do you need games in your elearning mix? · pdf filedo you need games in your elearning mix?...

Over the last few years we’ve heard a lot about how digital

games impact learning. Organisations the world over are now

including digital games in some form or the other in their

eLearning mix. Organisations looking to make investments in

digital game-based learning (DGBL) are often unsure about what

type of digital games to use and for what purpose.

While digital games have the potential to radically change how

we learn, they aren’t appropriate in all situations. We delve a

little deeper into when and how to use digital games effectively

at this time, and given the current state of game technology.

We also discuss how developing DGBL requires the Learning and

Development team in an organisation (or other such teams

responsible for performance improvement through training) to

apply different considerations from those of developing

conventional eLearning courseware. There are differences in the

way games are designed, delivered and priced.

© 2009 Upside Learning Solutions Pvt. Ltd. All rights reserved.The Upside Learning logo is a registered trademark of Upside Learning Solutions Pvt. Ltd.

Do You Need Games In Your Elearning Mix?

A Whitepaper by Upside Learning Solutions

CUSTOMELEARNING

Identify multiple models of adoption for gaming technology

applied to learning

Provide a guideline for choosing casual gaming approaches

(why a game, what type of game, for what purpose)

Identify key issues associated with cost of development,

design, and development timelines

This whitepaper attempts to:

Contents

Introduction 3

Adopting DGBL - Where to begin? 5

Choosing a Casual Games Approach 9

Key issues in Digital Game-based Learning

Development 16

Conclusion 17

Computer or console based digital games aren’t just for gamers anymore. A variety of digital

games are an ubiquitous part of life for the young. As more and more of these young

individuals enter the workplace, they bring with themselves a new way of perceiving and

understanding the world. These are individuals who haven’t lived in a world without the

internet and the World Wide Web. They take for granted the use of its associated technology

and applications.

Conventional eLearning courseware is based on behavioural and cognitive models of learning

developed in the 60s and 70s and may not apply well to the psychology of today’s young

learners. Young users of conventional eLearning find it boring and without the sort of

engagement digital games provide and hence tend to rate the overall quality of eLearning low.

In a survey ‘61% of all respondents rated the overall quality of eLearning negatively – as fair or 1poor’ . Perhaps one reason for such a negative rating is that conventional courseware does not

meet young user’s expectations for sophisticated media, engagement and interaction. These

expectations have been moulded by games and allied technologies. “Gamers have different

ideas about connectivity, reporting hierarchies, learning and communication; all forged while 2playing games, manipulating gadgets and surfing the Web.”

To not sound alarmist, it’s also good to know that the numbers of young learners joining the

workforce is manageable and such negative opinions won’t come from across the spectrum of

learners at this time. Leading learning technology expert Karl Kapp thinks the biggest challenge 3 4facing corporations today is the transfer of knowledge from Boomers to Gamers . His research

suggests that gamers learn differently from boomers. The expectation of designers and

instructors who expect the old industrial age style of teaching to endure in this new

technology-enabled environment is just not going to happen.

Introduction:

61%

In a survey ‘61% of all

respondents rated the overall

quality of eLearning negatively

– as fair or poor’.

Perception of… Boomer Gamer

Knowledge

Organisational structure

Communication Channels

Software Applications

Career Advancement

Learning Environment

Gadgets

Video Games

Information Processing

Technology comfort level

Structured (books, memos, SOPs)

Hierarchical team-based structure

Formal (phone, face-to-face)

Interface and information are separate

Patient ascent

Classroom

Fun to have

Distraction, entertainment, waste of time

Linear

Digital immigrant

Unstructured (instant messaging, blog, email)

Level playing field, equality

Informal (instant messaging, email, text-messages)

Information is the interface

Impatient rapid ascent

E-learning

Essential

Way of life

Multitasking

Digital native

5Boomers and Gamers: Differing Perceptions

1 Jane Massey; Quality and eLearning in Europe – Summary Report, 2002

2 Karl M. Kapp; Gadgets, Games and Gizmos for Learning, 2007

3 Boomers are the generation born just after the end of the Second World War, roughly between 1946 and 1960. This was a generation heavily influenced by television, came of age with the Vietnam War. http://en.wikipedia.org/wiki/Baby_boomer

