game based learning the adult learner chana hershberger...

Game Based Learning & The Adult Learner

Game Based Learning

&

The Adult Learner

Chana Hershberger

Purdue EDCI 1513

June 19, 2012

“Anyone who makes a distinction between games and learning doesn’t know the

first thing about either.” - Marshall McLuhan

1 GBL&AdultLearner CHershberger

Introduction

The word education often brings to mind the picture of a student sitting at a desk with

other students lined in neat rows with their eyes gazing at the instructor/blackboard with

pencils in hand and notebooks open to readily accept the pearls of wisdom the teacher will

bestow upon them. Times have changed; we are now living in the twenty-first century with

hybrid cars, apps on our phones to deposit a check without visiting the bank, and

computers that are capable of trouncing jeopardy champions. There is a seemingly

endless supply of computer applications for our daily lives, so it stands to reason that

computer aided instruction and particularly Game Based Learning (GBL) or serious games

would avail itself as a valuable tool for educators of learners of all ages. A few of the

various types of GBL are: Open ended simulations, Reality testing, Role playing,

Mnemonics, Strategy, Timed/Reflex, Concentration, and Adventure. I would like to direct

our attention to GBL and the Adult learner. More specifically, what is the impact of GBL

and learning analytics on the adult learner for maximizing learning for the future?

Literature Review

James Paul Gee, a professor well known for his work regarding Game Based Learning,

first became acquainted with video games while ‘playing’ with his young son’s game. He

recognized the learning attributes utilized while interacting with the game: “Good video

games incorporate good learning principles, principles supported by current research in

Cognitive Science” (Gee 2003, 2004). He found himself pondering the concept of adults

melding learning with video games. He purchased an adult game that he felt would be

interesting and he quickly found that the ‘game’ was much more than ‘play’. He mentions:

http://www.youtube.com/watch?v=bVDxbWTPsMA

http://www.youtube.com/watch?v=JnEN2Sm4IIQ


“All my baby-boomer ways of learning and thinking didn’t work. I felt myself using learning

muscles that hadn’t had this much of a workout since my graduate school days in

theoretical linguistics”. (Gee, 2005)

As students of Instructional Design and Technology, we are cognizant of the importance

of motivation for the student to learn. As adults, we often feel like ‘we’ve been there and

done that’ so if you want to teach us something, you (teacher) had better engage us

(adults) in a manner that challenges us and lets us know exactly why the material is

relevant, why we should spend our valuable time with the lessons. Serious games can

teach principles/concepts, facts, cause & effect, which are all applied to real-world complex

problem solving. Game based learning can accomplish exactly that. Certain GBL formats

grab the learner’s attention and motivate them through problem based learning. “Problem-

based learning is a constructivist teaching method in which students learn content

knowledge and problem-solving skills through investigating and solving ill-structured

problems” (Hmelo-Silver, 2004)(Park & Ertmer, 2008). As the learner works their way

through the experiences manipulating the variables to create the desired outcome, they

cognitively interact with new information and old knowledge to formulate unique authentic

learning. The learners draw from their point of reference which includes their failures,

successes, hopes, dreams, passions, skills, fears, and interests, in order to step outside of

themselves to allow new experiences and adventures that might never occur outside of the

GBL format. “As a result, technology-enhanced PBL (Problem Based Learning) can

provide meaningful learning experiences”. (Ertmer, Lehman, Park, Cramer & Grove, 2003).

2012 finds our adult population faced with very different problems than the adults thirty

years ago. In 1982 it was not unheard of for a person to retire at fifty-five; they probably


had a rotary phone, maybe an answering machine, a radio, a record player and a

television. If they wanted to travel, they would call a travel agent. If they were handy, they

could even do some of their car repairs. Today, you can find traditional classrooms and

virtual classrooms filled to capacity with people that are not retiring but embarking on new

careers. Retirement is often pushed further into the future for financial reasons or the

desire to continue to be a productive part of society. If the adult has not been exposed to

the myriad of technology and educational media that is available and widely used in today’s

work environment and the environments of the future, the older learner will be lost (or

working as a Wal-Mart greeter…not that there is anything wrong with that). Prensky points

out that: “ Today’s average college grads have spent less than 5,000 hours of their lives

reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching

TV). Computer games, email, the Internet, cell phones and instant messaging are integral

parts of their lives” (Prensky, 2001). If our adult learner is to assimilate into the modern

environment it is imperative that educators expose the older learner to the future and game

based learning is capable of just that.

