If you’ve picked up this book then I’ve managed to pique your curiosity enough to ask yourself, “... more If you’ve picked up this book then I’ve managed to pique your curiosity enough to ask yourself, “Serious Games… What, Why, How and Who?” Well, I wanted to kick-start this foray into the new world of Serious Games with a broad introduction to what they are and who is currently using them. However, first things first: let’s briefly touch on games in their broadest sense. The oldest video game is considered to be from the 1940s. Does that surprise you? The Cathode Ray Tube Amusement Device was a missile simulator inspired by the radar systems of World War II, developed by Thomas T. Goldsmith Jr. and Estle Ray Mann in 1947, the same year the first (albeit very basic) chess program was created by Alan Turing. Games as we know them today are actually a lot older than most people think. Of course humans have been using games for training for centuries — the Ancient Greeks used games in readiness for war, the Russian Army used strategy games, and knights in the Middle Ages used games to train. Games are not even a uniquely human experience; many animals use gameplay to learn vital survival skills.
We’ve said before that games are great levelers in all senses; the scenario is new, the role you ... more We’ve said before that games are great levelers in all senses; the scenario is new, the role you take on can be new, but also the technology can be new — to some. This leveling is a double-edged sword. It’s great to have the players start on a level playing field, but if at any point it is going to alienate someone or create difficulties for a learner, it needs to be carefully thought through. Once when I was traveling the UK, demoing a Serious Game to large corporations, I came across a managing director of a large national organization who couldn’t use the mouse on the PC. He was trying to operate the mouse over the join between two tables. After a few minutes it emerged he didn’t ever use his PC as he had a PA who did it for him. The lesson is, despite living in this technological age, we should never assume people have the knowledge and ability at hand to use digital tools, no matter what level of the organization they are from.
Well, it’s that time; we have come to the final chapter. I hope by the time you reach this sectio... more Well, it’s that time; we have come to the final chapter. I hope by the time you reach this section you now feel equipped with the knowledge of why Serious Games are a great addition to your L&D toolkit, whether you work in the corporate sector, medical, health and safety, education or the third sector.
With Serious Games, there really is no “one size fits all.” You need to have a deep awareness of ... more With Serious Games, there really is no “one size fits all.” You need to have a deep awareness of the richness of the many genres of games to start to understand how they can best be applied to learning and development in different industries and to meet different learning and people development needs. And of course the term “game” itself has many interpretations. A lot of Serious Games just, in fact, use elements of game mechanics or games technology to meet learning needs. The case studies presented below are intended to provide a helicopter view of the variety of Serious Games out there in the market right now. I’ve included one from each of the main focus areas of this book, but behind each industry sector there are hundreds of examples just waiting to be discovered.
Chances are you’ve heard the term “blended learning” before (most of us in L&D circles have),... more Chances are you’ve heard the term “blended learning” before (most of us in L&D circles have), but if you’re amongst the majority who feel dissatisfied with explanations of what the term really means, or how theory translates to execution, then read on.
With Serious Games, there really is no “one size fits all.” You need to have a deep awareness of ... more With Serious Games, there really is no “one size fits all.” You need to have a deep awareness of the richness of the many genres of games to start to understand how they can best be applied to learning and development in different industries and to meet different learning and people development needs. And of course the term “game” itself has many interpretations. A lot of Serious Games just, in fact, use elements of game mechanics or games technology to meet learning needs. The case studies presented below are intended to provide a helicopter view of the variety of Serious Games out there in the market right now. I’ve included one from each of the main focus areas of this book, but behind each industry sector there are hundreds of examples just waiting to be discovered.
By now, I hope that your internal monologue sounds something like this: “Reading and understandin... more By now, I hope that your internal monologue sounds something like this: “Reading and understanding the theory for why Serious Games work is great, but how do I actually do it?” Knowing and doing and two very different skills; in the following pages you will find blueprints, checklists and guidelines designed to help you implement Serious Games in your organization once you’ve decided this approach is for you.
Well, it’s that time; we have come to the final chapter. I hope by the time you reach this sectio... more Well, it’s that time; we have come to the final chapter. I hope by the time you reach this section you now feel equipped with the knowledge of why Serious Games are a great addition to your L&D toolkit, whether you work in the corporate sector, medical, health and safety, education or the third sector.