4 A gamer is someone who has grown up in the generation influenced and shaped by video games and technology. Those who have grown up during the time when many games within their generation were playing video games are gamers. Even if the person did not own a console or a PC on which to play games. Chances are he or she played the video games at a friend’s house, at an arcade, or even at school http://en.wikipedia.org/wiki/Gamer

5 Karl M. Kapp; Gadgets, Games and Gizmos for Learning, 2007 (adapted from Prensky M. (2001) Digital Game Based Learning)

A Whitepaper by Upside Learning SolutionsDo You Need Games In Your Elearning Mix?

3

We are aware that Instructional Design has a behaviourist tradition, but new insights into the learning process continue to replace, change and alter the process. Advancements in technology, such as digital games, make branched constructivist approaches to learning possible. Whether designing for training or education, the instructional designer's toolbox contains an ever changing and increasing number of applications and possibilities.

In their earliest incarnations, eLearning technologies were often leveraged to extend the reach and flexibility of traditional teaching methods. Existing materials were “repurposed” so they could be made available online. In some instances, they were enhanced with multimedia and assessment, but the content and learning approach was largely the same. While these benefits may have been compelling at the time, it was clear that the focus was on convenience and improving access to information; not really about providing a more effective learning experience.

In its next avatar eLearning focused on interactive media. This form of media has long been recognised for its ability to engage and motivate. Some argue that this phenomenon might be due to “novelty effects” that could wear off when the learner tires of the new learning experience. However, it is well documented that multi-sensory approaches, utilising graphics, sound and interactive elements, not only appeal to different learning styles, but also positively affect motivation and retention among the general population.

This approach is supported by research and wholeheartedly encouraged by experts: “Multimedia presentations encourage learners to engage in active learning by mentally representing the material in words and pictures and by mentally making connections between

6the pictorial and verbal representations.” Learning theories abound that also support these ideas. “Imagery has been shown to facilitate recall in many studies,” and Dual Coding Theory suggests “recall/recognition is enhanced by presenting information in both visual and verbal

7form.”

Regardless of cause, we know that interactive media is often viewed as fresh, fun, and more engaging than traditional media. It is simply more fun to interact with content presented in an appealing and interactive format. This is an important consideration in designing learning materials for fatigued learners bored and unmotivated by traditional materials.

Perhaps the most engaging of all interactive media forms are games. Games engage brains that have been exposed to repeated fast-moving and multi-sensory input, but otherwise starved of stimuli by text-based methods. Marc Prensky predicts that the gamer generation will not

8“accept, attend or engage in training that is boring.” ; “serious learning” and “interactive entertainment” will have to merge.

Having been used in pedagogy from very early in recorded time, games are without compare as compelling and effective human learning experiences. The current digital versions of games are no different; they can be used as effective learning tools and appeal to a growing audience who see and think of the world differently; with game-influenced perception and cognition.

While there is still substantial academic debate about the definition of a game, (vis-à-vis a simulation) most of us know one when we see one. While both are experiential, there are some differences that are apparent on closer scrutiny.

6 Clark, Mayer; 2002

7 Kearsley, 2002

8 Prensky, 2002

9 Gredler, 2001

4

Games are typically used for entertainment purposes, while simulations are more commonly used for training purposes. However, this boundary differentiation is fast blurring as some best-selling games (ex. The Sims series) are actually simulation games that provide enormous entertainment value.

Purpose

In a game, the event sequence is typically linear, whereas a simulation is typically non-linear. The player in a game responds to an event, typically content-related questions and advances or not, depending on the answer. This cycle is repeated for each player or team in turn, luck often playing a part. (Note: Unlike real-time online multiplayer games, casual games rarely use synchronous environments.)

The mechanisms that determine the consequences to be delivered for different actions taken by the learners differ in games and simulations. Games consist of rules that describe allowable player moves, game constraints and privileges, and penalties for actions otherwise. Also, the rules may be imaginative, or not related to real-world events. In contrast, the basis for a simulation is “a dynamic set of relationships among several variables that change over time and

9reflect authentic causal processes.”