“Different kinds of experiences lead to different brain structures, “says Dr. Bruce D. Perry

of Baylor College of Medicine. Prensky likes to characterize people that grew up with

technology as ‘digital natives’ and those of us that are adapting to the new technology as

‘digital immigrants’ (Prensky, 2001). Digital simulation or game based learning has been

used successfully in all aspects of life from work, to school, to leisure time & travel. It is

time to realize that if you ‘can’t beat them then join them’. Prensky goes on to add that:

“the single biggest problem facing education today is that our Digital Immigrant instructors,

who speak an outdated language (that of the pre-digital age), are struggling to teach a


population that speaks an entirely new language” (Prensky, 2001). Older adults may not

speak the digital language but if they want/need to become fluent just as the old saying ‘do

as the Roman’s do’ is appropriate. “The use of digital game-based learning and traditional

game-based learning in adult education could be beneficial for both learners and facilitators

(Merriam & Maugle, 1978; Caffarella, 2002).

In order to speak confidently of our subject matter, it is important to define ‘who’ the

adults are and ‘what’ GBL is:

“By game-based learning, we mean games that have an explicit purpose for

educational content and applications. These games can be adopted for

various learning situations and should foster different learning processes for

individual learners in both formal and informal contexts (Dondi & Moretti,

2007). In relation to the field of adult education, the definition from Merriam

and Brockett (2007) of adult education is stated as “activities intentionally

designed for the purpose of bringing about learning among those whose age,

social roles, or self-perception define them as adults” (p.8). In a similar

context, Knowles (1973) posited that the heart of education is learning, not

teaching.”

It is plausible that instructors are hesitant to embrace GBL due to semantics because we

are not supposed to ‘play’ in class and especially not when teaching adults. Digital game

based learning affords the adult learner an opportunity for collaboration with their peers,

group synthesis of knowledge, and camaraderie and exposure to differing viewpoints and

concepts. “Research has shown that games can be more effective than traditional

methods of instruction for promoting positive attitudes towards learning and memory skills.”

(Kolb & Lewis, 1986)


Elliott Masie, a front-runner in the field of learning trends states: “You can have a game

that’s not a simulation and a simulation that’s not a game, but when you get one that does

both, it’s a real kick-ass situation.” (Prensky, 2001) Simulations are not necessarily games.

I am old enough that I can remember simulations, they usually were aircraft/flight related.

A common representation of a simulation would be the flight simulator for the military or a

flight training school. The ‘old school’ simulations that I am thinking about were mimicking

‘real life’ only. They were not games; they were a digital representation of real life. I think

another way to explain it is that simulations were the predecessors to the digital games we

have today. Once you add the element of ‘play’, ‘points’, ‘winning’, or ‘losing’, you have

now entered the ‘gaming’ realm. Another example of a simulation would be virtual

dissections. They simulate dissecting a frog without the mess & gore. The element of

‘play’ is completely left out. Side note, I participated in an honors summer program in junior

high where we had to observe live frogs and when we were done we had to put a pin at the

base of their brain and then dissect them. The frogs screamed. I never got over that. I am

a strong proponent of simulation.

Mike Van Lent (2004), a researcher of video games and artificial intelligence at USC,

commandeered a forty-five million dollar project that partners the defense and the

entertainment business; “that advances the state-of-the-art in virtual reality and immersive

environments”. In his quest for collaboration he brought together five other trail blazers in

the field: James Paul Gee, Randy Henrichs, Mark Prensky, J. C. Herz, and Mark Sawyer.

This brain trust was to interface and cogitate over the impact that serious games can and

will have in the educational environment in the future. J.C. Herz (2004), a professor at

NYU says: “What games allow you to do that lectures don’t is to explore the solution space

http://ict.usc.edu/

http://ict.usc.edu/


and ask “what if I do this? Or…ultimately what you want are models that you can push and

test and explore to be truly interactive.” GBL creates “World’s in a Box” as Gee (2004)

says which allows for the learner to be whomever they want to be, try new things, go new

places and because of these experiences they can gain learning that will ultimately take

them ‘outside’ of their personal box. As new worlds are opened up to people in the game

environment they are allowed to go places, make decisions, and participate in activities

they normally would not be able to partake in. These experiences will motivate and engage

them to learn and strive to learn more. GBL affords the students to create and orchestrate

real world or other worldly scenarios or structures that allow them to build a sense of

community and social learning. The community can be small, such as students and

teachers in one location, or expansive, such as countrywide or worldwide. Role play based

serious games appear to improve learners’ empathy and attitudes and they involve

themselves in situations that are new or uncomfortable to them. (Barak, Engle, Katzie, &

Fisher, 1987).

