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Serious games for serious topics

By Clark Quinn, Lisa Neal / March 2008

TYPE: OPINION
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Everyone wants to increase engagement and retention for learners, especially if the topic is an important one where compliance or business success is at stake. In addition to their underlying theoretical rationale, games have been shown—in practice and under a variety of circumstances—to be successful in terms of both engagement and retention. However, are games appropriate for all topics, in particular, serious ones? Can the design of a game, or even the fact that a game is being used, induce a sense of frivolity that lessens the impact of the learning?

"Serious games" is a term that has evolved to describe the use of games in education, training, health, and public policy. Serious games do more than add window-dressing or fun to an otherwise serious (and potentially dull) learning task. They recast a learning task into one that is game-like and fundamentally alters the experience of the learner.

The process of developing serious games properly starts with the learning objectives. Those objectives are turned into critical decisions to achieve a meaningful goal, which is set in a context or "world" where the application of those skills really affects an outcome that the learner cares about, with an underlying model that calculates the consequences of those decisions in the world and presents the learner with new choices until success (or failure) is achieved. Finally, we must tune that experience—adjusting challenge, feedback, support, and media elements—until it is engaging when tested.

With such an approach, the necessary skill practice is contextualized or situated, making the learner responsible for exploration. This provides a constructivist approach to learning that includes just enough guidance to optimize the process. This does not wrap entertainment around learning, but recasts the learning practice as an immersive experience. The results can be described as "hard fun" in the sense that they don't feel easy yet provide a compelling experience. When a serious game is done effectively, it engages the learner's emotions and brain in a coherent experience that leaves them with new attitudes, understandings, and/or skills.

Note that learning games are not total learning experiences. While it is possible to embed concepts, examples, and even reflection into the learning environment, games do not encompass all facets of learning. Instead, the game itself serves as practice in the overall learning experience, and other and resources outside the game experience are needed. For example, reflection on the experience should be scaffolded outside the interaction to facilitate deeper learning.

Properly done, serious games are highly effective for serious topics. While the notion of a game may seem frivolous, the design and content are not. In fact, a serious game can introduce tension and crises to simulate the realistic experience of practicing a particular skill, or depict consequences, more easily than other types of learning. In the game Darfur Is Dying, for example, the difficulties of daily life such as trying to secure water while avoiding the Janjaweed militias is challenging and nerve-wracking, bringing home the simple challenges of survival for the people caught in this disaster and raising awareness of the importance of a solution.

Pine and Gilmore, in their book The Experience Economy, talk about the step beyond the experience economy being the transformation economy, where people pay to have experiences that are transformational. That's what we're talking about here. Serious games challenge the learner and keep him or her engaged during the learning process. It's the difference between watching a nature documentary and going backpacking in the wilderness.

Deeply immersive learning experiences increase engagement, and results can be determined by learning metrics such as retention and transfer. Next to mentored real performance, serious games are arguably the best way to master a skill—serious or otherwise. However, any skill that is necessary for someone to learn can be deemed "serious," whether it's customer service, operating machinery, or detecting fraud. Essentially all are critical in their own way to an organization's success. A serious game will not seem frivolous when done right. Whether you call it immersive learning simulations or serious games, it constitutes deeply contextualized, challenging practice. And that's a worthy goal.



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ADDITIONAL READING

    Clark Quinn
  1. The Case Against Pre-Testing For Online Courses
  2. Book Review: 'Learning Through Practice: Models, Traditions, Orientations, and Approaches' edited by Stephen Billett
  3. Book Review: 'The Connected Company' by Dave Gray
  4. Getting Smart About Content
  5. Managing in Complexity: A book review of Flat Army
  6. Getting Going with mLearning: A recap of mLearnCon 2014
  7. Debunking The Myth of the Average Learner: A review of The End of Average
  8. The New Organizational Learning: A Review of Teaming
  9. Getting Serious about eLearning
  10. Better Assessment
  11. Getting Engagement Right
  12. Seven steps to better e-learning
  13. Publish or Perish
  14. Better Design Doesn't Take Longer!
  15. Working Smarter in Terra Nova Circa 2015
  16. Book Review: 'Learning in the Cloud' by Mark Warschauer
  17. Writing (And Reading) Conference Session Descriptions
  18. Lisa Neal
  19. Predictions For 2003
  20. How to get students to show up and learn
  21. Q&A
  22. Blended conferences
  23. Predictions for 2002
  24. Learning from e-learning
  25. Storytelling at a distance
  26. Q&A with Don Norman
  27. Talk to me
  28. Q&A with Diana Laurillard
  29. Do it yourself
  30. Degrees by mail
  31. Predictions for 2004
  32. Five questions...for Elliott Masie
  33. The stripper and the bogus online degree
  34. Five questions...for Lynn Johnston
  35. Five questions...for Tom Carey
  36. Not all the world's a stage
  37. Five questions...for Karl M. Kapp
  38. Five questions...for Larry Prusack
  39. Five questions...for Seb Schmoller
  40. Do distance and location matter in e-learning?
  41. Why do our K-12 schools remain technology-free?
  42. Music lessons
  43. Learn to apologize for fun and profit
  44. Of web hits and Britney Spears
  45. Advertising or education?
  46. Five questions…for Matt DuPlessie
  47. Back to the future
  48. Five (or six) questions...for Irene McAra-McWilliam
  49. Learner on the Orient Express
  50. "Spot Learning"
  51. Q&A with Saul Carliner
  52. When will e-learning reach a tipping point?
  53. Online learning and fun
  54. In search of simplicity
  55. eLearning and fun
  56. Everything in moderation
  57. The basics of e-learning
  58. Is it live or is it Memorex?
  59. The Value of Voice
  60. Predictions for 2006
  61. Five Questions...for Christopher Dede
  62. Five Questions... for John Seely Brown
  63. Five questions...for Shigeru Miyagawi
  64. "Deep" thoughts
  65. 5 questions... for Richard E. Mayer
  66. Designing usable, self-paced e-learning courses
  67. Want better courses?
  68. Just "DO IT"
  69. Five questions...
  70. Formative evaluation
  71. Senior service
  72. Blogging to learn and learning to blog
  73. My life as a Wikipedian