Event Sequence Consequences1 2 3


Most organisations considering the adoption of DGBL don’t know

where to begin. The sheer variety and depth of the digital game

experience makes it difficult to decide on strategy and approach.

Consider a simple taxonomy of games. Instructional designers

could consider building games from this taxonomy for almost any

type of learning outcome.

Adopting DGBL - Where To Begin?

10Digital Games (computer or console based)

10 Adapted from Digital Game-Based Learning by Marc Prensky ©2001

Action Games

The classic “twitch” games of the arcades and home video

consoles: Super Mario, Sonic the Hedgehog et al. The category

includes the old “side scroller” games, maze games, platform

jumping games, falling things you have to shoot, car races and

chases. This category also includes the shoot-em-ups that evolved

from Wolfenstein and Doom.

Description

Modern Example

Doom, Quake, Duke Nukem,

Half-Life, Unreal Tournament

Classic Example

Gekko, Missile Command,

Pac-man

Adventure Games

Legend of Zelda

The “find your way around the unknown world, pick up objects

and solve puzzles” games. These are among the earliest of

computer games; Adventure was played on mainframes.

Description

Zork Myst, Riven, Zelda

Modern ExampleClassic Example

Fighting GamesDescription

Two characters, drawn from a stable of hundreds, battle each

other till one is wiped out. All these games are really doing is

matching up two “moves” at the same time, to see which wins.

Dragonball Z


Mortal Combat,

Street Fighter

DragonballZ, Virtua Fighter,

Tekken

5

Unreal Tournament


Role Playing Games (RPGs)

Description

Generally some form of “Dungeons and Dragons” brought to the

computer screen. They are mostly medieval in their imagery and

involve quests usually to rescue someone or something. However,

modern RPGs can be set in varied environments.

You play a character, which has a “type” (human, orc, elf,

wizard, etc) and a set of individual characteristics you assign it.

You acquire equipment and experience via action and fighting.

Things like magic/spells are a big deal.


Dungeons and Dragons GTA seriesGrand Theft Auto IV

Puzzle GamesDescription

Problems to be solved, typically visual, stripped of all story

pretence.

Devil DiceTetris Devil Dice


Description

About flying or driving things (often military) or building worlds

like SimCity and The Sims, or, increasingly, running companies

(Start-up) and other such.


SimCity The Sims, Start-up,

Microsoft Flight Simulator

Simulation Games

The Sims 2

6


Sports GamesDescription

The one category where the content, rather than the game play is the determining factor. Most are action games where you can control one or more players at a time.

There also exist less action- and more statistics-oriented sports games like fantasy baseball, as well as action sports games, especially in arcades.

FIFA 09, PSP


HardBall!,

Street Sports Soccer

EA Madden, FIFA 09

Strategy GamesDescription

Typically about being in charge of something big – an army, or an

entire civilisation, and making it evolve the way you want, either

on your own or more often against opponents.

World of Warcraft


Civilisation Age of Empires series,

Warcraft

It is important to note that some organisations can afford

commercial off-the-shelf (COTS) DGBL; the US Army is a good

example. It has spent substantial sums of money developing and

promoting a full-fledged game – ‘America’s Army’ - a 3D

simulation game that serves to give prospective recruits in the

gamer demographic a taste of army battle action. It has also

created a video game unit and will invest $50 million over five

years on games and gaming systems designed to prepare soldiers 11for combat.

11 http://www.stripes.com/article.asp?section=104&article=59009 “Not playing around: Army to invest $50 million in combat training games.

7

America's Army


There are several ways to co-opt games into your learning strategy. In their Taxonomy of 12Serious Games, Ben Sawyer and Peter Smith elaborate on several usage models for DGBL

(table shown below).

While it is possible to use multiple game categories for DGBL, there are some considerations

that make certain game categories unsuitable. Similarly, those there are multiple models of

adoption of game technology, not all models are suitable for use in learning games.