I myself have had multiple conversations with colleagues that feel that game based

learning is just about ‘play’. They are close minded to the opportunity that GBL avails for

young and old. The shortsightedness is difficult to understand because people have been

learning by simulation for decades. The only difference is the simulation used to not be on

a computer. We learn by doing. We are motivated to continue when we can see out

progress. We are motivated to continue when we solve a problem and we are motivated to

continue when we are rewarded; basic human needs. Game based learning leaves the

‘play’ behind when learners are able to take the facts they have learned and apply them to

an actual problem in their lives. Learning is not about regurgitating answers on a test,


learning is being able to teach another person, synthesize your knowledge into new

knowledge, and problem solve. I do think that my colleagues would be more accepting of a

‘simulation’ over a ‘game’; however, the elements that change the simulation over to a

game are the aspects that create the motivation, collaboration, the competition, and most

importantly, the psychological changes and imprints that will have a lasting impact for future

real life applications and problem solving. Patrick Felicia, an eminent researcher and

designer of multimedia based educational technology points out that: “More educators need

to be aware of the educational potential of video games. They need to understand how the

medium can be used successfully to consistently motivate and instruct learners.”

The Horizon report for 2011, estimates that in the next five years GBL and Augmented

Reality will be commonplace in learning environments. Research has shown efficacy of

GBL for all ages. The aspects of GBL that make it effective are based on learning

principles that students need to collaborate & have a sense of community, and they need to

be able to synthesize old knowledge with new knowledge to successfully solve problems;

dare to combine play and cognitive processes to create new learning systems. The

repetition allowed in serious games has shown promise for increasing retention. Dorn

(1989) recognized that as the serious games play out experiential learning is at ‘play’ (pun

intended). Kolb’s model of experiential learning promotes a spiral of learning from

experience which leads to perceptions, observations of the experience which leads to

hypothesis that is then tested with new experiences.

In 2005, the US Navy completed a technical report summarizing research regarding GBL

to justify its use in training. The report was comprehensive and noted there was very little

empirical data; however, the report is seven years old and I cannot help but believe the

http://www.youtube.com/watch?v=C4pHP-pgwlI



advent of improved virtual and augmented reality paired with good design would increase

learning and retention in the adult learner. More recently, Dr. Rick Blunt (2007) of the

Department Of Defense wanted to retrieve more data regarding the efficacy of GBL. His

work was prompted by an expenditure of $125,000,000 on GBL without clear-cut evidence

of its credence. Blunt ran three very well calculated and planned trials using GBL in

business, economics, and management at the East Coast University in Virginia. The

students were divided between male/female, ethnicity and age. The age groups were 18-

20, 21-30, 31-40, and 41-50. Statistics were compared utilizing all possible combinations

of the variables. The most marked difference between game/no game was seen in the 18-

20 year old group. Prensky’s (2001) most native of the digital natives has been exposed to

and embraced technology since they were born. The group that showed the least effect of

‘no game’ was the digital immigrants 41-50. The study compared test scores so no

immediate criterion to compare retention is available; however, the test scores did go up

with the GBL. There was an average of sixteen percent increase for grades B-D with game

usage. The difference for A grades escalated almost sixty percent with game use. Age

group differences were less than ten percent for 41-50, twenty percent for 31-40, twenty-

five percent for 21-30, and almost thirty percent for 18-20. The study quantifies learning

advances in adults ages 18-40 (highest 18-20) using serious games and the least benefit

with 41-50. The statistics should not deter the usage of GBL with older adults; their brains

just need to get acclimated to the games. Advances in neurobiology have shown the brain

can adapt. Once the paradigm shift from games only being good for play over to games

can be useful for relevant, authentic, meaningful learning, the digital immigrants will likely

welcome the challenge.


