Game-based learning, branching stories, and advantages for using with adult learning

Vikki Trace and Eileen KirkDerbyshire Adult Community Education Service (DACES)

eTreesAn online service to improve communication skills in the workplace using branching stories games

Purpose

1. To develop a game-based learning application using branching scenarios for practicing, evaluating, and enhancing communication skills.

2. To develop a validated game-based learning methodology and resources that will permit trainers and businesses to develop and use their own branching scenarios and content.

The eTrees consortium

• One of Europe’s leading companies in serious games development (SGI)• Two adult learning providers (PAIZ & DACES)• Two organisations with expertise in learning methodologies and

requirement analysis (PROMEA & FSS)• A banking association involved in financial services training (EFFEBI)

SGI

FSS PAIZ

DACES

PROMEA

EFFEBI

Why use Games Based Learning?

Average 21 yr old has spent 10,000 hours gaming

By 2015, Over 1 Billion USD to be spent by corporations (Gartner)

By 2015, GBL used by 70% of Global 2000 companies (Gartner)

Addictive! Drugs like!(dopamine)

70%

Encouragement Learning

Exhilaration

Excitement

Motivation

Inspiration

Knowledge

Pleasure

Understanding

Engagement

Drive

Entertainment

Enjoyment

Fun

Games Based Learning offers:

Serious games create fun

Fun enhances motivation

Motivation leads to immersion

Immersion allows experimentation

Experimentation produces understanding

Which

Promotes Active Learning

Are games really good for adults?

Adults learn experientially

Adults want relevance

Adults learn best when learning is of immediate value

Adults tend to be self-directed

Adults approach learning as problem solving

Engagement• Interaction• Story building

Goals• Objectives• Motivation

Rules & immediate feedback• Fairness• Balance

Challenge• Competition• Conflict

Key characteristics of adult learning

Key characteristics of games

What about branching scenarios?

Interactive dialogue simulations

Learner as story protagonist

Common beginning, multiple endings

Different paths (branches) …that may or may not meet

A simple branching structure

start

ending

ending

ending

ending ending

ending

ending

A game based on a branching scenario

What is the added value of using GBL?

Offers Realism

Higher control & responsibility

Strengthened sense of attachment

Do adults learn better?

Simulation of real-life (grey areas)

Self-assessment (trial and error)

High replayability (application of knowledge)

Example of a Branching Story

To try the Greek story Click here

For DACES Click here

www.daces.org.uk/course/view.php?id=625

Building a Branching Story – using e-trees tool

eTrees Tool

The 4 dimensional framework for selecting and using GBL in Teaching and Learning

Context

Pedagogy

Learner

Representation

The 4 factors that need to be considered when selecting and using games for learning

Source: de Freitas & Oliver, 2006

Guidelines for effectively incorporating GBL into Teaching + Learning

1. Plan learning activities as a whole

2. Make the game a part of learning rather than an end in itself

3. Link to assessment (Initial, formative and summative)

4. Use a blended learning approach

5. Allow learners and learner groups time and scope for exploring the game environment freely

6. Provide opportunities for reflection on learning, through discussion – both online and face to face

7. Ensure that appropriate learner feedback is in place

8. Ensure there are opportunities for collaborative group work (on and off line)

Methodology for delivering effective game based learning

• Define the learning outcomes – prior to and at the start of learning sessions

• Select a set of activities to include the game to support the required learning outcome(s) with an appropriate form of assessment (initial, formative and summative)

• Consider the sequencing of the game within a set of learning activities and assessment processes

• Carry out the session(s) with proper consideration to outlining the session, learning outcomes desired and post session reflection

• Undertake assessment of the participants (self, peer, trainer based, or a combination of these – throughout the session(s))

• Evaluate the effectiveness of the session (using learner feedback and evidence of attainment)

• Review, re-organise, re-design the session and the learning activities according to feedback received and learner attainment

Next Steps

• DACES – e-trees scenario to be developed and tested – July 2014

• e-trees tool completed – Sept 2014• National Launch of e-trees tool – Oct 2014• e-trees game and software tool available for use –

Nov 2014

Thank you!

Vikki Trace and Eileen KirkDerbyshire Adult Community Education Service (DACES)

eileen.kirk@derbyshire.gov.uk vikki.trace@derbyshire.gov.uk