Using An Alternate Reality Game to Teach Enterprise Craig Harkness – E-learning Assistant Simon Brookes - Senior Lecturer PCE CDPT MashUP Event, February 2008

What is an ARG? An alternate reality game combines: What does ARG mean? Alternate Reality Game = Not a lot! http://www.deusexmachinatio.com/deus_ex_machinatio/2009/01/wtf-is-an-arg-2009-edition.html Challenges

“ The Beast” http://www.impawards.com/2001/ai_artificial_intelligence.html Tied in with the movie A.I. Artificial Intelligence “ Sentient Machine Therapist” credit for Jeanine Salla Google Jeanine Salla http://bangaloreworldu-in.co.cloudmakers.org/salla/default.html 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

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

Co + (Rb – B) + O + N + E + R + S + W + (Ce – C) + B + O + (Br – B) + (Hg – H) coronersweb.org http://familiasalla-es.cloudmakers.org/letter.html

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

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

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 http://en.wikipedia.org/wiki/File:Ilb_phone_call.jpg 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. http://batman.wikibruce.com/Ibelieveinharveydenttoo.com

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

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.

http://worldwithoutoil.org/metaabout.htm 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 http://www.routesgame.com/talk/ 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

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

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

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

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

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)

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)

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

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

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)

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

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)

“ 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)

So.... ARG L&T = Engagement + Deep Learning

ARG L&T = Engagement + Deep Learning

Which Should Equal...

Which Should Equal...

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.

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.

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.

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.

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.

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.

Isn’t an educational ARG just a simulation/role play/game? Simulation Role play Game

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

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

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)

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)

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)

“ 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)

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

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

NO PRESSURE THEN!!!!!

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

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

Disbelief Suspended? “ the process of getting yourself hooked on intellectual crack cocaine. ...”

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

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

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

Students are new graduate recruits

Turnaround specialists

Has history, employees (MD, marketing specialist, finance specialist, HR specialist), website, previous clients (case studies)

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

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

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

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

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

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

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)

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

Self directed – responsive – research based Weekly team meetings - “seminars” Master classes Delivery

Self directed – responsive – research based

Weekly team meetings - “seminars”

Master classes

Email questions from Salter & Sons (10%) Teamwork contribution (10%) Presentation (retail best practice – 20%) Report (60%) Assessment

Email questions from Salter & Sons (10%)

Teamwork contribution (10%)

Presentation (retail best practice – 20%)

Report (60%)

Leaderboard

Leaderboard

Leaderboard COMMENTS COMMENTS COMMENTS 300 WORD REFLECTION ON YOUR TEAMWORK CONTRIBUTION

The Future More ARG based units set in the city of Porthampton Art galleries Community projects Journalism opportunities

More ARG based units set in the city of Porthampton

Art galleries

Community projects

Journalism opportunities

References Mosely, A. (2008). An Alternative Reality for Higher Education? Lessons to be learned from online reality games. Retrieved January 28, 2009, from http://moerg.files.wordpress.com/2008/10/moseley2008a.pdf 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.

Mosely, A. (2008). An Alternative Reality for Higher Education? Lessons to be learned from online reality games. Retrieved January 28, 2009, from http://moerg.files.wordpress.com/2008/10/moseley2008a.pdf

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.

References