The Use of Serious Games in the Corporate Sector
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Transcript of The Use of Serious Games in the Corporate Sector
Serious Games for Corporate Learning
Lynda Donovan, Pedagogical Lead, Learnovate Centre
Partnering industry with research
to pioneer learning innovation
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To enhance the competitive advantage of Ireland’s learning
technology industry by partnering business with world
class academic research
Learnovate Centre - Mission
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Trinity College Dublin
University College Dublin
Waterford Institute of Technology
NUI Galway
Academia
23 Industry partners trading
within Ireland
Industry-Led Collaboration
Industry
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Current Industry Partners
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Shared Research Agenda
• Augmented Reality• Intelligent Agents• Games & Virtual Worlds
• Assessment Methods• Performance Analytics• Return on Investment
• Intelligent Content Delivery
• Location-based Learning
• Hands-on Learning
• Interoperability• Social Learning• Search• Personalisation
Social & Informal Learning
Mobile & Collaborative Learning
Metrics &
Assessment
Immersive Learning
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Corporate L&D in Crisis
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• Lack of employee engagement• Growing millennial workforce
learning pulled not pushed just-in-time, just-for-me, just-enough social and collaborative authentic - learning through experience
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Technology Enhanced LearningSerious Games
Point-of-need, personalised learning
Informal/Social/Collaborative
Immersive Learning Environments
Smart Learning Analytics
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Research Brief
The pedagogical evidence to support the use of serious games for corporate learning
Corporate adoption of serious games
The types of corporate learning for which serious games are being used
Design guidelines for serious games
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• Pedagogy • Research evidence• Adoption and application• Barriers to adoption• Design guidelines for GBL
• Pedagogy • Research evidence• Adoption and
application• Barriers to adoption• Design guidelines for
GBL
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Pedagogy and Research Evidence for GBL
Key attributes of games:• Fun…Curiosity…Fantasy• Story/Challenge• Reward• Control• Collaboration
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Pedagogy of GBL Constructivism
Experiential Learning
Cognitive Apprenticeship
Self-Determination Theory
Social Learning Theory
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Research EvidenceMeta-Analysis Studies
Industry Research
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Meta-Analyses Research Evidence
• Improvements in attitudes and engagement (Vogel 2006, Ke 2009)
• Cognitive gains compared to other instructional methods (Vogel 2006, Wouters et al 2013)
• Improvements in higher order learning skills (Ke 2009, Wouters et al 2013)
• Improved learning outcomes (Sitzmann 2011, Wouters et al 2013)
• Improvements in retention and transfer of learning (Sitzmann 2011, Wouters et al 2013)
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Corporate Adoption and Application
Started with Large Organisations:• Deloitte• Cisco• IBM• Marriott Hotels
Beginning to trickle down…
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Corporate Application of Serious Games
• Sectors: Finance, Business, Hospitality, Healthcare
• Business processes: Recruitment, Training, Marketing/Sales
• Training: Compliance, Procedural, Soft-skills…
• Application across employee lifecycle: Recruitment, New Hire Orientation, Skills training, Leadership training…
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Deloitte’s Business Simulation Game
Deloitte’s Business Simulation Game
Hilton Garden Inn’s Ultimate Team Play
Hilton Garden Inn’s Ultimate Team Play
IBM’s CityOne
IBM markets products and servicesCisco’s Mind Share
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Siemens’ Plantville
Marriott Hotels’ My Marriott Hotel
Front Square’s CoCo Sim
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Compliance Training Interactive Services for a Global Financial Services Organisation
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Design Guidelines for Serious Games
• Challenge – instructional goals, narrative
• Control – no dead ends, no back-to-the-start features
• Fantasy – integral relationship with learning content
• Reward – commensurate with level of attainment
• Impact – both affective and cognitive learning domains
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Barriers to Corporate Adoption • Cost
– Medium fidelity game = high-end piece of eLearning – Client contact hours during design phase– Layering game engines (Sealund, Unity3D) over LMS to create
new games and introduce game mechanics into existing content
• Poor game design– Focus on badges, leaderboards only– No involvement of instructional designers
• Disruptive innovation – Learning ≠ Fun– Integration with legacy learning infrastructures
• Skills shortage
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Further Learnovate Centre Research
• Defining appropriate metrics for evaluation of the impact of GBL on corporate business processes e.g. training
• Assessment through GBL – coverage of Corporate, K-12 and Higher Education sectors
Thank you
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The report is available at:
www.learnovatecentre.org/research-report-the-use-of-serious-games-in-the-corporate-sector
Questions?