Learning is pretty tough, and learning a new skill can be a challenge Many of us are put off lear... more Learning is pretty tough, and learning a new skill can be a challenge Many of us are put off learning during our school years when we had a teacher telling us mountains of information, praying it would stick in our minds for six months before we had to regurgitate it for our exams. If we think about it, school hasn’t really changed since the concept of education for the masses was introduced in the industrial revolution of the 19th century. Classrooms were originally designed to teach factory workers new skills and concepts and this model was subsequently taken on board to educate younger members of society and has become the structure we know today and see around the world. The basic structure of education hasn’t changed in centuries. So much of society has moved on from Victorian times, so why hasn’t our model of education? Why do we still use the 19th-century factory model as best practice? Why do we still insist on a top-down, “sage-on-the-stage” approach to learning? Most impor...
Technology is always changing, new “toys” are always emerging which aim to catch the eye and empt... more Technology is always changing, new “toys” are always emerging which aim to catch the eye and empty the wallet. However, the tech-savvy learning and development individual need not splash the cash on the latest and greatest new technology. Let’s face it, you probably don’t have the budget for it anyway! Cleverly designed applications can leverage the technology already in your organization; at the very least it can help you target updates that will deliver a good return. At the end of the day, technology should be seen as a delivery platform and not the driving force behind learning and development decisions.
Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces
Based on real-world experiences using a variety of digital games, this chapter presents a guide f... more Based on real-world experiences using a variety of digital games, this chapter presents a guide for teachers on how to use games-based learning in the classroom. Beginning with a theoretical overview of the change in learning styles and the growing digital divide, the impact that games have had on young people will be discussed. The limitations faced and ways to overcome these to create effective pedagogical experiences when using games will follow. The second half of this chapter aims to provide a practical guide for teachers wishing to integrate games into their classrooms, beginning with an overview of the changing role of the teacher, moving onto preparation guidelines, before finally discussing assessment and practical implementations.
If you’ve picked up this book then I’ve managed to pique your curiosity enough to ask yourself, “... more If you’ve picked up this book then I’ve managed to pique your curiosity enough to ask yourself, “Serious Games… What, Why, How and Who?” Well, I wanted to kick-start this foray into the new world of Serious Games with a broad introduction to what they are and who is currently using them. However, first things first: let’s briefly touch on games in their broadest sense. The oldest video game is considered to be from the 1940s. Does that surprise you? The Cathode Ray Tube Amusement Device was a missile simulator inspired by the radar systems of World War II, developed by Thomas T. Goldsmith Jr. and Estle Ray Mann in 1947, the same year the first (albeit very basic) chess program was created by Alan Turing. Games as we know them today are actually a lot older than most people think. Of course humans have been using games for training for centuries — the Ancient Greeks used games in readiness for war, the Russian Army used strategy games, and knights in the Middle Ages used games to train. Games are not even a uniquely human experience; many animals use gameplay to learn vital survival skills.
We’ve said before that games are great levelers in all senses; the scenario is new, the role you ... more We’ve said before that games are great levelers in all senses; the scenario is new, the role you take on can be new, but also the technology can be new — to some. This leveling is a double-edged sword. It’s great to have the players start on a level playing field, but if at any point it is going to alienate someone or create difficulties for a learner, it needs to be carefully thought through. Once when I was traveling the UK, demoing a Serious Game to large corporations, I came across a managing director of a large national organization who couldn’t use the mouse on the PC. He was trying to operate the mouse over the join between two tables. After a few minutes it emerged he didn’t ever use his PC as he had a PA who did it for him. The lesson is, despite living in this technological age, we should never assume people have the knowledge and ability at hand to use digital tools, no matter what level of the organization they are from.
Well, it’s that time; we have come to the final chapter. I hope by the time you reach this sectio... more Well, it’s that time; we have come to the final chapter. I hope by the time you reach this section you now feel equipped with the knowledge of why Serious Games are a great addition to your L&D toolkit, whether you work in the corporate sector, medical, health and safety, education or the third sector.