13We recommend that the best first steps to take in DGBL are Casual Games . Though not

explicitly a part of the taxonomy created by Prensky, casual games are defined as “…simple

easy-to-play, short games…”, they are designed to be played again and again, are simple to 14learn, have a short playing time, and are relatively inexpensive to build .” The “average casual

15game is built in months, often by a team of three to five people at a cost of about $100,000 .”

Casual games are perfect for teaching basic knowledge (facts and concepts) and are a good

first step for organisations starting out or experimenting with DGBL.

Usage Model

Tool Appropriation

HardwareAppropriation

Engine Appropriation

Game For X

Embedded Messagingand/or Action

TechnologyAppropriation

TechniqueAppropriation

Talent Appropriation

Cultural Appropriation

Explanation

Use of game production tool for production of non-game content

Use of uniquely game hardware for delivery of other service orContent style

Use of game engine for production of non-game application

Game with non-entertainment goals as most desired outcome

Entertainment games with third-party embedded non-entertainmentMessaging/action goals

Derivative hardware & software output direct from games

User interface or design technique appropriated from games forNon-game purpose

Appropriation of talent due to game development expertise forNon-game application need

Use of game cultural and visual cues as a means of reachingA particular gamer-oriented audience for branding & messaging

Example(s)

Machinima

Folding@Home

Holt Forestry Visualisation

America’s Army

SimCity Societies

Network 3D Game Engines

“Fun Ware” : Applications withGame Like User InterfaceProperties

Park Design by Keita Takahashi

Volvo Commercial w/RallisportCoca-Cola / World of Warcraft

12 Serious Games Taxonomy, February 2008; Ben Sawyer (Digitalmill, Inc. & Serious Games Initiative) and Peter Smith (University of Central Florida, RETRO Lab)

http://www.dmill.com/presentations/serious-games-taxonomy-2008.pdf pg 13

13 The term Casual Game is used to refer to any computer game targeted at a mass audience of casual gamers. Casual games can have any type of game-play, and fit in any genre. They are typically distinguished by their simple rules, in contrast to more complex hardcore games. They require no long-term time commitment or special skills to play. Casual games typically are played on a personal computer online in web browsers, although they now are starting to become popular on game consoles, too. http://en.wikipedia.org/wiki/Casual_game retrieved 28 May, 2008


15 Hyman P. (2004) “Casual Videogames are serious business” Hollywood Reporter, retrieved 3 May, 2008, from http://www.thehollywoodreporter.com/thr/tech-reporter_display.jsp?vnu_content

8


According to Robert Gagne, a well-known researcher in the area of learning, there is a

knowledge hierarchy for learning16. The hierarchy progresses from learning basic facts to

complex problem solving. The first three levels of the hierarchy are:

Choosing a Casual Games Approach

18 If they’re gamers, ask what type of gamers they are :

Birth Years

Gaming Years

Defining Games

Level of Interactivity

Degree of Realism

Degree of Cognitive Processing

Player Collaboration

Gamer 1.0 Gamer 2.0 Gamer 3.0 Gamer 4.0

1960-1970

1970-1980

Pong

Extremely Low

Extremely Low

Low

None

1971-1980

1981-1990

Pac-man,Space Invaders,Battlezone, Super Mario Bros, Tetris

Low

Very Low

Low

Low

1981-1990

1991-2000

Myst, Zelda, Manic Manson, Age of Empires, The Secret of Monkey

Island, Tomb Raider, Diablo, Everquest, Super Mario 64

Moderate

Low to Moderate

Moderate

Minimal

1991-2001

2001-2010

SimCity, The Sims, Halo, World of Warcraft,

America's Army, Grand Theft Auto 4.0

Immersive

High to Extremely High

High

High

The lower levels of knowledge must be acquired before higher levels in the hierarchy can be attained. A learner needs declarative knowledge (facts, acronyms, jargon) before understanding concepts. Similarly, concepts need to be acquired before they can be extended or applied to a rule.

