TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game

The Making of an Epic
3-D Immersive
Sales Video Game
By Karl M. Kapp Twitter: @kkapp
Email: karlkapp@gmail.com
ATD ICE May 24, 2016
Professor , Bloomsburg University
Author: Gamification of Learning & Instruction

Related Resources…
Follow on Twitter: @kkapp
Lynda.com Course: Gamification of LearningYouTube Channel
Web Site:www.karlkapp.com
Books
karlkapp@gmail.com

The Making of an Epic
3-D Immersive
Sales Video Game

Write down the steps you would take
to develop the game.

Steps to Develop Game
HO Page: 1-9

Listen for and list lesson’s learned.

Justification: Reasons for 3D
Immersive Sales Game
• Gain learner attention
• Practice on-the-job skills
–Work under pressure
–Quick thinking
–Flexibility

Justification: Reasons for 3D
Immersive Sales Game
• Gain learner attention
• Practice on-the-job skills
– Work under pressure
– Quick thinking
– Flexibility

Justification
• Based on simulation/game research
– 20% Higher confidence: On-the-job vs lecture
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games.
Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”

Justification
• Reinforce sales skills
• Measure behaviors against those skills
• Ensure salesforce understood & applied sales
model

Justification
• 17% higher retention than lecture-based
instruction
• Student 1.5 times more likely to fail with
passive instruction
• Games more effective than traditional
instruction when played multiple times.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games.
Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles
McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha. PNAS Early Edition
(Proceedings of the National Academy of Sciences)

Yeah, but…why zombies?
• Fantasy provides cognitive, emotional and
motivational advantages for learning.
• Failure and experimentation are allowed and
encouraged.
– Humans learn from failure more than instant
success.
Lepper, M. R. (1988) Motivational considerations in the study of instruction. Cognition and Instruction. 5(4), 289-309.
Malone, T. (1981) Toward a theory of intrinsically motivating instruction. Cognitive Science, 4. pp. 333-369.

• Fantasy: Natural constructive feedback in
an uninhibited interaction.
• Learners are more open to receiving
feedback in a fantasy world
– Unfamiliar and they need feedback to
understand the new environment.

• In terms of emotional impact…
– Fantasy provokes vivid images related to the
material being learned, thus improving the
learner’s memory of the material.
– Breaks down defenses of a learner.

Instructional Game Design
Needs?
• Introduction of concepts
– Advanced Organizer
• Practice of Behavior/Concepts
– Making meaningful decisions
• Reflection on Actions
– Thinking about why choices were made

Timeline
• Phase I
– Client Hour Commitment: 40 hours
– Wisdom Guild Hour Commitment: 50 hours
– Time frame: February 2016- March, 2016

Task Description Responsibility
WG/Client
Deliverable Date
Group Meeting Meeting to discuss project, can be done via
Skype. Establishment of document sharing
protocols, review process and project
parameters.
WG and Client February 12, 2016
Technical
Requirements
Assessment
Determine with team what the technical
requirements and parameters are for the
project.
WG and Client
Email, voice calls if
necessary
Current through to
February 18 2016
Phase One Phase One Phase One Phase One
Script One
Development
Creation of sales script including the branching
decisions, correct and incorrect responses and
the flow of the conversation.
WG and Client
Assumes 30 hours over
3 weeks for script.
February 15-March
7, 2016
Incorporation of
Script into Game
This involves adding script and related
elements into game shell.
WG March 7-14, 2016
Final Script/Game
Review
Final review and sign-off of the scripts and
how they interplay with the game elements.
Client
10 hours
March14-18, 2016

Timeline Phase II
• Client Hour Commitment:
– Play testers 15-20 minutes to play game 30
minutes for debrief each
– Pilot group 15-20 minutes to play game 30
minutes for debrief each
• Leads approximately 20 hours to review and
playtest game and provide feedback.
• Wisdom Guild Hour Commitment: 50 hours
• Time frame: March 2016-May 2016

