What do serious game players think JC Kinnamon

What do serious game players think? JC Kinnamon Christopher Rousseau R & D Division November 13, 2013 PADLA West Chester University

Games vs. John Sweller Jane Mc. Gonigal Richard Mayer PRO CON

Why this topic? • What do. . . players think?

Why this topic? • What do. . . players think? Pedagogical effectiveness

Why this topic? • What do. . . players think? User acceptance

Game description Skills • Planning • Interviewing • Gathering information • Eliciting cooperation • Challenging lies • Documenting • Reporting out findings

Game samples

Why this game? At this time? Upgrade the learning experience Address “reluctant leaners”

Data Collection Methods Concurrent self reports Post-experience surveys Live observations Remote observation Post-experience debriefings

Data Collection Methods Formal Informal Live / remote 6 7 Homework/debrief 12 3

Subjects Live / remote Homework/debrief Formal Informal 6 Attorneys 7 Attorneys / staff 12 Law students 3 Attorneys

“Serious Game” They had no idea what we were talking about

Maximize the Content (not actual data) Cognitive Load Content UI Story Other Managed Early challenges Figured things out Designers made changes to lessen extraneous cognitive load

Motivation Game elements were powerful motivators Grabbed pads of paper Restarted Paid attention / checked things

Story Powerful element in the pull of the game Learners were well aware of the narrative Need for closure Be careful—has to be relevant Younger audience had harder time

Reading on-screen text % of on-screen text read is normally low in compulsory training Startling high level witnessed Hawthorne effect? Read when necessary

Engagement Annoyed by technical glitches Little tolerance for distractions Focused on relevant details

Mastering techniques Disclosure Open- ended questions Gaining cooperation General questions before focused questions Planning strategies Challenging lies

Feedback Processed Changed behavior Focused on learning from errors Challenged evaluations

Debriefings Quotable Quotes • “I couldn’t multitask. I had to stop whatever else I was doing. ” • “I had never done an internal investigation before. I want to do one now. ” • “I would pick a sim over a lecture; particularly for a skill topic. ” • “It was fun. That is not something I thought I would say. ” • “It is more valuable to do it vs. hear about it. ” • I wouldn’t have thought to use evidence that way. • “It is wonderful to see how it is done. Better than sitting and listening. ” • “The game throws you in. . gives an associate a taste of how things happen. ” • “If I have the choice of a Power. Point lecture and a game, I will choose the game. ” • “After the first episode I stopped playing a game and I did it like it was real. ”

Summary • • • Acceptance of game approach by professionals Preference for the approach – 100% High levels of engagement High completion rate Trade-off: Cognitive load vs. motivational factors

Thanks for coming! jckinnamon@pli. edu (212) 824 -5813