This flow of knowledge acquisition from one level to the next is essential for learning almost anything. Conventional eLearning courseware tends to be designed around this scaffolding of knowledge. Mark Oehlert, an associate at the consulting firm Booz Allen Hamilton and the former director of learning innovations at the online learning think-tank the MASIE Center, points out, “Learning hierarchies can be problematic for gamers. Their experience with non-linear games means that they tend to have a different understanding of how complete their knowledge needs to be before moving to the next level. Gamers are comfortable with ambiguity, so they sometimes attempt to move forward without all the information they need17.”

Given gamers’ difficulties with learning hierarchies, its paradoxical that basic declarative knowledge that can be best taught with casual games. Typical eLearning courseware follows a format of page of text, page of text with image, some text and animation, multiple choice question, repeat ad nauseam. In the eLearning industry such courses are termed ‘page-turners’. All the learner does is click the next button to navigate through pages or screens. These traditional online corporate methods for teaching declarative knowledge are ineffectual with the gamer audience because it offers little enjoyment, excitement or motivation. Gamer learners will prefer to ‘exit’ such training.

Before deciding on using games in your eLearning mix ask if your learner audience is playing games.

Declarative knowledge

Concepts knowledge

Rule Knowledge

16 Gagne, R. M., The Conditions of Learning and Theory of Instruction; 4th Edition, 1985; New York: Holt

17 Excerpt from a Personal Interview with Karl M. Kapp; Gadgets, Games and Gizmos for Learning, 2007


9


The gamer generation has different expectations from games. This is directly tied to the years in which they were born, and is a result of the defining games of the period when the gamers were/are active players and the thought process developed in game play. Regardless of their expectations, it’s clear that gamers would prefer a learning game to a conventional eLearning ‘page-turner’.

Some casual games can be used for specific knowledge types.

Game Definition Type of Knowledge Taught

Declarative Knowledge and labeling games

Concept Games

Board/Trivia games

Game that provides matching, labeling, or question answering based primarily on knowing facts.

Game that requires learner to understand concepts and apply those concepts in limited situations.

Game that requires learner to move a piece around a board or answer questions when provided some type of stimulus.

Declarative

Declarative and Concepts

Declarative, Concepts and Rules

These games help teach declarative knowledge from their repeated usage. Information that’s

required to be memorised will naturally be drilled as the player repeatedly plays the game to get

a higher score, reach another level or beat an opponent.

These games do not need elaborate realistic graphics and immersive interaction to be effective.

They simply need basic graphics and interaction following a proven format that has evolved

over decades.

Designed for an education provider

specialising in English as a Second

Language. This game reinforces the

knowledge of phonetics through

repetition of simple words and sounds.

Developed for a blended Economics

course at a leading university. A

card game metaphor helps to

repeatedly reinforce knowledge

about the types of unemployment.

Declarative Knowledge And Labelling Games

10


A concept game allows the learner an opportunity to identify the attributes of a concept or

encourages the learner to generate ideas about the attributes on their own. Typically, these

games are presented as multiple choice exercises or identification games.

Similar to declarative knowledge games, concept knowledge games do not need realistic

graphics and immersive interaction to be effective. Classic instructional design emphasises

assessment, and multiple choice questions are the most popular instrument used to assess

concept knowledge. It’s quite easy to repurpose such multiple choice instruments into concept

knowledge games.

A casual game about construction

safety; designed to practice

knowledge of fall protection, use of

scaffolding and cranes. Gamey

interaction and visual design

transformed the question bank.

Wordsearch is based on a puzzle

metaphor commonly found in

newspapers. It helps practice the

recollection of memorised words

associated with the subject matter.

Styled like a game-show, this casual

game helps practice knowledge of

basic business skills. This game

repurposed an existing question bank.

11


Aligned closely with simulations, Rule Knowledge games let learners identify and remember

rules associated with rule systems. Often integrated closely with scenarios, these types of games

typically include an environment and an interface used by the player to interact with that

environment.

The environment and its content attempts to model problem situations and the rules required

to solve those. During the course of play, players discover what rules apply to the environment

and how to use the game mechanics within the boundaries/rule-set to solve the problem facing

them.

Rule Knowledge Games

12

Simple economic simulation

modelled as a calculator;

because it allows for real time

modification of the variables,

any change is instantly visible

providing continuous feedback.

