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Maximizing Value of Game-Based Solutions

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Focus on Learning Conference 2017 slides for session on implementation planning for gamified and game-based learning solutions. Session explores what it takes to ensure good ROI for using game-based learning solutions

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Maximizing Value of Game-Based Solutions

  1. 1. MAXIMIZING THE VALUE OF YOUR GAME-BASED SOLUTIONS Sharon Boller, President | June 2017 A presentation from
  2. 2. What I’m here for… 1. The challenge of making an impact 2. The gamification “spectrum” 3. Ingredients for implementation success 4. The framework of a good plan 5. Skill practice: readiness assessment and strategy development 6. Examples from “wow” implementations Bottom-Line Performance 2
  3. 3. Why are you here? Bottom-Line Performance 3
  4. 4. THE COST OF NOT GETTING IMPACT
  5. 5. 5Bottom-Line Performance Product Launch Curriculum – 250 sales reps Per Rep Cost 8 hours to complete gamified three-phase curriculum ($100K rep = $58/hour burden cost) Curriculum design/development fees from vendor ($120K/250 reps) Internal personnel costs (50 hours x 4 people x $40/hour)/250 reps Total – One Rep Total Cost – 250 reps Cost of 30% - 90% forgetting / non-use curve $244,000 $1M+ $464 $480 $32 $976
  6. 6. WHY GETTING IMPACT IS SO HARD
  7. 7. 7Bottom-Line Performance Think about next Monday.
  8. 8. How many issues, emails, projects will be waiting or piled up from your absence?
  9. 9. How many unplanned things are likely to force you to adjust any planned activities?
  10. 10. Beyond Monday, how many hours of “think time” will you have next week to reflect on what you’ve learned this week or consider how you will apply what you’ve learned?
  11. 11. What barriers hinder you from completing a learning activity you’ve been assigned or encouraged to do?
  12. 12. What motivates you to persist despite a barrier?
  13. 13. How would the targets of your learning solutions answer similar questions about a course or initiative you’ve developed and want / need them to do?
  14. 14. YOUR PLACE ON THE GAMIFICATION SPECTRUM DICTATES COMPLEXITY
  15. 15. 15Bottom-Line Performance Game(s) within a single course. Game/ Gamified approach for a major initiative. Gamified learning eco-system. Low complexity & effort Highest complexity & effort Game(s) embedded into a curriculum. High complexity & effort Where are you on this spectrum?
  16. 16. WHAT DOES “EFFECTIVE” IMPLEMENTATION INCLUDE?
  17. 17. 17Bottom-Line Performance Meaningful, relevant game experience Comprehensive logistics plan Marketing and communication Plan
  18. 18. 1. How does the game benefit the learning experience? 2. What are the learner/manager/stakeholder anticipated reactions (positive and negative)? How do these reactions influence the game’s design and the messaging you deliver as part of implementation? 3. What realities exist in the learner population that affect design? Implementation? How do these influence game elements that you emphasize/leverage? How do they affect logistics/deployment? 4. What effort, skill, time, & planning are req’d to design, develop? What impact does this have on the timeline and what you can produce? Game(s) within a single course.
  19. 19. Game(s) within a single course. At curriculum or initiative level, you also need to know: 1. How is the curriculum or gamified approach resolving a business need or problem? 2. What ongoing effort & creativity are required to maintain long-term interest in game play or to keep things “fresh”? 3. What constraints limit or direct decisions on frequency of play? 4. What analytics and data can the game solution provide to showcase benefits and cost-effectiveness? How should data be filtered for analysis? 5. Who needs data? For what reason? Game / Gamified approach for a major initiative. Games embedded into a curriculum.
  20. 20. 20Bottom-Line Performance Target Audience How many “personas? For EACH: • What are the motivators? • What are the barriers or constraints?
  21. 21. Readiness Evaluation: Task 1 Consider a current or recent project you have that will involve a game. Figure out where it is on the spectrum. Bottom-Line Performance 21 Game(s) within a single course. Game / Gamified approach for a major initiative. Games embedded into a curriculum.
  22. 22. Readiness Evaluation: Task 1 1. Go through the 9 questions on page 1 of the handout. Place a checkmark by every one you feel like you can successfully answer right now and a question mark by those you think you you don’t have answers for yet. 2. Let’s share out: – What items did you mark with a question mark? – What’s holding you back from being able to answer it? Bottom-Line Performance 22
  23. 23. Readiness Evaluation: Task 2 1. Consider your TARGET LEARNERS. Review the motivation chart on your handout. 2. How many “personas” do you think you have? 3. What primary MOTIVATORS exist for EACH persona? 4. What constraints or barriers exist for EACH persona? Bottom-Line Performance 23
  24. 24. Player types: useful for design and communication 24Bottom-Line Performance
  25. 25. Readiness Evaluation: Task 3 1. Take the implementation readiness assessment. 2. Count your “yes” responses and your “no” responses when you finish. Bottom-Line Performance 25 Goal: All “yes” responses (More than 3 “no” responses and you may be challenged in getting and/or sustaining impact)
  26. 26. TWO EXAMPLES OF “GOOD”
  27. 27. Brandon Hall Winner!
  28. 28. 29Bottom-Line Performance Public recognition matters! As does regular messaging, reinforcement.

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