Company overview

1. ‘Serious Games’ for eLearning; When games become serious business applications Kevin Corti, Founder, PIXELearning. Company overview

2. Company background • Established in 2002, Coventry University Technology Park • Business education, vocational and management skills development • £500k sales + £400k investment in GBL technology platforms • Clients - Coca-Cola, Scottish Enterprise, AWM, Edexcel, Skillsmart Retail many schools, colleges and universities • A growing reputation in UK & overseas

3. Serious Games definition v1.0 “The use of computer game technologies and/or approaches for primarily non-entertainment purposes”.

4. Serious Games definition v2.0 University of Central England Coventry University BECTa Birmingham University University of Warwick JISC Penn State University A.W.M. D.T.I. EA Games & NESTA The MOVES Institute M.I.T. Microsoft Carnegie Mellon Intel NOKIA University of Southern California LearningLab

5. This isn’t new! “You can learn more about a man in an hour of play than in a year of conversation” Plato

6. This isn’t new! “You can learn more about a PERSON in an hour of play than in a year of conversation” Plato (2006)

7. The ‘F’ word There is a lot more to Games-based Learning than simply trying to make learning fun…. ….although that wouldn’t be a bad start!

8. How do we make eLearning FUN? “Operate on the stomach cancer using W,A,S & D keys ...you have 60 seconds ….and people are throwing spears at you”

9. How do we make eLearning FUN? “….using proven medical techniques in a realistic simulated environment with believable outcomes”

10. A theory of fun “Fun is…..” [DISCUSS] – in less than 10,000 words AMUSEMENT / PLEASURE / FRIVOLOUS / CHILDISH / PLAY / RECREATION / ENTERTAINMENT SATISFACTION / REWARD / ACHIEVEMENT / ENGAGEMENT / GRIPPING / EMOTIONAL AN EXPERIENCE!!!!!

11. A theory of fun “Fun is…..” [GO BUY THE BOOK]

12. ‘Psychobabble’ Experiential Problem-solving Learning by doing Task-based Authentic Relevant Meaningful Engaging Immersive Memorable Enjoyable Stimulating Engrossing Constructivism focus Job-specific Truly interactive Play Rules Goals Objectives Structure Drama Story Narrative Humour Higher order cognition Apply information = knowledge Fun Feedback Adaptive Flow state Competition Collaboration Role play Strategy Exploration Eye candy No such thing as the ‘FUN on/off switch’; Need to consider audience, mode of use, experience, expectations, purpose….

13. How often does this happen? “Please…just another hour…I really want to finish this course”

14. Does eLearning engage?

15. Does eLearning engage? “Umm…no thanks!”

17. This isn’t about using Pong or Millionaire to try to help learners memorise facts. “Chocolate-coated broccoli still tastes like broccoli”

18. We know games are ‘compelling’

19. Games engage beyond the bedroom!

20. It’s not all “Single-player!” Games are increasingly social (e.g. XBOX live & MMORPG’s) Multiplayer GBL = Social learning environments

21. Characteristics of games Realistic environments & systems Clearly defined rules & structure Clearly defined objectives Drama & story Truly interactive Humour Characters Clear outcomes & feedback Challenge Adapt (flow state) Higher cognitive activity ….and they are enjoyable!

22. So why should YOU be interested? Performance improvement Awareness of role Competency testing Assessment/ROI Recruitment Customer education Promotional tool Induction Motivational tools Aspirational tools Best practise

23. Pedagogy?? • Andragogy (Adult learning) • experience (including mistakes) provides the basis for learning activities • problem-centered rather than content-oriented • interested in learning subjects that have immediate relevance to their job or personal life • Malcolm Knowles (1913 to 1997)

24. Experience Games-based learning… Provide safe, realistic and meaningful environments… …..in which learners actually apply information to develop knowledge and skills.

25. Experience GBL is heavily experiential GBL gives learners virtual experience which they can use for real in workplace

26. Experience Ask yourself; “Would you let your new management trainees run your organisation?”

27. Experience

28. Experience Ask yourself; “Would you let your new management trainees run your VIRTUAL organisation?”

29. Problem-centred learning • Games are pre-defined ‘problem spaces’ • Solving the problems = satisfaction • GBL problems are authentic & relevant Game over! You won Game over! You won

30. Problem-centred learning What you do (or don’t do) has an obvious and meaningful effect in the game. The game changes. Each time you try it…it is different. Information / choices / behaviours / approaches / tactics / strategies …..meaningful outcomes

31. Relevance to the user What

32. That word…. ‘Game’ The first step is admitting it! - Gamers Anonymous “My name is Kevin and I am…a gamer”.

33. That word…. ‘Game’ Lonely hearts Spotty, white, teenage male with poor social skills seeks fellow XBOX enthusiast to share long nights in front of the bedroom TV. ‘Trevor’, aged 15 from Guilford

34. The gamer demographic • The reality: • 18 to 35 – core market for Sony & Microsoft • 41% female • 42% aged 25 to 49 • 35% income of $50k to $100k • 16% income > $100k

35. The ‘natives’ are digital • Key message! • Learners are changing • Opportunity NOT threat • Organisations needs to evolve to take advantage.

36. Examples of GBL in action Financial Management / Ffn-FM’s

37. Team dynamics (TPLD)

38. Marketing skills (LearningBeans)

39. Legal, regulatory & sales training (Caspian)

40. Corporate & Social Responsibility

41. http://www.virtual-u.org

42. Promoting retail careers / retail training

43. Sam holds a Master’s degree in Marketing (Henley College). She has 12 years of experience in blue chips (HASDA, Tisco and Sansberries) HR / managing people & teams

44. IT sales process training (SEER)

45. GCSE Business Studies (PXL & Edexcel)

46. Examples Food Force

47. Examples [ www.food-force.com ]

48. Enterprise training (PXL)

49. Hospitality & catering – manager training

50. Project management fundamentals