This allows for the exploration

of the relationships between

the variables not possible with

other ways of learning.

The Lean Game is designed to

teach the principles of the Lean

methodology; specifically the 5S

– Sort, Straighten, Sweep,

Standardise and Sustain to a lay

audience.

A snazzy, gamey context and

interface draws the learner in,

sophisticated interaction and

content keep the learner glued.

Scores and various game devices

provide continuous remedial

feedback.


Based on a modification of

game-play from the common

board game Scrabble, this

game lets users develop and

test their knowledge of

acronyms.

An online market training

simulator for teaching ‘trading’

and ‘risk’ concepts. The

simulator models an Energy

Market where the learner can

trade commodities. This

approach proves excellent to

teach trading rules in a

controlled safe environment.

13


Various companies have added DGBL to their eLearning mix and are experiencing varied levels of success. We’ve listed a few examples and links to where you can actually play the game.

Sun Microsystems uses a series of games to teach new hires about Sun itself. These games impart useful knowledge in a fun and engaging manner by using an adventure game where the learner is the hero.

Sun Microsystems ‘Dawn of the Shadow Specters’

Cisco ‘The Binary Game’

Cisco had some exciting results when it built a game to teach factual and conceptual knowledge about the binary number system. Cisco has observed that players may solve as many as 50 problems in four to five minutes. As they progress through the game, players start to recognise patterns and develop strategies in order to increase their score and stay in the

19game. These same strategies are the very same cognitive skills identified in learning goals.

The game had been accessed by more than 180,000 players in over 125 countries and that number must have changed significantly since the time of writing.

https://learning.sun.com/sls/staff/display/NEWHIRE/Play

19 ASTD Case Study: Get in the Game! The Cisco Binary Game http://www.astd.org/LC/2007/0807_bush.htm

14

http://forums.cisco.com/CertCom/game/binary_game_page.htm


Miller Brewing Company used a casual game to impart a general web audience about its

products. The game uses bartending skills for surface structure, while the deeper structure is

regarding product knowledge about Miller beers sold on tap.

Miller Brewing 'Tips on Tap’

Phillips Healthcare uses games in its continuing education program for users of its products and

technology. Complex subjects such as anatomy, physiology, and pathology have been made

engaging and interesting using a variety of game formats including popular TV game shows,

common board games, and challenging brainteasers, each a typical casual game.

http://www.flash-igri.com/en/game/3701.html

http://www.theonlinelearningcenter.com/Catalog/CourseCatalogDept.aspx?dept_id=115&dept

name=Clinical+Challenge+Games+-+0+Credits&showSubCats=yes

(Games are free; registration required)

15


http://www.theonlinelearningcenter.com/Catalog/CourseCatalogDept.aspx?dept_id=115&deptname=Clinical+Challenge+Games+-+0+Credits&showSubCats=yes

Developing games is unlike developing conventional eLearning courseware. While conventional

eLearning is closely tied to media development, game development has closer ties to software

development.

While developing both games and conventional eLearning still uses the same fundamental

instructional design approaches, the delivery media (games vs. conventional eLearning) differ

significantly. Games veer more towards software development because of the complexities

inherent in game development. Developing conventional eLearning does involve some amount

of software development, but is primarily focussed around media design and development

using established multimedia principles and development technology.

From a development perspective, this raises some key issues.

Cost/Price – The cost of development of a full-fledged game like Halo approached USD 20

million. It’s unlikely that the average corporate training department has a budget approaching

that number. The cost of building a serious version of a strategy or simulation game (SimCity,

The Sims) designed for entertainment is also proportionately high.

Our focus should be on games the average training department can afford. This pretty much

rules out elaborate learning games that compare to Commercial Off-The Shelf games (COTS).

Development Timeline – Full fledged COTS have development timelines that extend into years.

Learning & Development or training departments require solutions quickly to address training

needs; they can’t wait for several months for a solution can be realised.

Knowledge & Skills Shelf-life – The knowledge and skills represented in any form of digital

learning has a definite shelf-life. This is especially true of knowledge and skills imparted in the

corporate learning environment vis-à-vis those taught in an academic environment.

