“Where Do Games Fit in Employee or Public Training?” By Bob Waddington- Serious Play Conference...
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Transcript of “Where Do Games Fit in Employee or Public Training?” By Bob Waddington- Serious Play Conference...
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August 2012 www.seriousplayconference.com
“Where Do Games Fit in Employee or Public Training?”
Bob Waddington SimQuest, LLC.
August 21-23, 2012 Redmond, WA
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August 2012 www.seriousplayconference.com
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.”
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August 2012 www.seriousplayconference.com
JULY 2008
SimQuest Open Surgery Simulator
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August 2012 www.seriousplayconference.com
Interactive video Multimedia
CD-ROM CD-I
Virtual reality e-Learning
Distance Learning
What’s in a Name??
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August 2012 www.seriousplayconference.com
Situation Simulator Edutainment
Playful Learning Virtual Reality Virtual Worlds
Simulation
What’s in a Name??
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August 2012 www.seriousplayconference.com
Serious Games…
http://en.wikipedia.org/wiki/Serious_game
…those not intended for the entertainment market
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August 2012 www.seriousplayconference.com
Three Types of Students Those who • are truly self-motivated • go through the motions • tune us out
EDUCAUSEreview Sept/Oct 2005
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August 2012 www.seriousplayconference.com
2M 1st Responders 10% motivated to
professional improvement
800k need to be engaged
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August 2012 www.seriousplayconference.com
Sim-Game Based Training Systems for Scene and Patient Management Following Blast Injury from Explosives
Including Improvised Explosive Device (IED)
Supported by the US Army Medical Research and Materiel Command Award No. W81XWH-09-C-0060.
Tom Reeves, PhD, UGA
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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
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August 2012 www.seriousplayconference.com
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
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August 2012 www.seriousplayconference.com
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 Challenge
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August 2012 www.seriousplayconference.com
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
the Solution
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August 2012 www.seriousplayconference.com
Instructor Led Training
Textbooks Power- Point
Power- Point
(Interactive)
Reference Tools
Drill & Practice (CBT/e-Learning)
Interactive Tutorials (CBT/e-Learning)
Fill-in-the-Blank True/False Multiple Choice
Case Scenarios (Decisionmaking &
Critical Thinking Skills)
Performance Assessments
Part-Task Trainers
Experiential Simulations
Serious Games
Augmented Reality
Social Networks
Mobile Learning
Evolving Technology & Models of Instruction and Assessment
Authentic e-Learning / Authentic Tasks
• Cognition • Facts • Vocabulary • Definitions • General Details
• Cognition • Methods • Procedures • Problem Solving
• Application of • Cognitive Skills • Psychomotor Skills • Conative Skills
Continuum of Learning Acquire Knowledge Learn Skills Apply Knowledge & Skills
HumanSim Blast
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August 2012 www.seriousplayconference.com
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.
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August 2012 www.seriousplayconference.com
Evaluate
• game design
• usability
• content
• user choices
• user path through scenario
Evaluation Strategy
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• Multidisciplinary Reviews
• End-user Reviews
• Players Feedback
• Formal Study (IRB)
• Implement findings into design and game
Formative Evaluation
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August 2012 www.seriousplayconference.com
Primary methods
User tracking data
Evaluation questionnaires
Individual interviews
Formal Study
Locations
North Carolina
Virginia (EMT-B Class)
Maryland
“I’ve never seen the students so engaged” Chauncey Bowers CSP, ARM, Central Piedmont Community College
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• 42 first responders • 22 males • 20 females • 22 EMS, • 3 firefighter, • 17 police/security
personnel • age range: 17 to 56 • average age: 34
Study Participants
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August 2012 www.seriousplayconference.com
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.
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August 2012 www.seriousplayconference.com
“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.”
“Real” User Feedback
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August 2012 www.seriousplayconference.com
When “Real” Users Strike Back What is the weakest aspect of the BLAST program?
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August 2012 www.seriousplayconference.com
When “Real” Users Strike Back What is the strongest aspect of the BLAST program?
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August 2012 www.seriousplayconference.com
When “Real” Users Agree
88% Similar programs should be developed
79% Program provided an engaging learning
opportunity
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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
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August 2012 www.seriousplayconference.com
When “Real” Users Strike Back
“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.”
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August 2012 www.seriousplayconference.com
Unexpected Findings
Group settings • fosters discussion • peers can assist with controls
Provides “lab” to a lecture
Pre/post larger scales exercises
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August 2012 www.seriousplayconference.com
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
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August 2012 www.seriousplayconference.com
Instructor Led Training
Textbooks Power- Point
Power- Point
(Interactive)
Reference Tools
Drill & Practice (CBT/e-Learning)
Interactive Tutorials (CBT/e-Learning)
Fill-in-the-Blank True/False Multiple Choice
Case Scenarios (Decisionmaking &
Critical Thinking Skills)
Performance Assessments
Part-Task Trainers
Experiential Simulations
Serious Games
Augmented Reality
Social Networks
Mobile Learning
Evolving Technology & Models of Instruction and Assessment
Authentic e-Learning / Authentic Tasks
• Cognition • Facts • Vocabulary • Definitions • General Details
• Cognition • Methods • Procedures • Problem Solving
• Application of • Cognitive Skills • Psychomotor Skills • Conative Skills
Continuum of Learning Acquire Knowledge Learn Skills Apply Knowledge & Skills
![Page 46: “Where Do Games Fit in Employee or Public Training?” By Bob Waddington- Serious Play Conference 2012](https://reader033.fdocuments.us/reader033/viewer/2022051816/546e05bdb4af9f612c8b5548/html5/thumbnails/46.jpg)
August 2012 www.seriousplayconference.com
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
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August 2012 www.seriousplayconference.com
Conclusions
• Games as part of lab/breakout groups • Pre or post exercise • Retention/Sustainment training • Situational Awareness • Fundamentals – vocabulary • Team Building
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August 2012 www.seriousplayconference.com
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.
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August 2012 www.seriousplayconference.com
“Where Do Games Fit in Employee or Public Training?”
Bob Waddington SimQuest, LLC.
Thank you!