“where do games fit in employee or public training?” by bob waddington- serious play conference...

August 2012 www.seriousplayconference.com

“Where Do Games Fit in Employee or Public Training?”

Bob Waddington SimQuest, LLC.

[email protected]

August 21-23, 2012 Redmond, WA

http://www.seriousplayconference.com/

mailto:[email protected]



What I’m Playing…



Where Do Games Fit?



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.”



JULY 2008

SimQuest Open Surgery Simulator



Interactive video Multimedia

CD-ROM CD-I

Virtual reality e-Learning

Distance Learning

What’s in a Name??



Situation Simulator Edutainment

Playful Learning Virtual Reality Virtual Worlds

Simulation

What’s in a Name??



Serious Games…

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

…those not intended for the entertainment market



Three Types of Students Those who • are truly self-motivated • go through the motions • tune us out

EDUCAUSEreview Sept/Oct 2005



Case Study



2M 1st Responders 10% motivated to

professional improvement

800k need to be engaged



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


http://www.amazon.com/gp/reader/041599800X/ref=sib_dp_pt/181-9995832-2490250

http://virtualheroes.com/

http://www.humansim.com/

http://www.ara.com/


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



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



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



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



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



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.



Evaluate

• game design

• usability

• content

• user choices

• user path through scenario

Evaluation Strategy



Iterative reviews



• Multidisciplinary Reviews

• End-user Reviews

• Players Feedback

• Formal Study (IRB)

• Implement findings into design and game

Formative Evaluation



Formal Reviews



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



• 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



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.



“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



When “Real” Users Strike Back What is the weakest aspect of the BLAST program?



When “Real” Users Strike Back What is the strongest aspect of the BLAST program?



When “Real” Users Agree

88% Similar programs should be developed

79% Program provided an engaging learning

opportunity



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



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.”



Unexpected Findings

Group settings • fosters discussion • peers can assist with controls

Provides “lab” to a lecture

Pre/post larger scales exercises



Pandemic Response



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



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



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



Conclusions

• Games as part of lab/breakout groups • Pre or post exercise • Retention/Sustainment training • Situational Awareness • Fundamentals – vocabulary • Team Building



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.



Questions?



“Where Do Games Fit in Employee or Public Training?”

Bob Waddington SimQuest, LLC.

[email protected]

Thank you!




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