 June 23). Corporations look to serious games for organizational development. e27.Retrieved from http://www.e27.sg/2012/06/23/corporations-look-to-serious-games-for-organisational-learning-and-development/.Maurer, A. (2012 October 10). Serious games invade the military, medical and corporate worlds. TechJournal. Retrieved from http://www.techjournal.org/2012/10/serious-games-invade-the-military-medical-and-corporate-worlds/.Melchor, A. (2012 July 03). Computer games for leadership development. Slideshare. Retrieved fromhttp://www.slideshare.net/budmelchor/computer-gaming-for-leadership-development.Pitts, R. (2012 September 18). Using gamification to motivate Millennials. SHRM Online. Retrievedfrom http://www.shrm.org/HRdisciplines/diversity/articles/pages/using-gamification-to-motivate-millennials.aspx.Roth, M. (2011 December 8). TRADOC-sponsored simulation wins Serious Games Challenge. U.S.Army. Retrieved from http://www.army.mil/article/70550/.Serious Games Market staff (2011 December 26). Zooming in on 2011 Serious Games Showcase andChallenge. Serious Games Market. Retrieved fromhttp://seriousgamesmarket.blogspot.com/2012/12/zooming-in-on-2011-serious-games.html.Sitzmann, T. (2011 May 27). A meta-analytic examination of the instructional effectiveness ofcomputer-based simulation games. Personnel Psychology, 64, 2, 489-528.Steinberg, S. (2012 March 13). Video games are tomorrow’s answer to executive training. FastCompany. Retrieved from http://www.fastcompany.com/1824740/video-games-are-tomorrows-answer-executive-training.