State of Serious Games

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Presented as part of key note at LUDUS in 2012 -

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State of Serious Games

  1. 1. Serious Games By Kam Star Twitter : @playgen Email : kam@playgen.com
  2. 2. PlayGenPixelearningCaspian learningSimulearnRanj Serious GamesBlitzKTM AdvancedSerious Games InteractiveVstep
  3. 3. THE PROBLEMS- How do we increase engagement?- How do we expand participation?- How do we improve learning?
  4. 4. Why use Games?
  5. 5. Games-based Learning, Serious Games, VirtualEducation, Purposeful Play, Immersive learningsimulations, Guided Experiential Learning, Tactical Decision MakingSimulation, Educational Games, Simulation, VirtualReality, Alternative PurposeGames, Edutainment, Social ImpactGames, Pervasive Games, Games for Change, Games forGood, Synthetic LearningEnvironments, Simulations, Games for Change
  6. 6. Games-based Learning, Serious Games, VirtualEducation, Purposeful Play, Immersive learningsimulations, Guided Experiential Learning, Tactical Decision MakingSimulation, Educational Games, Simulation, Virtual Reality,Alternative Purpose Games, Edutainment, SocialImpact Games, Pervasive Games, Games for Change,Games for Good, Synthetic LearningEnvironments, Simulations, Games for Change When we learn through play…
  7. 7. ….it feels like this Engagement, Entertainment, Fun, Motivation, Stimulation, Knowledge,Encouragement, Enjoyment, Training, Inspiration, Pleasure, Excitement, Exhilaration, Drive
  8. 8. Why are games and simulations so effective?• Through an exciting, interesting and engaging experience which fully immerses the learner• Competition, challenge and problem solving at personalised levels of difficulty• By putting the player in charge, in a safe environment, where they are free to experiment without fear of failure• Scenarios enables players to see the outcome of their decisions – and learn from their choices• Detailed measurement of behaviours and attitudes drives self-awareness and self improvement
  9. 9. The principle is just as relevant for adults as for kids Key characteristics of Adult Learning* Engagement Adults learn experientially • Interaction • Story building Goals Adults want relevancy • Objectives • Motivation Adults learn best when learning is of immediate value Rules • Fairness • Balance Adults tend to be self-directed Challenge • Competition Adults approach learning as • Conflict problem solving Key characteristics of games *Knowles, M. S. (1970). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall.
  10. 10. Average retention rates* – 6 months after experience Teaching Others 90% Doing 75% Simulations & Games Consultation 50% Demonstration 30% Audio-Visual Watching Video 20% Reading 10% Lecture 5% *National Training Laboratories, Maine
  11. 11. Confucius say... Involve me Show me (Engage me) I may I will understandTell me remember and REMEMBERIll forget
  12. 12. What’sHot?
  13. 13. There’s a new game in town!
  14. 14. The people at Volkswagen have used gamemechanics to make boring tasks, such as going tothe bottle band, a little bit more fun. They called it the Fun Theory. (click image for movie)
  15. 15. To get back to ‘badges’: Do they really matter? They are just a couple of pixels on a screen, right?Badges? Seriously?To these guys, they matter.
  16. 16. Badges? Seriously?To these guys, they matter.
  17. 17. Goal-setting device Where to go Instructions What is possible Reputation Who you areStatus & Affirmation What you didGroup identification Who is like you Badges have various functions, from giving indications to users what it really is you want them to do (in a fun way) to enhancing reputation via shared symbolism. Antin & churchill
  18. 18. Gamification^10% Game Design90% Psychology & UX
  19. 19. http://bit.ly/seriousgamesgroup

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