The Use of Serious Games in the Corporate Sector

Serious Games for Corporate Learning

Lynda Donovan, Pedagogical Lead, Learnovate Centre

Partnering industry with research

to pioneer learning innovation

www.learnovatecentre.org

To enhance the competitive advantage of Ireland’s learning

technology industry by partnering business with world

class academic research

Learnovate Centre - Mission


Trinity College Dublin

University College Dublin

Waterford Institute of Technology

NUI Galway

Academia

23 Industry partners trading

within Ireland

Industry-Led Collaboration

Industry


Current Industry Partners


Shared Research Agenda

• Augmented Reality• Intelligent Agents• Games & Virtual Worlds

• Assessment Methods• Performance Analytics• Return on Investment

• Intelligent Content Delivery

• Location-based Learning

• Hands-on Learning

• Interoperability• Social Learning• Search• Personalisation

Social & Informal Learning

Mobile & Collaborative Learning

Metrics &

Assessment

Immersive Learning


Corporate L&D in Crisis


• Lack of employee engagement• Growing millennial workforce

learning pulled not pushed just-in-time, just-for-me, just-enough social and collaborative authentic - learning through experience


Technology Enhanced LearningSerious Games

Point-of-need, personalised learning

Informal/Social/Collaborative

Immersive Learning Environments

Smart Learning Analytics


Research Brief

The pedagogical evidence to support the use of serious games for corporate learning

Corporate adoption of serious games

The types of corporate learning for which serious games are being used

Design guidelines for serious games


• Pedagogy • Research evidence• Adoption and application• Barriers to adoption• Design guidelines for GBL

• Pedagogy • Research evidence• Adoption and

application• Barriers to adoption• Design guidelines for

GBL


Pedagogy and Research Evidence for GBL

Key attributes of games:• Fun…Curiosity…Fantasy• Story/Challenge• Reward• Control• Collaboration


Pedagogy of GBL Constructivism

Experiential Learning

Cognitive Apprenticeship

Self-Determination Theory

Social Learning Theory


Research EvidenceMeta-Analysis Studies

Industry Research


Meta-Analyses Research Evidence

• Improvements in attitudes and engagement (Vogel 2006, Ke 2009)

• Cognitive gains compared to other instructional methods (Vogel 2006, Wouters et al 2013)

• Improvements in higher order learning skills (Ke 2009, Wouters et al 2013)

• Improved learning outcomes (Sitzmann 2011, Wouters et al 2013)

• Improvements in retention and transfer of learning (Sitzmann 2011, Wouters et al 2013)


Corporate Adoption and Application

Started with Large Organisations:• Deloitte• Cisco• IBM• Marriott Hotels

Beginning to trickle down…


Corporate Application of Serious Games

• Sectors: Finance, Business, Hospitality, Healthcare

• Business processes: Recruitment, Training, Marketing/Sales

• Training: Compliance, Procedural, Soft-skills…

• Application across employee lifecycle: Recruitment, New Hire Orientation, Skills training, Leadership training…


Deloitte’s Business Simulation Game

Deloitte’s Business Simulation Game

Hilton Garden Inn’s Ultimate Team Play

Hilton Garden Inn’s Ultimate Team Play

IBM’s CityOne

IBM markets products and servicesCisco’s Mind Share


Siemens’ Plantville

Marriott Hotels’ My Marriott Hotel

Front Square’s CoCo Sim


Compliance Training Interactive Services for a Global Financial Services Organisation


Design Guidelines for Serious Games

• Challenge – instructional goals, narrative

• Control – no dead ends, no back-to-the-start features

• Fantasy – integral relationship with learning content

• Reward – commensurate with level of attainment

• Impact – both affective and cognitive learning domains


Barriers to Corporate Adoption • Cost

– Medium fidelity game = high-end piece of eLearning – Client contact hours during design phase– Layering game engines (Sealund, Unity3D) over LMS to create

new games and introduce game mechanics into existing content

• Poor game design– Focus on badges, leaderboards only– No involvement of instructional designers

• Disruptive innovation – Learning ≠ Fun– Integration with legacy learning infrastructures

• Skills shortage


Further Learnovate Centre Research

• Defining appropriate metrics for evaluation of the impact of GBL on corporate business processes e.g. training

• Assessment through GBL – coverage of Corporate, K-12 and Higher Education sectors

Thank you


The report is available at:

www.learnovatecentre.org/research-report-the-use-of-serious-games-in-the-corporate-sector

[email protected]

Questions?

http://www.learnovatecentre.org/research-report-



The Use of Serious Games in the Corporate Sector

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