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 Designing Learning Games for Return on Investment
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Designing Learning Games for Return on Investment

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This presentation was offered as a talk at Ludica Medica for the Games for Health Conference 2011. The talk emphasizes assessment, measurement, and evaluation utilizing the MTMM model for statistical …

This presentation was offered as a talk at Ludica Medica for the Games for Health Conference 2011. The talk emphasizes assessment, measurement, and evaluation utilizing the MTMM model for statistical analysis of construct validity and roi measures.


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  • cognitive ethnography assumes that cognition is distributed through rules, roles, language, relationships and coordinated activities, and can be embodied in artifacts and objects (Dubbels, 2008).Conceptual Space Analysis, Physical Space Analysis, Social Space AnalysisCognitive ethnography assumes that human cognition adapts to its natural surroundings. Therefore, the role of cognitive ethnographer is to transform observational data and interpretation into meaningful representations so that cognitive properties of the system become visible Ethnography often involves the researcher living in the community of study, learning the language, doing what members of the community do—learning to see the world as it is seen by the natives in their cultural context, Fetterman (1998).Cognitive ethnography follows the same protocol, but its purpose is to understand cognitive process and context—examining them together, thus, eliminating the false dichotomy between psychology and anthropology.
  • We gathered from the ethnographies that many watched reality television, soapy kind of programming, liked comedies, popular culture, gossip, irreverent, and suggested that for the game we have wheelchair jousting.We chose to offer the game as a soap opera, with intrigues at the residency.
  • Transcript

    • 1. Game Design for Return on Investment
      The review, planning, and production of a digital training tool for long-term care certified nursing assistants
      Brock Dubbels
      Center for Cognitive Sciences
      The University of Minnesota Brock@vgAlt.com
    • 2. What I’m Playing...
    • 3. Why games for learning?
      Games, by their very nature, assess, measure, and evaluate.
      But, you still need to know what you are assessing, measuring, and evaluating.
      Assessing inside and out of the game.
      The creation of construct validity and method.
    • 4. Topics
      Yoga – perceptual / conceptual -- activity
      Background
      The game
      Development talking points
      Take home
    • 5. The state of long term care
      55% white, 35% Black, 10% Hispanic
      Most workers are economically disadvantaged
      Low levels of educational attainment.
      Physically and emotionally demanding work, but often among the lowest paid in the service industry.
      Viewed as an unpleasant occupation: primarily a maid service taking care of incontinent, cognitively unaware old people.
      45% attrition rate in first 90 days. Some reports show 100% turn over a year.
      Great shortage—with shortages, come reductions in quality of care.
      Expected growth rate of 85% with Baby Boomers retiring.
      Regulation tends to emphasize entry training, with limited attention to continued career growth or development.
      Supervisors with “good people skills,” promotion of worker autonomy are the most important predictors of higher job satisfaction and lower turnover rates.
      From “Who Will Care for Us?” US Dept. Health & Human Services
    • 6. Hypothesis
      Will improved people skills and increased worker autonomy reduce attrition through improving the perceived quality of life.
      Will perceived quality of life improve relations and autonomy in the facility?
      Increase well-being in residents and nursing assistants?
      Reduce pain management?
      Reduce catastrophic care?
      Confidence and accuracy in information gathering and reporting?
    • 7. The User Story
      Functionally capable, but not skilled.
      Soft skills
      Documentation skills
      High school education +/-1
      Like popular culture.
      A bit irreverent about job, but this is coffee break coping mechanism
      Limited care load while training.
      Enjoy popular culture – soaps, drama, etc.
    • 8. Pre-Design Methods
      Elicitation – do you really need a game?
      Cognitive Ethnography
      Identification of quality of life variables, theoretic processes (presence, CC, AL), & documentation variables for kiosk.
      Fidelity
      Assessment, measurement, and evaluation methods.
    • 9. Design Decisions
      FPH –the first person healer
      Flash / with database
      Web-host as well as installed with data upload.
      Time serves as game element
      Functional task selection vs. Interpersonal Communication
      Dialog driven
      Dialog supported by video cut scenes with voice narration
      Mini games such as room clean up
      Reward system (blue stars)
      Preceptor / Optimal Path / Debrief
      Interface with task log, resident information, clock, pause.
      Use real people’s faces as avatars
      Increase engagement through subtle but tasteful irreverence.
    • 10.
    • 11. Task List
    • 12. Profile: Al
    • 13. Profile Eunice
    • 14. Kiosk
    • 15. Branching Dialog
      Blue star for Constructive Conversation—
      you constructively redirected.
    • 16. Interaction
    • 17. Rooms
    • 18. Debrief
    • 19. Four questions
      Can I take any credit for any changes that have happened in an individuals learning?
      Does this have a connection to my instructional activities?
      Does these instructional activities equate to a return on investment?
      How do I know this?
    • 20. Tension in workflow
      Software Design
      Typically based upon an economic consideration.
      How will this solve a problem?
      What are the first steps in production?
      The focus is on stages of production:
      Business Partner Relations, Function, Behavior, Structure, & Non-Function (qualities).
      Research Design
      Typically based upon answering a testable question.
      How will this solve a problem?
      How do I know this?
      The focus is on method and hypothesis testing:
      Construct validity, reliability, reliability, and probability.
    • 21. Theoretical perspective
      Improve soft skills and documentation.
      Quality of Life Measures
      How these are affected through: Presence, Constructive Conversation, Active Listening
      These are used for game mechanics and coding dialog.
      Reducing attrition, improving Perceived Quality of Life (PQoL), and improving documentation will reduce costs and allow for more hires, better wages
      Reduce: pain meds, attendant care, catastrophic care.
      Documentation
      Reduce elicitation from medical staff
      Improve medical staff objective knowledge on daily living skills
    • 22. Analysis Tools
      In order to measure whether the game does what it was designed to do:
      Analysis criteria must exist inside and outside of the game for evaluation.
      Same underlying measures from game
      Inside:
      Scoring system weighted dialog
      Story content equated to kiosk input
      Outside:
      Observational scoring tool for preceptors
      Survey for self-report
      Resident survey
    • 23. Construct Validity—How do we know what we measure means anything?
      MTMM to measure convergent/discriminatory validity.
      You need 3 measures for construct validity measures.
      In-game measures
      Observational workplace rubric
      Resident survey
      Without construct validity, you cannot conduct ROI analysis with certainty.
    • 24. Cognitive Ethnography Design/ Usability Perspectives for MTMM validity measure
    • 25. Mental Representation
    • 26. Outcome Analysis
      General Linear Model
      Quality of Life Variables
      Operationalized in soft skills and PQoL construct
      Presence, Active Listening, and Constructive Conversation
      Longitudinal study
      Pre, Game Play, Post
      Compare performance in: surveys, objective observer data, game play, non-game play controls, self-report.
      Game play – construct sub-level scoring, i.e. number of residents, rewards, optimal path decisions.
      Institutional data pre / post
      Compare catastrophic care, pain meds, independence, attrition
      Use game play, survey and observational tools as co-variates.
    • 27. Take home
      Can you pose a testable question– hypothesis?
      Tension between design process and measurement
      Needs – behavior, function, non-function, structure.
      Construct validity – are you measuring what you think you are measuring?
      Assessments, measures, & evaluations
      Spend time understanding the sample population
      Beliefs, likes, skills, & abilities.
      irreverence increases engagement, but reduces happiness of business partner.
      Usability testing should align with construct
      Again, emphasis on validity
      Without it, there is no capability for ROI analysis