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Cost effective game based marketing teaching in immersive 3D virtual Worlds: Implementation to case study teaching in Second Life<br />Sabine EmadVWBPE<br />March 19, 2011<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Today’s kids<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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?<br />We don’t see mother lions lecturing cubs at the chalkboard… it is not games, but schools that are the newfangled notion… Gameplaying is vital for any creature capable of learning.<br />Crawford (1982)<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Source: Zyda(2005)<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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3D Virtual Worlds might become the standard of the future<br />The new all optical internet will have 10K to 100K x the capacity of the internet of the 80’s<br />Tinari (2008)<br />The power of computer technology roughly doubles every 24 months<br />Moore (1965)<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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SL is an open sandbox… it provides an unlimited opportunity to build one’s own scenario<br />Heiphetz & Woodill (2010)<br />Linden Lab is currently working on bringing Second Life to web browsers<br />Au (2010)<br />SL could provide a powerful platform to develop a game based marketing teaching solution, that could be altered by educators to fit their beliefs and practices, with no prior programming skills requirements, in a very simple and cost effective way. <br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Literature review<br />4 areas relevant to our research<br />History of Instructional Media<br />Games in Education<br />Marketing teaching<br />Technology in Marketing education<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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History of “instructional media”<br />The physical means by which instruction is presented to learners<br />Reiser & Gagné (1983)<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Games in education<br />Games themselves are not sufficient for learning, but there are some elements of games that can be activated within an educational content that may enhance the learning process<br />Garris et al (2002)<br />Any low stakes contest among adversaries (players) operating under constraints (rules) for an objective (winning, victory or pay-off)<br />Apt (1968), Laughlin (2005), Clark, (1994)<br />Crawford (1982)<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Marketing teaching<br />develop skills required by today’s employers, such as communication, problem solving, teamwork and IT<br />class discussions<br />student interactive approaches<br />unwillingness to read assigned material<br />student preparation and class participation<br />Case based teaching<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Technology in Marketing education<br />Technology tends to play a significant role inside and outside the classroom <br />Second Life has been used by marketing professors<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Key findings from literature review<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Research Methodology<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Planning of the research<br />Research proposal – Sabine Emad – January 13, 2011<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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The starting point<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Role 1<br />Case<br />How does it work?<br />.<br />.<br />.<br />Role n<br />Cooperatively reconstruct the case<br />Deconstruct the case<br />Information hunt<br />Engaged case discussion<br />Spread<br />information<br />Phase 1<br />Phase 2<br />Phase 3<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Role 1<br />How does it work (continued)<br />Case<br />Virtual World of Second Life<br />.<br />.<br />.<br />Role n<br />Cooperatively reconstruct the case<br />Deconstruct the case<br />Information hunt<br />Engaged case discussion<br />Spread<br />information<br />Phase 1<br />Phase 2<br />Phase 3<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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On the instructors’ side:<br />1) It will not take more than 60 minutes training for an educator to be able to understand how to load the case of their choice in the game based case preparation instantiation.<br />2) The workload related to the technical aspect of adapting the game based case preparation instantiation will be perceived by the educator as negligible.<br />3) The cost related to the technical aspect of adapting the game based case preparation method to the case of their choice will be perceived by the educator as low.<br />Evaluation<br />Validated through an experimentation<br />On the students’ side:<br />1) The game based case preparation will be perceived by students as superior to the paper based case preparation<br />2) The game based case preparation will achieve better case knowledge from students than the paper based preparation<br />3) The game based case preparation will be perceived by students as fostering cooperative team work<br />4) the game based case preparation will enable better class participation in the case discussion than the paper based case preparation.<br />Validated through an experimentation<br />Validated through a benchmark<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Research status: Iteration 1<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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A case studywaswritten<br />Research proposal – Sabine Emad – January 13, 2011<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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The case was “sliced” and “revamped”<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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A complete game plan was designed<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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The information was split by role and location<br />Roles<br />Starting point<br />Locations<br />Steps<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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The environment<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Map<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Information wasincluded in contextappropriateobjects<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Important: checklist of available information<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Information “scattered” in an organized and context specific way across the island<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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On October 1st, 2010, a first evaluation took place on the HEG Geneva Island on Second Life: students were gathered at our open air auditorium<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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They were given a brief and a description of their role<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Students spread around the island to gather information<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Questionnaire (perception)<br />Notes from observation<br />Feedback was gathered to evaluate this first experimentand assess opportunities for improvement to be included in the next version<br />In-depth focus group<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Findings<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Findings<br />(Continued)<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Findings (Continued)<br /><ul><li>Motivation

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Engagement

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Equalenvolvement of all students

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Great fun

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Observation of teamworkmethods

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Outcomeat least as good as withtraditional case method

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Someopportunities for improvement for the next test (fall 2011)</li></ul>Sabine Emad – HEG Geneva – VWBPE 2011<br />

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Questions?<br />Sabine Emad / Sabine Poliatevska<br />Sabine.Emad@hesge.ch<br />http://slurl.com/secondlife/HEG%20Geneva/119/92/23<br />Sabine Emad – HEG Geneva – VWBPE 2011<br />