Phase Two Phase Two Phase Two Phase Two
Alpha Release First rough playable version of the game is ready for
playtesting.
Client
Dev. Team 2 hours
March 21-March 25,
2016
Alpha Fixes Fixes, changes, modifications made to Alpha version
of game based on feedback of Alpha release
WG March 28-April 1,
2016
Small Group Alpha
Playtest
Once changes are made, small group of sales reps
play game (5 reps)
Client
5 reps 1 hour each.
April 4-8, 2016
Any time during the
week.
Small Group Alpha
Fixes
Based on feedback and discussion with client
project leads small fixes and changes are made to
improve gameplay, ensure learning outcomes.
WG April 11-15, 2016
Pilot of Game Pilot of game is conducted with a sub-group of sales
representatives to work out any final issues with the
game.
WG
Client
April 18-22, 2016
Pilot Fixes Any final fixes are made to game. WG April 25-29, 2016
Release of Version
1.0
Game is released to target salesforce. Client May 1, 2016

Phase Two Phase Two Phase Two Phase Two
Alpha Release First rough playable version of the game is ready for
playtesting.
Client
Dev. Team 2 hours
May 15, 2016
Alpha Fixes Fixes, changes, modifications made to Alpha version
of game based on feedback of Alpha release
WG May 31, 2016
Small Group Alpha
Playtest
Once changes are made, small group of sales reps
play game (5 reps)
Client
5 reps 1 hour each.
June 1, 2016
Small Group Alpha
Fixes
Based on feedback and discussion with Client
project leads small fixes and changes are made to
improve gameplay, ensure learning outcomes.
WG April 1-10, 2016
Pilot of Game Pilot of game is conducted with a sub-group of sales
representatives to work out any final issues with the
game.
WG
Client
June 13-17, 2016
Pilot Fixes Any final fixes are made to game. WG June 20-24, 2016
Release of Version
1.0
Game is released to target salesforce. Client June 27, 2016

What does a story need?
HO Page: 1-9

1. Characters
Stories Need
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution

1. Characters
Stories Need
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution
Dialogue

Also need a sales model
Open Sale
Witty Dialogue Close Sale

Sales Conversation
• Pre-call Collateral
• Post Call Reflection Questions
• Introduction Scenario
• (why is learner here?)

Decision
3 a,3b,
or 3c
1a
Hello, Dirk, I am so glad we could
meet this afternoon Thank you for
seeing me on such a beautiful day!
I bet you are anxious for spring to
arrive so you can get your boat on
the water!
I sure am! I am so busy in the
office, I am not sure when that will
happen though.
Sales
Rep
Dirk
2b

3b
That sounds good. I am interested in hearing
how we can replicate that satisfaction.
Sales
Rep
4b
Dirk
In our last meeting you mentioned how
pleased you were with the feedback you
are getting about our PRODUCT ONE
from your fully insured clients. Today, I
want to make sure that you have
everything you need to have a
conversation with prospective and
current clients about our PRODUCT
TWO as a solutions a stand-alone
wellness solution.
+ pts: opening includes topics and objective
pleased you were with the feedback you are
getting about PRODUCT ONE from your
clients. Today, I wanted to spend the next 60
minutes familiarizing you with the tools
behind that feedback and specifically give
you information on how you can replicate
this satisfaction on a stand -alone basis for
your clients. Does that sound like a good
plan, is there anything you’d like to add to
our agenda today?
++ pts: opening includes agenda, time,
confirmation
You mentioned that idea last week and
I’m glad we reconnected to talk about it.
There is a lot of reasons I love working
with your COMPANY and one of those is
PRODUCT ONE. I know that medical
isn’t the right fit 100% of the time so I
might be interested in recommending
stand-alone PRODUCT TWO to those
clients in order to create the same
positive effect that our medical clients
are experiencing.
Dirk , as you know, your fully insured
groups all have our PRODUCT ONE
What’s keeping you from selling
PRODUCT TWO?
-pts Opening does not include agenda,
or objective
That
I am not sure what you mean
2b
decision
4 a,4b
or 4c
3a
3c
4c

Sales
Rep
5b
Dirk
are getting about RRODUCT ONE from
your clients. Today, I want to make sure
that you have everything you need to
have a conversation with prospective
and current clients about PRODUCT
TWO as a solutions a stand-alone
wellness solution.
+ pt opening
clients.. Today, I wanted to spend the next
60 minutes familiarizing you with the tools
our agenda today?
++ pt strongest opening
I’m glad we are going to talk about it.
with COMPANY and one of those is
PRODUCT ONEI know that medical isn’t
the right fit 100% of the time so I might
be interested in recommending stand-
alone PRODUCT TWO in order to create
the same positive effect that our clients
are experiencing.
Oh come on! You have
been working with my
COMPANY long enough
to know how beneficial it
is !
-pt poor response
I guess so, but I don’t know
much about PRODUCT TWO. Os
there someone who can help me
with my questions?
3a
Scenario ends- review
materials on how to
open a meeting and
start over
4A 4B 4C

