“Where Do Games Fit in Employee or Public Training?” By Bob Waddington- Serious Play Conference 2012

“Where Do Games Fit in Employee or Public
Training?”

Bob Waddington
SimQuest, LLC.
bwaddington@simquest.com

August 21-23, 2012
Redmond, WA

August 2012 www.seriousplayconference.com

What I’m
Playing…


Where Do Games Fit?


FEBRUARY 2007

Archives of Surgery detailed the findings of a 2002 study that
appears to show that doctors who play videogames are better at
delicate Laparoscopic procedures.

STUDY CITED

“Surgeons who had played video games in the past for more than
three hours per week made 37 percent fewer [surgical] errors
were 27 percent faster and scored 42 percent better overall than
surgeons who never played video games.”


JULY 2008

SimQuest Open Surgery Simulator


What’s in a Name??
Interactive video
Multimedia
CD-ROM
CD-I
Virtual reality
e-Learning
Distance Learning

What’s in a Name??

Situation Simulator
Edutainment
Playful Learning
Virtual Reality
Virtual Worlds
Simulation

Serious Games…
…those not intended for the entertainment market

http://en.wikipedia.org/wiki/Serious_game


Three Types of Students
Those who
• are truly self-motivated
• go through the motions
• tune us out

EDUCAUSEreview Sept/Oct 2005


Case Study


2M 1st Responders
10% motivated to
professional improvement
800k need to be engaged


Sim-Game Based Training Systems for Scene and Patient
Management Following Blast Injury from Explosives
Including Improvised Explosive Device (IED)

Tom Reeves, PhD, UGA
Supported by the US Army Medical Research and Materiel Command
Award No. W81XWH-09-C-0060.


the Challenge

Common errors made by responders
• Enter scene too early or get too close with
ambulance or personnel before scene is cleared
• Gain access with no egress (blocked exits)
• Don’t triage; just treat and transport 1st person
• Risk casualties by moving them to unsafe
triage/treatment areas
• Improperly assess and/or treat casualties


the Challenge

Blast events introduce other challenges
• Scene safety, triage and treatment require
different approaches to scene and patient
management
• Additional risks to responding personnel from
secondary explosion or shooters
• Different injury patterns
• Visual triage is not enough


the Challenge

Training
• Large scales exercises are expensive
• Any sized exercise is logistically challenging
• Current training is mostly delivered through
lecture and power point – some training on
manikins


the Solution

Utilizing 1st person gaming technology
• Develop self-contained blast-specific modules
that augment existing combat medic tactical
combat casualty care (TCCC)
• Provide lessons learned from bomb attacks in
Iraq, Afghanistan, Madrid, London, etc.
• Use real-world blast scene injury data
• Provide safe individual/independent training


Continuum of Learning
Acquire Knowledge  Learn Skills  Apply Knowledge & Skills
• Cognition • Cognition • Application of
• Facts • Methods • Cognitive Skills
• Vocabulary • Procedures • Psychomotor Skills
• Definitions • Problem Solving • Conative Skills
• General Details

HumanSim Blast
Power-
Instructor Point Drill & Practice
Led Training (Interactive) (CBT/e-Learning)
Authentic e-Learning / Authentic Tasks
Power- Reference Interactive Tutorials
Textbooks Point Tools (CBT/e-Learning)
Case Scenarios Serious
(Decisionmaking &
Critical Thinking Skills) Games
Augmented Part-Task Experiential
Reality Trainers Simulations

Mobile Social
Learning Performance Networks
True/False Multiple Choice Fill-in-the-Blank Assessments

Evolving Technology & Models of Instruction and www.seriousplayconference.com
August 2012 Assessment

Project Description

A first-person blast response game that allows
users to respond to a terrorist bombing outside a
busy train station.

Users are assessed on their ability to
• quickly and accurately assess victims’ injuries
and tag them for treatment
• assess the scene and identify additional risks
prior to declaring the scene safe.

