Alternate Reality Games In Enterprise
Upcoming SlideShare
Loading in...5

Like this? Share it with your network


Alternate Reality Games In Enterprise






Total Views
Views on SlideShare
Embed Views



5 Embeds 43 20 11 6 4 2



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Alternate Reality Games In Enterprise Presentation Transcript

  • 1. Using An Alternate Reality Game to Teach Enterprise Craig Harkness – E-learning Assistant Simon Brookes - Senior Lecturer PCE CDPT MashUP Event, February 2008
  • 2. What is an ARG? An alternate reality game combines: What does ARG mean? Alternate Reality Game = Not a lot! Challenges
  • 3. “ The Beast”
    • Tied in with the movie A.I. Artificial Intelligence
    • “ Sentient Machine Therapist” credit for Jeanine Salla
    • Google Jeanine Salla
    • Eventually discover through a number of websites we discover that a character named “Evan Chan” has been murdered
    • Over the next 12 weeks and across 30 or so websites players investigate the mysteries around Evans death using the websites, email addresses, phone messages and real world events set up by the game designers
  • 4. Co + (Rb – B) + O + N + E + R + S + W + (Ce – C) + B + O + (Br – B) + (Hg – H)
  • 5. The Cloudmakers
    • Yahoo group named after Evan Chan’s boat in the game
    • The group were at the forefront of the game
    • Worked collaboratively to explore the boundaries of the game and solve the challenges presented
    • Created an online database of characters, clues and puzzles to help each other and those coming to the game late
  • 6. Other ARGs I Love Bees
    • Designed for the launch of Halo 2
    • Players given GPS coordinates corresponding to payphones
    • At given times phones would ring and after answering increasingly difficult questions a segment of audio would be played
    • Players organised themselves using databases of their locations, email addresses and phone numbers in order to be able to assist in getting necessary answers to players at the payphones who would then receive the next part of the audio The Dark Knight
    • Created to promote the film
    • Follows the events between the first and second film
    • Had players collect cakes with mobile phones inside them, decode messages on the film poster, and participate in rallies.
  • 7. World Without Oil
    • Worlds first serious ARG
    • What if there were an oil shortage? Simulates the first 32 weeks
    • Players imagined how the shortage would impact their lives and then blogged, made videos, created images and audio files to support their views.
    • Players used their combined expertise to create a “collective intelligence” to build on each others works and create a credible picture of what might happen and what the solutions might be Routes
    • Run by Channel 4 Education in association with the Wellcome Trust
    • Aimed at teaching the basics of DNA & genetics
    • Using flash games, blogs, videos
    • Currently running
  • 8. ARG features Relevant to L&T
    • Self directed play – influence on outcomes
      • Ownership / responsibility for learning
      • Enquiry based
      • Develops critical academic thinking
    • Problem solving at varying levels
      • Differentiation
    • Progress and rewards (leaderboard and prizes)
      • Incentive, motivation, competition
    • Narrative devices (characters/story)
      • Contextualised
      • Experiential – application of theory in a low-threat, “real” environment
  • 9. ARG features Relevant to L&T
    • Regular delivery of new problems/events
      • Key to maintaining engagement/interest
    • Large, active communities
      • All the benefits of learning in groups (collaborative, self-supportive, peer feedback, vicarious learning)
      • Practice teamworking skills
    • Utilises simple, existing technologies/media intelligently
      • Removes barriers = Buy-in
      • Promotes engagement
      • Modified from Moseley (2008)
  • 10. ARG based L&T
    • Ownership / responsibility for learning
    • Enquiry based
    • Develops critical academic thinking
    • Differentiation
    • Contextualised
    • Experiential – application of theory in a low-threat, “real” environment
    • All the benefits of learning in groups (collaborative, self-supportive, peer feedback, vicarious learning)
    • Practice teamworking skills
    • Removes barriers = Buy-in
    • Promotes engagement
  • 11. ARG for Deep Learning?
    • Fostered by:
    • An environment that is challenging, supportive and low-threat
    • Active involvement in realistic tasks (learning by doing)
    • Opportunities to work with other people
    • A well structured and clearly organised curriculum
    • Choice of methods and content of studying
    • Feedback
    • Reflection
    Gibbs (1992)
  • 12. Deep Approach to Learning
    • “ Deep approaches are almost universally associated with a sense of involvement, challenge and achievement, together with feelings of personal fulfilment and pleasure” (Ramsden, 1992 p58)
    • Students who use deep approaches:
      • get better marks (Svensson, 1977)
      • are more likely to get firsts or upper seconds (Enwistle and Ramsden, 1983)
      • achieve high quality outcomes (Van Rossum and Schenk, 1984, Biggs, 1990)
  • 13. So....
    • ARG L&T = Engagement + Deep Learning
  • 14. Which Should Equal...
  • 15. Which Should Equal...
  • 16. Isn’t an educational ARG just a simulation/role play/game?
    • Simulation A working representation of reality which allows participants to explore social or physical systems where the real things are too expensive, complex or dangerous.