Sales
Rep
5b
Dirk
are getting about RRODUCT ONE from
your fully insured clients. Today, I want
to make sure that you have everything
you need to have a conversation with
prospective and current clients about
PRODUCT TWO as a solutions a stand-
alone wellness solution.
+ pt opening
clients.. Today, I wanted to spend the next
60 minutes familiarizing you with the tools
our agenda today?
++ pt strongest opening
I’m glad we are going to talk about it.
with COMPANY and one of those is
PRODUCT ONEI know that medical isn’t
the right fit 100% of the time so I might
be interested in recommending stand-
alone PRODUCT TWO in order to create
the same positive effect that our
medical clients are experiencing.
Oh come on! You have
been working with my
COMPANY long enough
to know how beneficial it
is !
-pt poor response
I guess so, but I don’t know
much about PRODUCT TWO. Os
there someone who can help me
with my questions?
3a
Scenario ends- review
materials on how to
open a meeting and
start over
4A 4B 4C

Game
Game
gamification GameGamification

Team
• Level Designer (me), PA
• Programmer in CA
• Two Art Students local community college
in PA
• Developer-Games/Simulation program
local community college, PA

Needed Game Stuff
• Artwork
– Office Building
– People
– Zombies
– Props

Sprint Methodology
Make
Change
Test
Discuss
Revise
Retest

Character is “way” too big compared to Dirk

karlkapp@gmail.com
Lynda.com Course: Gamification of LearningYouTube Channel
Web Site:www.karlkapp.com
Books

The Wisdom Learning Group, LLC
1
Zombie Sales Apocalypse! An Epic Sales Training Tool
The Zombie Sales Apocalypse©
is a flexible, interactive sales training tool that immerses the learner in an
environment focused on building sales skills. The sales training tool is built from the ground up on a
foundation of solid academic research. The result of this evidence-based approach is a tool that motivates
and engages the learner while simultaneously meeting the desired behavioral and performance goals of
the organization. Research indicates that the engaging elements of games make them effective tools for
learning (Sitzmann, 2011) and when properly designed and incorporated into a curriculum provide
improvements in learner performance (Sitzman, 2011; Ke, 2009; Hays, 2005).
Learning Elements
Zombie Sales Apocalypse© uses evidence-based best practices as they relate to game-based
learning. Research has shown that games are effective for learning because they actively engage
learners in the course material as opposed to passively conveying it during a lecture, assigned
readings or a watching a video (Sitzmann, 2011; Wouter et al, 2013). When a learner makes a
decision in a game, he or she receives immediate feedback either reinforcing or correcting the
decision. Zombie Sales Apocalypse© consists of three parts designed to increase learning. First is a
pre-call process where the learner indicates a strategy for the call and determines collateral to
bring on the sales call. This uses a process called Advanced Organizer which focuses the learners
attention on what he or she is about to learn. It stimulates thinking about the subject matter.
Figure One: Learner must complete pre-call sales strategy and
determine appropriate collateral material to bring on the call.

2
After the sales representative completes the section asking them to relate a specific sales strategy
to an element of the sales model, the sales representative then begins playing the game where he
or she must execute a successful sales call.
During the call, the learner encounters a series of sales conversations with different individuals.
These individuals include a receptionist, a nurse and a physician but can vary depending on the
sales process of the organization. The learner interacts with these characters reinforcing and
practicing the skills associated with the organization’s sales model and process.
Figure Two: Learner must make choices during the call based
on proper application of the organization’s sales model.
Each interaction leads to a branching scenario, some branches will be correct and others
incorrect. Feedback guides learners to appropriate learning outcomes and reinforces the desired
sales behaviors.
The focus on quick decision making and immediate consequences for incorrect answers provides
authentic cognitive practice for the skills you want your sales representatives to possess. Each
decision is scored against the sales model. At the end of every level, learner performance is
compared to the ideal sales process.