With Serious Games, there really is no “one size fits all.” You need to have a deep awareness of ... more With Serious Games, there really is no “one size fits all.” You need to have a deep awareness of the richness of the many genres of games to start to understand how they can best be applied to learning and development in different industries and to meet different learning and people development needs. And of course the term “game” itself has many interpretations. A lot of Serious Games just, in fact, use elements of game mechanics or games technology to meet learning needs. The case studies presented below are intended to provide a helicopter view of the variety of Serious Games out there in the market right now. I’ve included one from each of the main focus areas of this book, but behind each industry sector there are hundreds of examples just waiting to be discovered.
Chances are you’ve heard the term “blended learning” before (most of us in L&D circles have),... more Chances are you’ve heard the term “blended learning” before (most of us in L&D circles have), but if you’re amongst the majority who feel dissatisfied with explanations of what the term really means, or how theory translates to execution, then read on.
With Serious Games, there really is no “one size fits all.” You need to have a deep awareness of ... more With Serious Games, there really is no “one size fits all.” You need to have a deep awareness of the richness of the many genres of games to start to understand how they can best be applied to learning and development in different industries and to meet different learning and people development needs. And of course the term “game” itself has many interpretations. A lot of Serious Games just, in fact, use elements of game mechanics or games technology to meet learning needs. The case studies presented below are intended to provide a helicopter view of the variety of Serious Games out there in the market right now. I’ve included one from each of the main focus areas of this book, but behind each industry sector there are hundreds of examples just waiting to be discovered.
By now, I hope that your internal monologue sounds something like this: “Reading and understandin... more By now, I hope that your internal monologue sounds something like this: “Reading and understanding the theory for why Serious Games work is great, but how do I actually do it?” Knowing and doing and two very different skills; in the following pages you will find blueprints, checklists and guidelines designed to help you implement Serious Games in your organization once you’ve decided this approach is for you.
Well, it’s that time; we have come to the final chapter. I hope by the time you reach this sectio... more Well, it’s that time; we have come to the final chapter. I hope by the time you reach this section you now feel equipped with the knowledge of why Serious Games are a great addition to your L&D toolkit, whether you work in the corporate sector, medical, health and safety, education or the third sector.
Learning is pretty tough, and learning a new skill can be a challenge Many of us are put off lear... more Learning is pretty tough, and learning a new skill can be a challenge Many of us are put off learning during our school years when we had a teacher telling us mountains of information, praying it would stick in our minds for six months before we had to regurgitate it for our exams. If we think about it, school hasn’t really changed since the concept of education for the masses was introduced in the industrial revolution of the 19th century. Classrooms were originally designed to teach factory workers new skills and concepts and this model was subsequently taken on board to educate younger members of society and has become the structure we know today and see around the world. The basic structure of education hasn’t changed in centuries. So much of society has moved on from Victorian times, so why hasn’t our model of education? Why do we still use the 19th-century factory model as best practice? Why do we still insist on a top-down, “sage-on-the-stage” approach to learning? Most impor...
Technology is always changing, new “toys” are always emerging which aim to catch the eye and empt... more Technology is always changing, new “toys” are always emerging which aim to catch the eye and empty the wallet. However, the tech-savvy learning and development individual need not splash the cash on the latest and greatest new technology. Let’s face it, you probably don’t have the budget for it anyway! Cleverly designed applications can leverage the technology already in your organization; at the very least it can help you target updates that will deliver a good return. At the end of the day, technology should be seen as a delivery platform and not the driving force behind learning and development decisions.
Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces
Based on real-world experiences using a variety of digital games, this chapter presents a guide f... more Based on real-world experiences using a variety of digital games, this chapter presents a guide for teachers on how to use games-based learning in the classroom. Beginning with a theoretical overview of the change in learning styles and the growing digital divide, the impact that games have had on young people will be discussed. The limitations faced and ways to overcome these to create effective pedagogical experiences when using games will follow. The second half of this chapter aims to provide a practical guide for teachers wishing to integrate games into their classrooms, beginning with an overview of the changing role of the teacher, moving onto preparation guidelines, before finally discussing assessment and practical implementations.
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