Maria Klawe (Hays, 2005), a senior game stated in a public lecture on “The Effective

Design and Use of Educational Computer Games” that the “most common problem with

educational software is that students don’t pay attention to or learn the way designers

intended” (quoted in Jenson & de Castell, 2002, p.6 of 15). The learner does not follow the

designated steps outlined in the game, thus not receiving the full effect from the

experience. Reiber & Noah (1997) found similar results with college students enrolled in

advanced physics, engineering and electronics principles. They often spent more time

trying to beat the game, rather than follow all the prompts that promoted learning subject

matter; therefore added instructor guidance increased efficacy. I observed similar behavior

with students using the Oregon Trail, California History educational game. Instead of

taking the time to learn about the history, the animals, and to problem solve, the students

raced through and used the gun aspect of the game more like an arcade game. (Caftori,

1994). This data exemplifies the importance of instructor guidance to maximize

effectiveness. Herbert Simon (2000) describes an improved methodology for blended

serious games and instruction. “A first step toward improved instruction is to examine the

understanding we hope students will acquire, the things they should be able to do with their

knowledge…next, we must design a series of experiences that will enable students to learn

the relevant cues in the situations they encounter and to evoke from memory the actions

that are effective and appropriate in specific situations.” (pp. 177-178). While the jury is still

out on the measure of effectiveness of GBL in general and specifically with adult learners,

we can agree that a form of blended face-to-face instruction with appropriate GBL can and

will achieve the desired results of improved engagement, motivation, learning, and

retention.


Applications

From the Instructional Designer’s (ID) perspective, GBL is another tool in their arsenal to

accomplish their goal of designing instruction that either fills a gap of performance or

instruction. “Research has shown that games can be more effective than traditional

methods of instruction for promoting positive attitudes towards learning and memory skills”.

(Kolb & Lewis, 1986). The ID must understand their learner, their motivation, identify the

goals, context, environment, along with why, how, and what; plus a heavy dose of

evaluation and feedback. The aspect of ‘play’, which includes earning points, winning,

and losing can motivate the learner to engage in learning that may be ‘boring’ or unsafe for

initial hands on training.

An example of GBL application with the adult learner is immersing ESL students in

American History for their citizenship test. Enlighten, through the use of technology,

immigrants to the structure and ideals of the political process, the history of our country,

and what our country stands for; from our quest for freedom, our fight for equality, to our

desire for everyone to have the opportunity for life, liberty, and the pursuit of happiness.

Another excellent application for GBL is in the medical field. It is unrealistic and very

dangerous to allow medical professionals to initially ‘practice’ delicate, life threatening

procedures on live patients. The virtual world created in the serious game allows the

professional the repetition that is crucial while pushing the boundaries to take their skills to

the next level without fear of recrimination or lawsuit. The National Institute of Health

worked alongside Click Health to test the results of training patients with diabetes using

GBL to educate about the disease; what to watch for and how to deal with issues. They

found a seventy-seven percent decrease in urgent care visits (Prensky, 2001). Children


were used for the test study; however, there is no reason why adults would not benefit from

the same methodology. Another medical application could be dentistry. A large

percentage of the population has some fear of going to the dentist. All it takes is one visit,

one dentist that ‘hurts’ you and you are scarred for life. Most precision techniques are

learned and perfected through repetition. Dentistry is no different. BreakAway ltd, designs

GBL for the medical field. The serious games utilize realism and avatars to expertly train

health professionals. The GBL does not just train them on techniques; it also trains them

on how to react and what to do in adverse situations. The same company could possibly

create a serious game for the waiting room that would allow the patient to be educated

about procedures to remove the ‘fear factor’ from going to the dentist or the doctor. We all

know that our imaginations are capable of taking a seed and turning it into a ‘bean stalk’.

Every day we are impacted in one way or another by multiple energy forms. There is

electricity (nuclear, hydro, wind, solar), heating oil, and natural gas. Chevron and the

Economist Group developed a game to educate learners of all ages on power sources and

energy decisions. Energyville is an example of a large corporate entity collaborating with

the public to institute a positive change for everyone. I would be very excited to develop a

serious game that would facilitate a greater awareness and understanding of all of the

factors involved with a person’s ‘carbon footprint’; learning about sustainability. You would

be amazed how many people believe sustainability is only about fruits and vegetables. The

serious game would allow the players to see what their current foot print is and then they

could make changes and choices to test the difference. They would receive rapid feedback

and evaluation regarding their choices that promotes motivation and learning. Children

could see the affects of leaving a light on or running water in the sink for too long. For all I

http://www.breakawaygames.com/serious-games/solutions/healthcare/

http://www.youtube.com/watch?v=rb2gqi287j4




know, there is already a GBL out there but if there is not, I think it would be fabulous for

schools to implement and it would be equally useful for adults.