3
The third learning element comes into play when the learner reflects on the experience and how
they executed against the sales model. This helps the learner to focus on the experience and
highlight what he or she did well and identify areas for improvement. This is accomplished
through a series of summary questions.
Figure Three: Learner is asked questions to force reflection upon the learning experience.
Reflecting upon a learning experience is a high effective methodology for achieving the desired
results using game/simulation-based learning tools (Stefano et al, 2014).
Customization
The game comes “out of the box” 80% complete. Your organization along with the team at
Zombie Sales Apocalypse© completes the game to your exact needs using your sales model. This
means there is a template and general functionality, like questioning, zombie actions and
gameplay that are standard in any version of the game.

4
However, to make the game work for your sales team, your own sales model and sales
conversation are added to the game. When the customizations are finished, your sales team
receives a fully functional sales game at a price far less than building the entire game from
scratch.
The opportunity for customization ensures that the game objectives align with your curriculum
and performance objectives. Ke (2009) found that the learning outcomes achieved through
computer games depend largely on how designers of the instruction align learning (i.e., learning
subject areas and learning purposes), learner characteristics, and game-based pedagogy with the
design of the instructional game.
In other words, when the game objectives match the curriculum and performance objectives,
disjunctions are avoided between the game design and performance goals (Schifter, 2013). This
is the exact process undertaken by the Wisdom Learning Group team to ensure your
implementation of the game is successful.
The more closely aligned curriculum goals and game goals, the more likely the learning
outcomes of the game will match the desired learning outcomes of the trainee. The team at The
Wisdom Learning Group, LLC works with your organization to ensure that the sales
conversation and the associated assessments of the learning against the sales model are properly
coordinated.
The power of this sales training tool is that the conversational actions are aligned with the sales
model used by your organization. This ensures that the learning is transferable to in-the-field
sales situations.
Zombie Sales Apocalypse© is designed to align your sales model goals and sales conversations with an
evaluation of learner performance. This alignment allows you to determine which elements of the sales
model are understood by your salesforce and which areas are not.

5
Performance Tracking
The program tracks the sales representative’s responses to each interaction with the receptionist,
nurse(s) and doctor. The answers are presented in a dashboard for viewing by the player and by
a regional or district sales manager in aggregated form across all sales representatives as selected
by the manager. This allows managers to gain a high level view of the performance of the sales
team within the simulated selling environment.
Figure Three: Visual feedback is provided outlining learner’s ability to
apply the sales model to the sales conversations encountered in the game.
The sales strategy and objectives written by the sales representatives at the beginning of the game are
compared to the decisions the learners made during the game. This allows managers as well as learners to
evaluate how they prepared for the call and their intended outcome of the call with the actual activities
and events they conducted during the call.

6
The learning tool also provides a Target Chart which maps every learner’s performance in the game to the
elements of the sales model. This chart allows a DM or RM to view the performance of the learners and
identify any outliers or any areas that are a gap for the entire sales team.
Figure Four: Visual feedback is provided outlining learner’s ability to
apply the sales model to the sales conversations encountered in the game.
The Game/Simulation
Here is a synopsis of the zombie version of the game. Other
versions are available. A powerful virus has been striking
people throughout the city turning infected individuals into
zombies. Several blocks have been cordoned off and the
player has been volunteered to enter into a zombie infested
office building and attempt to save the people with a zombie
anecdote.
The learner must carefully “sell” the anecdote using his or her
organization’s trusted sales model. The learner will have to
use all of their wits, wisdom and experience to convince the

7
person they speaking with to buy what they are selling—not unlike a sales person’s day job. In
fact, to throw the zombies off, the sales person will attempt to sell your organization’s product
and sneak the anecdote to them in the sale.
The learner must be careful because infected individuals are erratic and become especially
agitated then they are given a wrong answer or if the learner doesn’t properly apply the
organization’s sales model.
Game Flexibility
Because the interactive sales training experience is built upon a flexible game engine and
environment, zombies are not the only foes that are possible. If an organization would like to
“swap out” an environment filled with zombies for an environment filled with robots or aliens or
some other creature that is entirely possible. It is also possible to swap out environments, if an
office environment is not appropriate; perhaps a lab environment or a retail environment is more
appropriate. Those options are available with the game because the underlying game engine does
not change, only the “skin” or appearance of the game.
Figure Five below shows a biotech lab with a robot as a foe to illustrate an alternative
environments.
Figure Five: Interactive learning game shown with robots in a biotech lab environment
. The environments and the foes within the game are interchangeable. .

