There is no controlling the Flash fire called “game-based learning”-- a current eLearning fad! Training development eCourseware consumers need to understand the relative context of its quality and cost.
At a minimum, training managers understand the effectiveness of software simulations converted to Flash with Macromedia’s Captivate for simple “show me” type screen captures. The ability to convert moving computer screen captures to Flash for Internet delivery has made this option extremely popular.
The next level of complexity places learners in virtual real-life situations. This might be in the context of an interactive role-play in which the learner makes the choice to switch identities. Virtual labs or virtual machines can be created by Flash developers that allow new users to gain “hands on” experience with equipment from basic operations to near “flight simulator” sophistication. The Internet abounds with samples of how intricate Flash games have become. Instructional designers are using iterations of the arcade games to reinforce learning. Whether it is a simple memory game or a “whack a mole” type re-purposed with corporate content, trainees using eLearning are having more fun learning. Technologically sophisticated corporations and academia are using commercial video game engines, which use computer rendered animation not Flash, to mimic high quality gaming experiences to achieve educational outcomes.
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Why Flash Game Learning Works!
Since the early part of this century, Clark Aldrich and Marc Prensky’s writings have popularized the discussion of how computer simulations can improve training. Academics are publishing research and theory on what educators/trainers can learn from video games. Here I would like to emphasize a few “take home” points from a quick review of recent literature about game design and game-based learning.
A Theory of Fun for Game Design (2005)
By Raph Koster
Koster lists eleven items to check for when critiquing a game:
- Do you have to prepare before taking on the challenge?
- Can you prepare in different ways and still succeed?
- Does the environment in which the challenge takes place affect the challenge?
- Are there solid rules defined for the challenge you undertake?
- Can the rule set support multiple types of challenges?
- Can the player bring multiple abilities to bear on the challenge?
- At high levels of difficulty, does the player have to bring multiple abilities to bear on the challenge
- Is there skill involved in using an ability? (If not, is this a fundamental “move” in the game, like moving one checker piece?)
- Are there multiple success states to overcoming the challenge? (In other words, success should not have a single guaranteed result.)
- Do advanced players get no benefit from tackling easy challenges?
- Does failing at the challenge at the very least make you have to try again?
By James Paul Gee
A must read for developers of games for learning! This book outlines 36 learning principles. “The theme of this book is that good video games reflect, in their design good principles of learning.” Here are a few that support the use of game-based learning:
- Learners can take risks in a space where real-world consequences are lowered.
- Learning involves taking on and playing with identities
- Learners get lots of practice in a context that is not boring
- Learning is a cycle of doing something, reflecting-forming hypothesis, reprobing to test conclusions, accepting or rethinking.
- There are many ways that the player can make progress and move forward.
- Situated meaning – meanings of signs are situated in embodied experience.
- Meaning and knowledge are the result of various modalities — images, text, symbols, interactions, sound, not just words.
- Learners are given information in an on-demand and just in time basis.
- Learners are allowed to discover and experiment.
- Learners are given ample opportunity to practice and transfer what they have learned and apply to other problems
- Gamers belong to affinity groups which increase shared experience.
By Katie Salen and Eric Zimmerman
Written by active practitioners in the field, this is the quintessential textbook (trainers, it should be on your bookshelf) for any wannabe game designer. The 600-page manifesto covers everything from the importance of iterative design methodology to defining rules, play and culture. A list contained in their preface outlines the reasons people like to play Pong:
- It is simple to play
- Every game is unique
- It is an elegant representation
- It is social
- It is fun
- It is cool
By Clark Aldrich
There is probably no greater force for the game-based learning movement than Clark Aldrich’s writings and work. As creator of a popular simulation computer-training program that teaches people how to become leaders, Aldrich walks the talk and is considered the premiere leader of this popular movement in training. This truly comprehensive book on the subject and his previous work (Simulations and the Future of Learning) are a must for anyone considering designing a learning experience using game interactions and simulations. Some of the game elements he reminds readers to utilize are:
- Use of established game genres—game shows, athletic competition, card games.
- Clicking as quickly as possible
- Gambling models
- Conflict
- Shopping
- Creating order from chaos
- Choosing what your on screen character looks like
- Mastering a simple cyclical skill—Pac Man
- Competition among learners—high score
- Presenting a puzzle
- Making a player overtly powerful
- Immersiveness in a favorite or interesting atmosphere—Super Bowl
