Game-based learning uses branching story scenarios to develop communication skills for adult learners. The eTrees project aims to create an online application using branching stories and games to improve workplace communication. The consortium includes experts in serious games development, adult education providers, and organizations focused on learning methodologies. Games appeal to adults and are effective because they replicate real-life problems, allow experimentation and replay, and promote active, experiential and self-directed learning through goals, feedback, challenge and storytelling. The eTrees tool will be tested in 2014 and launched to allow trainers and businesses to create customized branching scenarios.

1. Game-based learning, branching stories,
and advantages for using with adult learning
Vikki Trace and Eileen Kirk
Derbyshire Adult Community Education Service (DACES)

2. eTrees
An online service to improve communication skills in the
workplace using branching stories games
Purpose
1. To develop a game-based learning application using branching scenarios
for practicing, evaluating, and enhancing communication skills.
2. To develop a validated game-based learning methodology and resources
that will permit trainers and businesses to develop and use their own
branching scenarios and content.

3. The eTrees consortium
• One of Europe’s leading companies in serious games development (SGI)
• Two adult learning providers (PAIZ & DACES)
• Two organisations with expertise in learning methodologies and
requirement analysis (PROMEA & FSS)
• A banking association involved in financial services training (EFFEBI)
SGI
FSS PAIZ
DACES
PROMEA
EFFEBI

4. Why use Games Based Learning?
Average 21 yr
old has spent
10,000 hours
gaming
By 2015, Over 1
Billion USD to be
spent by
corporations
(Gartner)
By 2015,
GBL used by
70% of
Global 2000
companies
(Gartner)
Addictive!
Drugs like!
(dopamine)

5. Encouragement Learning
Exhilaration
Excitement
Motivation
Inspiration
Knowledge
Pleasure
Understanding
Engagement
Drive
Entertainment
Enjoyment
Fun
Games Based Learning offers:

6. Serious games create fun
Fun enhances motivation
Motivation leads to immersion
Immersion allows experimentation
Experimentation produces understanding
Which
Promotes Active Learning

7. Are games really good for adults?
Adults learn experientially
Adults want relevance
Adults learn best when
learning is of immediate value
Adults tend to be self-
directed
Adults approach learning as
problem solving
Engagement
•Interaction
•Story building
Goals
•Objectives
•Motivation
Rules & immediate feedback
•Fairness
•Balance
Challenge
•Competition
•Conflict
Key characteristics of adult learning
Key characteristics of games

8. What about branching scenarios?
Interactive dialogue simulations
Learner as story protagonist
Common beginning, multiple endings
Different paths (branches) …that may or may not meet

9. A simple branching structure

10. start
ending
ending
ending
ending ending
ending
ending
A game based on a branching scenario

11. What is the added value of using GBL?
Offers Realism
Higher control & responsibility
Strengthened sense of attachment

12. Do adults learn better?
Simulation of real-life (grey areas)
Self-assessment (trial and error)
High replayability (application of knowledge)

13. Example of a Branching Story
To try the Greek story Click here
For DACES Click here
www.daces.org.uk/course/view.php?id=625

14. Building a Branching Story – using e-trees tool
eTrees Tool

15. The 4 dimensional framework for selecting and
using GBL in Teaching and Learning
Context
Pedagogy
Learner
Representation
The 4 factors that need to be considered when selecting and using games for learning
Source: de Freitas
& Oliver, 2006

16. Guidelines for effectively incorporating GBL into
Teaching + Learning
1. Plan learning activities as a whole
2. Make the game a part of learning rather than an end in itself
3. Link to assessment (Initial, formative and summative)
4. Use a blended learning approach
5. Allow learners and learner groups time and scope for exploring the game
environment freely
6. Provide opportunities for reflection on learning, through discussion –
both online and face to face
7. Ensure that appropriate learner feedback is in place
8. Ensure there are opportunities for collaborative group work (on and off
line)

17. Methodology for delivering effective game
based learning
• Define the learning outcomes – prior to and at the start of learning sessions
• Select a set of activities to include the game to support the required learning
outcome(s) with an appropriate form of assessment (initial, formative and
summative)
• Consider the sequencing of the game within a set of learning activities and
assessment processes
• Carry out the session(s) with proper consideration to outlining the session,
learning outcomes desired and post session reflection
• Undertake assessment of the participants (self, peer, trainer based, or a
combination of these – throughout the session(s))
• Evaluate the effectiveness of the session (using learner feedback and evidence
of attainment)
• Review, re-organise, re-design the session and the learning activities according
to feedback received and learner attainment

18. Next Steps
• DACES – e-trees scenario to be developed and tested
– July 2014
• e-trees tool completed – Sept 2014
• National Launch of e-trees tool – Oct 2014
• e-trees game and software tool available for use –
Nov 2014

19. Thank you!
Vikki Trace and Eileen Kirk
Derbyshire Adult Community Education Service (DACES)
eileen.kirk@derbyshire.gov.uk
vikki.trace@derbyshire.gov.uk