As individuals adapt their performance to a changing corporate environment their training

needs differ and change. The business environment includes constantly changing processes,

services, regulatory environments and products. This constant flux results in some types of

knowledge becoming obsolete quickly. If we were to develop a COTS-like game for this type of

knowledge, the chances of the game becoming obsolete or irrelevant are high.

Ability to Assess – In games, the act of playing the game and moving through its level or stages

is the assessment itself. This does not gel with the typical training department’s view of having

metrics to support achievement of learning outcomes.

However, we must note that this in itself isn’t a consideration that disqualifies all game

categories in the taxonomy. Most game categories do lend themselves to some form of

assessment using a point system or a scheme that is similar.

Key Issues In Digital Game-based Learning Development

1

2

3

4

16


We’d definitely recommend having games in your eLearning mix. In fact, we think it’s an

essential component of good wholesome training.

We are now seeing the emergence of the digital natives and these individuals will not be

engaged or interested by conventional page-turners. Digital natives have grown up influenced

by digital media in varying measure. One of this group’s key features is that all of them have,

are and will continue to be influenced by game-based interaction, interfaces, design and

metaphors.

Most training includes components or content that is factual, conceptual and rule-based. This

type of content is best turned into small casual games.

Conclusion

17


1 Jane Massey; Quality and eLearning in Europe – Summary Report, 2002


3 Boomers are the generation born just after the end of the Second World War, roughly

between 1946 and 1960. This was a generation heavily influenced by television, came of age

with the Vietnam War. http://en.wikipedia.org/wiki/Baby_boomer

4 A gamer is someone who has grown up in the generation influenced and shaped by video

games and technology. Those who have grown up during the time when many games within

their generation were playing video games are gamers. Even if the person did not own a

console or a PC on which to play games. Chances are he or she played the video games at a

friend’s house, at an arcade, or even at school.

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

5 Karl M. Kapp; Gadgets, Games and Gizmos for Learning, 2007 (adapted from Prensky M.

(2001) Digital Game Based Learning)

6 Clark, Mayer; 2002

7 Kearsley, 2002

8 Prensky, 2002

9 Gredler, 2001

10 Adapted from Digital Game-Based Learning by Marc Prensky ©2001

11 http://www.stripes.com/article.asp?section=104&article=59009 “Not playing around: Army

to invest $50 million in combat training games.

12 Serious Games Taxonomy, February 2008; Ben Sawyer (Digitalmill, Inc. & Serious Games

Initiative) and Peter Smith (University of Central Florida, RETRO Lab)

http://www.dmill.com/presentations/serious-games-taxonomy-2008.pdf pg 13

13 The term Casual Game is used to refer to any computer game targeted at a mass audience

of casual gamers. Casual games can have any type of game-play, and fit in any genre. They are

typically distinguished by their simple rules, in contrast to more complex hardcore games. They

require no long-term time commitment or special skills to play. Casual games typically are

played on a personal computer online in web browsers, although they now are starting to

become popular on game consoles, too. http://en.wikipedia.org/wiki/Casual_game retrieved 28

May, 2008


15 Hyman P. (2004) “Casual Videogames are serious business” Hollywood Reporter, retrieved 3

May, 2008, from http://www.thehollywoodreporter.com/thr/tech-

reporter_display.jsp?vnu_content

16 Gagne, R. M., The Conditions of Learning and Theory of Instruction; 4th Edition, 1985; New

York: Holt

17 Excerpt from a Personal Interview with Karl M. Kapp; Gadgets, Games and Gizmos for

Learning, 2007


19 ASTD Case Study: Get in the Game! The Cisco Binary Game

http://www.astd.org/LC/2007/0807_bush.htm

References

18


Abhijit Kadle has more than ten years of professional experience in multimedia design and

development.

His design expertise comes from having worked on design-driven projects for multimedia kiosk

software development, multimedia instructional simulations, computer-based training, web-

based training, learning management systems and standards.

His interests range from genetics, evolutionary biology, biochemistry, engineering, technology,

computing to electronic games, media, communication, and the design of user experience and

interaction.

About the Author


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Global Development Centre

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