Earlier, I mentioned the changing job market where our country has a section of the

population that used to go into retirement; however, economic times have changed those

plans. Many adults find themselves back in school, retraining in their fifties and sixties (and

beyond), for that matter, I am fifty-three. My husband lost his job at fifty-seven this year.

We never expected it and we did not see it coming. I have observed everything he has

gone through, all the doors he has ‘knocked’ on. One of the numerous web sites he visited

mentioned that for older adults to stay in the game or get back into the current job market

they need to become tech savvy. You can teach an old dog a new trick you just need to

give them the right treats. “Based on the latest research in neurobiology, there is no longer

any question that stimulation of various kinds actually changes brain structures and affects

the way people think, and that these transformations go on throughout life” (Prensky,

2001). We have the capacity to adapt; our brains generate new cells and respond to new

challenges. A serious game could be developed that would guide the older adult through

the quagmire of decisions and options available to them, as well as familiarize them with

the latest technology available. This example would be the perfect testing/proving ground

for the effectiveness of GBL and the adult learner. The serious game could create

scenarios where the learner accesses their previous knowledge and determines where

their skill sets can be utilized, as well as what skills would be prudent to learn. The learner

would be engaged and motivated. The program would facilitate learning as the student

scaffolds knowledge and pushes their boundaries to maximize their situation.

Conclusion


Learning is defined as “a change in performance or performance potential …as a result of

the learner’s experience and interaction with the world” (Driscoll, 2005, p. 9). Event

number nine of Gagne’s ‘Nine Events of Instruction’ is ‘Enhancing Retention & Transfer’

(Driscoll, 2005, p. 377). The elements and opportunities that predict, prepare, influence,

enhance, and ultimately succeed in eliciting retention and transfer are available in the

serious game solution and need to be embedded from beginning to end. In order for

retention to occur, learners need to develop an interest, understand the backstory, organize

their thoughts and cues, concentrate and experience, and care about the subject matter.

Serious games allow for attitudes, experiences, scenarios, and constant feedback for

reflection. “A bridge between learning theory and serious games is formative feedback “.

(Shute, 2008)(Reiser & Dempsey, 2012, p. 321). Formative feedback allows the game to

be personalized to the players’ strengths and weaknesses to motivate and reward. As the

learner interacts with the software they have varied experiences and reflections on those

experiences, they begin to construct and synthesize new knowledge and new ideas. The

constructivist learning environment of GBL is rife for retaining subject matter and

scaffolding creative ideas for the future.

When it comes down to it, a disproportionate amount of resistance to serious games

comes from people who make ignorant comments about topics that they have limited to no

knowledge, understanding or experience with. In academia, especially, there can be NO

room for close mindedness. Everyone needs to get with the program, get ‘on board’ or get

‘off the bus”. This means for GBL to have the viable impact in the learning environment

(and elsewhere) that it is capable of, everyone from the top down needs to embrace it and

recognize its potential. It might be ‘play’ but think back to everything you learned as a child


as a result of ‘play’. It is time to ‘step outside of the box’ by ‘stepping into the box’ and

allowing learners to experience the rewards of ‘playing’ with the possibilities.

More empirical data needs to be gathered to give evidence (beyond a preponderance of

doubt) to the validity of GBL for adult learning and specifically learning retention. Much of

the data is 20th century, twenty to thirty years old. The data substantiates that education,

and life for that matter, must have balance. In education a balance, perhaps a blending of

‘face to face’, brief lectures, and serious games to drive the lesson home. Successful GBL

provides the perfect marriage of play and applicable learning outcomes. Once completed,

learners should have synthesized an educational ‘cocktail’ by blending drink base

(facilitated learning) with pre-existing knowledge and new knowledge that creates the elixir

of enlightenment. Ok, that was a little dramatic; however, is it not our goal as educators to

guide and aid the learner to their goal using any ethical teaching means necessary to

enable learning? Reiser & Dempsey (2012) verify that: “Learning is at its best when it is

active, goal oriented, contextualized, and interesting (eg. Bransford, Brown & Cocking,

2000; Bruner, 1961; Quinn 2005, Vygotsky, 1978).

(FYI: I fear I have cut open the proverbial ‘onion’ and as each layer reveals a new layer,

there are too many layers for me to count.)

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