8
Fantasy
Why zombies or robots? Why include a fantasy element and not just a serious branching-simulation with
no gameplay. The use of fantasy is a purposeful design decision having a direct positive impact on
learning. In fact, research indicates that fantasy provides cognitive emotional and motivational advantages
for learning (Malone, 1981).
In terms of the cognitive benefits, the issues confronted and successfully resolved in the fantasy world
provide the learners with natural constructive feedback in an uninhibited interaction. The learner is often
more open to receiving feedback in a fantasy world because it is unfamiliar and they need feedback to
understand the new environment. (Lepper, 1988)
Feedback is conveyed in a safe environment with specific, but not catastrophic, consequences for failure.
The fantasy of dealing with the zombies means that failure and experimentation are allowed and
encouraged. Humans learn from failure more than instant success. The fantasy environment allows for
failure and re-engagement with the content again and again which leads to mastery.
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. In the Zombie game, the sales model is the exact model
used in the field. The different environment actually helps with generalizing of the knowledge and
creates, in the mind of the learner, a set of heuristics to deal with sales situation rather than creating a
rigid set of algorithms that are difficult to generalize.
In terms of emotional impact, fantasy provokes vivid images related to the material being learned, thus
improving the learner’s memory of the material. Emotionally, fantasy also helps to break down the
defenses of a learner. When confronted with many sales situations, the learner may feel he or she is
already well versed in their subject viewing the training process as a waste of time. Fantasy helps to break
down that resistance because the environment is new, novel and different. The learner doesn’t know how
to deal with zombies or the new environment; it makes them more open to exploring the learning
environment and less defensive (Lepper, 1988; Malone, 1981).
Finally, games can be highly motivational. While not everyone loves to play games, a large portion of
most populations like to play games and enjoy the opportunity to gain mastery of the game environment.
Games provide an immersive learning environment because they require continual vigilance, provide
constant feedback, correct incorrect activities and reinforce correct performance which eventually leads to
mastery of content.

9
Conclusion
On the surface, the Zombie Sales Apocalypse©
game seems unconventional. It is a 3D game that includes
running from zombies or fleeing from robots, blasting through walls and finding hidden items in the
envrionment. But don’t let that fool you, underneath the surface is a robust sales training tool built on
sound learning principles backed by 40 years of research about how people learn through games. Created
by a team lead by an expert game designer and a game researcher and academician who has consulted and
advised in the life sciences industry for over 20 years.
The immersive aspects of the game, the focus on constructive feedback, the use of zombies to provide
tension and pressure, the need to think quickly and even the inclusion of fantasy all combine to make an
effective tool for reinforcing your sales process. The administrative features of being able to see how an
individual or entire sales team performed against each aspect of the module provides insights into the
preparedness and identifies possible knowledge and performance gaps in the sales team.

10
References:
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare
Center Training Systems Division, Patuxent River, MD, (No 2005-004).
Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Effective
electronic gaming in education (Vol. 1, pp. 1–32). Hershey, PA: Information Science Reference.
Lepper, M. R. (1988) Motivational considerations in the study of instruction. Cognition and Instruction. 5(4), 289-
309.
Malone, T. (1981) Toward a theory of intrinsically motivating instruction. Cognitive Science, 4. pp. 333-369.
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation
games. Personnel Psychology, 64(2), 489–528.
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive
and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265.
Schifter, C. C. (2013). Games in learning, design, and motivation. In M. Murphy, S. Redding, &. Twyman (Eds.),
Handbook on innovations in learning (pp. 149–164). Philadelphia, PA: Center on Innovations in Learning,
Temple University; Charlotte, NC: Information Age Publishing. Retrieved from http://www.centeril.org/.
Stefano, G. D., Gino, F., Pisano, G. & Staats, B. (2014) Learning by Thinking: How Reflection Aids Performance,
Harvard Business School, Working Paper. 14-093.

TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (12)

Similar to TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game

Similar to TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game (20)

More from Karl Kapp

More from Karl Kapp (10)

Recently uploaded

Recently uploaded (20)

TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game