Evaluation Strategy

Evaluate
• game design
• usability
• content
• user choices
• user path through
scenario


Iterative reviews


Formative Evaluation

• Multidisciplinary
Reviews
• End-user Reviews
• Players Feedback
• Formal Study (IRB)
• Implement findings
into design and game


Formal Reviews


Formal Study

Primary methods Locations
User tracking data North Carolina
Evaluation questionnaires Virginia (EMT-B Class)
Individual interviews Maryland

“I’ve never seen the students so engaged”
Chauncey Bowers CSP, ARM, Central Piedmont Community College


Study Participants

• 42 first responders
• 22 males
• 20 females
• 22 EMS,
• 3 firefighter,
• 17 police/security
personnel
• age range: 17 to 56
• average age: 34


Open Answer Questions
What is the strongest aspect of the BLAST program?
The most frequent responses included realism, its interactive nature, and the fact that it
provides the opportunity to practice triage skills.

What is the weakest aspect of the BLAST program?
Responses focused on usability issues, especially problems with using the mouse to control
movements and decisions on screen., especially the lag between mouse movements and
correlating screen movements .

If you could improve anything in the BLAST program, what would it be?
The most salient request for improvements concerned the clarity of the feedback, especially with
the need to put a “face” on the victims to improve the context of the scoring and feedback .
Other desired improvements included making the mouse more responsive with less lag time and
increasing the noise and confusion presented in the scenario to make it more realistic.

What other feedback can you provide concerning the BLAST program?
Most of the study participants encouraged further development of additional scenarios for the
BLAST program. Most of the concluding comments were very complimentary of the program.


“Real” User Feedback

“The feedback in the program is poor.”
“Terrible mouse movement.”
“… the ‘hand’…”
“Improve instructions on how to use it.”
“More carnage. More range of injuries.”


When “Real” Users Strike Back
What is the weakest aspect of the BLAST
program?


What is the strongest aspect of the BLAST program?


When “Real” Users Agree

88%
Similar programs should be developed

79%
Program provided an engaging learning
opportunity


When “Real” Users Agree
69%
State-of-the-art for (educational games)
76%
Should be used by most first responders
65%
Program is very realistic

“I love the fact that it is visual, it has a real
life sense to it.”
“…playing this and seeing different
scenarios will help me be able to manage
triage casualties.”
“…games such as this give a realistic
scenario while taking (away) some of the
stress a real situation would create.”

Unexpected Findings

Group settings
• fosters discussion
• peers can assist with controls
Provides “lab” to a lecture

Pre/post larger scales exercises


Pandemic Response


METH LAB
“I need something more engaging. I’m starting
to see their eyes roll”
August Vernon: Operations Officer, Forsyth County Office of Emergency Management


Continuum of Learning
Acquire Knowledge  Learn Skills  Apply Knowledge & Skills
• Cognition • Cognition • Application of
• Facts • Methods • Cognitive Skills
• Vocabulary • Procedures • Psychomotor Skills
• Definitions • Problem Solving • Conative Skills
• General Details

Power-
Instructor Point Drill & Practice
Led Training (Interactive) (CBT/e-Learning)
Authentic e-Learning / Authentic Tasks
Power- Reference Interactive Tutorials
Textbooks Point Tools (CBT/e-Learning)
Case Scenarios Serious
(Decisionmaking &
Critical Thinking Skills) Games
Augmented Part-Task Experiential
Reality Trainers Simulations

Mobile Social
Learning Performance Networks
True/False Multiple Choice Fill-in-the-Blank Assessments

Evolving Technology & Models of Instruction and www.seriousplayconference.com
August 2012 Assessment

Conclusions
• Market is asking for engaging applications (not
necessarily games)
• Games for games sake won’t work
• Incorporate off-the-shelf games into learning
• Understand target end-user learning environment
• Consider the ‘group play’ element into game
design
• Design games instructors can use


Conclusions
• Games as part of lab/breakout groups
• Pre or post exercise
• Retention/Sustainment training
• Situational Awareness
• Fundamentals – vocabulary
• Team Building


Conclusions
Serious Games need to involve more than the game
play itself; delivery medium, end-user play
environment, and the game’s integration into the
greater curriculum need to be factored for effective
serious game design.


Questions?


“Where Do Games Fit in Employee or Public
Training?”

Thank you!

Bob Waddington
SimQuest, LLC.
bwaddington@simquest.com


“Where Do Games Fit in Employee or Public Training?” By Bob Waddington- Serious Play Conference 2012

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