  • 17. Isn’t an educational ARG just a simulation/role play/game?
    • Role play Involves imagining that you are either yourself or someone else in a particular situation then ACTING how you think that person would behave.
  • 18. Isn’t an educational ARG just a simulation/role play/game?
    • Game Players cooperate or compete towards a given end within a regime of explicit rules.
    • Players control a graphical representation of themselves (an avatar) and interact with other players in a 3D, graphical world.
  • 19. Isn’t an educational ARG just a simulation/role play/game? Simulation Role play Game
  • 20. No Ordinary Simulation!
    • Simulation on acid!
    • Enhanced simulation
      • Strong and very detailed narrative
      • Realistic characters who communicate in real time with “players”
      • Set in a virtual but tangible environment
    • Augmented using:
      • Technology - Websites / blogs / Email / Skype calls / video / photography
      • Traditional means – snail mail / printed materials / face-to-face meetings / telephone calls
  • 21. No Ordinary Simulation!
    • A Hyperreal Simulation or Hyperreality
    • Virtual reality provides virtual worlds that seem more “convincing” to those who experience it. However, hyperreality, provides “HyperWorlds” that blurs the line between what is “real” and what is “virtual” and make it appear “natural.”
    • Tiffin & Terashima (2001)
  • 22. No Ordinary Simulation!
    • “ the process of getting yourself hooked on intellectual crack cocaine. You look at your score online and start to dream of glory. Because the game isn’t just about solving puzzles, it is much more than that”
    • “ I would describe myself as addicted to perplex city. I like to consider myself a citizen in fact!”
    • Perplex City players (Mosely, 2008)
  • 23. So...
    • Students, participating in an ARG based taught unit need to be immersed in the alt reality to such an extent that the boundaries between what is real and what is unreal become blurred or,
    • as a minimum, they are able to suspend their disbelief
  • 24. NO PRESSURE THEN!!!!!
  • 25. Enterprise in Context
    • Existing 10 Credit unit
    • Simple simulation
    • Students given printed brief
    • Work in small groups
    • Role-play managers of failing company
    • Task is to revive a poorly performing company
  • 26. Disbelief Suspended? “ the process of getting yourself hooked on intellectual crack cocaine. ...”
  • 27. Enterprise in Context ARG
    • On successful completion of this unit, students should be able, at threshold level, to:
    • collect, interpret and apply information of a business nature;
    • define key business concepts;
    • work as a member of a group in the researching, preparation and presentation of an oral presentation;
    • work as a member of a group in the researching, preparation and presentation of a written report;
    • identify and express the skills required to work effectively as part of a team
  • 28.
    • Students are new graduate recruits
    • Turnaround specialists
    • Has history, employees (MD, marketing specialist, finance specialist, HR specialist), website, previous clients (case studies)
    The Scenario: Phoenix UK Ltd
  • 29.
    • Students receive welcome pack through post pre- week one
      • Letter of congratulations, questionnaire, name badge and instructions for first day “at work”
      • Contains URL Phoenix UK Ltd website
    The Scenario: Introduction
  • 30.  
  • 31.
    • Week One – setting the scene
      • Important that we get this right – set the tone
      • Badges
      • Smart dress
      • Unit handbooks (Phoenix prospectus)
      • Whole group welcome from MD (me)
        • Company background (photos) – what we do
        • What our expectations are
        • Their goals / mission for the next 12 weeks
      • Live Skype conference call
      • Students into teams
    The Scenario: Introduction
  • 32.  
  • 33.
    • Students receive email (via MD)
    • MD of Salter & Sons (the client):
      • Clothes retailer based in Porthampton
      • Serious problems = failing company
      • Rabbit hole
    • Porthampton City
      • Council (geographic location)
      • Newspaper (Porthampton Bugle)
      • Citizens (bloggers)
      • Football team
    The Story Develops
  • 34.
    • Salter and Sons
      • Direct, two-way communication with staff (emails, conference calls)
      • Website
    • Porthampton web sites
      • Demographics (inc. Feedback from bloggers / letter writers)
      • Clues from news articles
      • Opportunities (e.g. New shopping development)
      • Competitors
    • Phoenix
      • Case studies
    Students begin research (immersion)
  • 35.
    • Self directed – responsive – research based
    • Weekly team meetings - “seminars”
    • Master classes
  • 36.
    • Email questions from Salter & Sons (10%)
    • Teamwork contribution (10%)
    • Presentation (retail best practice – 20%)
    • Report (60%)
  • 37. Leaderboard
  • 38. Leaderboard
  • 40. The Future
    • More ARG based units set in the city of Porthampton
      • Art galleries
      • Community projects
      • Journalism opportunities
  • 41. References
    • Mosely, A. (2008). An Alternative Reality for Higher Education? Lessons to be learned from online reality games. Retrieved January 28, 2009, from
    • Gibbs, G. (1992)  Improving the Quality of Student Learning . Technical and Educational Services Limited, Bristol
    • Tiffin, J. & Terashima, N., (eds.)  Hyperreality: Paradigm For The Third Millennium , New York, Routledge, 2001, p. 30.
  • 42. References