Ref: 527796-LLP-1-2012-1-ES-LEONARDO-LMP
WP2- Analysis of use of game based learning initiatives
NATIONAL REPORT
Country: UNITED KINGDOM
Author: LearnTPM
Date: 29.03.2013
Table of Contents
1.
INTRODUCTION....................................................................................................................3
2.
METHODOLOGICAL APPROACH TO ELABORATE THE REPORT ............................................4
3.
DESK RESEARCH ...................................................................................................................5
4.
Collection of good practices ..............................................................................................21
5.
MAJOR FINDINGS OF THE INTERVIEWS .............................................................................42
6.
MAJOR FINDINGS OF THE QUESTIONNAIRES ....................................................................54
7.
MAJOR FINDINGS OF THE FOCUS GROUPS .......................................................................61
8.
CONCLUSIONS ....................................................................................................................65
2
1.
INTRODUCTION
“Learn, Play, Manage” aims to answer the European policies and strategies for the
improvement of the competences and qualifications of the European workforce, as a
key asset to reach a sustainable and innovative development.
The general objective of the project is to develop a social game aimed at promoting
project management competences of professional and young workers on international
projects.
WP2 aims to assess the use of game based learning initiatives within a European
context, comparing the experiences of the EU countries which take part in the
LPMnage project.
The UK National report was conducted by Learn TPM Ltd.
Objectives within the national context:
•
To analyse the pedagogical potentials of games applied to competences
development.
•
To identify those variables which influence the successful implementation
of game-based learning initiatives.
•
To detect good practices.
•
To gather success examples which can be used as inspirational material
for the professional development of adults.
Target Groups:
•
International Project Management Professionals
•
Human Resources Professionals and Trainers
•
Experts in game based learning initiatives
3
In conducting interviews and focus groups and reviewing available publications,
research, opinion and examples it is evident that the area of social games, specifically
for learning, is at a relatively early stage of development and uptake. There are
examples of successful social games and successful games based learning. There is
evidence of huge uptake of social networking and social gaming, mass uptake of games
technologies and increasing receptiveness and uptake of games for learning in all
phases of education. However there appears to have been limited attempts to marry
all of these areas together to create bespoke social games for learning in a professional
context in the way that Learn Play Manage proposes.
This suggests that Learn Play Manage is a timely, relevant, worthwhile undertaking!
For the purposes of this research, it is necessary in part to consider the separate
pertinent elements of social games, as well as other games technologies and serious
games based learning initiatives to determine the potential for capitalising on their
combined potential and how that might best be achieved.
2.
METHODOLOGICAL APPROACH TO ELABORATE THE REPORT
•
Desk Research
•
Collection of good practices
•
Experts Interview
•
Focus Group with International Project Management Professionals
Topics to be explored in the desk research

Use of games based learning initiatives in professional contexts at
national level, with a particular focus on social games

Barriers and opportunities to implement game based learning initiatives
in the development of professional competences for adults:
4

Qualitative impact of game based learning initiatives in the
development of international project management competences.

Good Practices regarding the use of game based learning initiatives in
the development of international project management competences,
with a special focus on social games
3. DESK RESEARCH
Bibliography:
Title
Author
Year of
publication
Learning
in
Immersive worlds Sara de Freitas 2006
A review of gamebased learning
Subjects
approached
Education Publisher
Games Based
General
Learning
Comments
or Remarks
Jisc
Considered
the
most
comprehensi
ve
and
definitive
published
work on the
subject in UK
Pixel
Learning
General
principles of
games based
learning
Games
Based
Learning
Kevin Corti
Discussion Paper
Games Based
General
Learning
Serious
Review
Games Based
General
Learning
Futurelab
General
review
serious
games
2010
Games Based
General
Learning
CeDARE –
Wolverham
pton
University
General
review
learning
games
2010
Learning
Games Based Primary and and
Learning
Secondary
Teaching
Scotland
Games
Mary Ulicsak
The breadth and
scope of computer
Karl Royle
games in learning:
A summary
About
Games
LTS
Based Learning
2010
Role-Playing
Games in the
Brian
David
English
as
a
1993
Phillips
Foreign Language
Classroom
Role
Playing
Higher
Games
5
of
of
General
discussion of
learning
games
General
Society of
discussion
Interactive
Role Playing
Dramas
Games
4-keys-to-asuccessful-socialgame-that-everydeveloper-shouldknow
Dan Fiden
Blended Learning
Strategies:
Dorman
Selecting the Best
Woodall
Instructional
Method
Who plays, how
much, and why?
Debunking
the stereotypical
gamer profile
Gamification: Best
practice and key
Alexa Briggs
topics
Principles of
social game
design
Instructional
Design
principles
2010
Social Gaming
General
2010
Instructional
Design
Professional
training
Skillsoft
Gamer Profile
General
Journal of
ComputerDiscussion of
Mediated
Gamer Profile
Communica
tion
Gamer Profile
General
Popcap
Business/
professional
Association
for Project
Principles and
Manageme
application of
nt, Thames
Gamification
Valley
Branch
Dmitri
Williams, Nick
2008
Yee, Scott E.
Caplan
Information
Social
Gaming
Solutions
Research
Group
Freetoplay.
biz
2010
2012
Gamification
2011
Gamification in Business/
workplace
Professional
Gsamificati
on.org
2010
Gamification in Business/
workplace
Professional
Discussion of
Manageme
gamification
nt Exchange
of Work
On-Line Learning,
Role-Play
and
Reflection
to
Encourage
Professional
M. Harris, S.
Insight
through
Cornelius and 2009
Knowledge
C. Gordon
Transfer on a
WorkBased
Professional
Educator
Programme
Online
Role
play in work
Professional
based
education
Discussion of
use of online
role play in
professional
development
The Gamification
of Work
Ross Smith
Communicate
Hope:
Using
Games and Play to
Ross Smith
Improve
Productivity
6
Aberdeen
University
Discussion of
gamification
of Work
Use of games based learning initiatives in professional contexts:
7
Opportunities to implement game based learning initiatives in the development of
professional competences for adults:
Desk research suggests that the pedagogical potential of games for adult learning is
high. Well designed games inherently possess qualities, skills and challenges which are
also features of good learning generally.
These include:
Immersive and interactive rather than passive
Non-linear and branching with multiple outcomes or consequences
Self paced learning
Learning by doing
Collaborative learning
Applied learning
Contextual learning which can simulate real life
Replay / Practice
Opportunities for learning from safe failure
Social
Fun and engaging
Motivation through competition, targets and rewards
Precise performance measurement and feedback
Embedded mentoring
Above all games are experiential and immerse the player in challenges aimed at
achieving goals. Essentially learning by doing.
“Tell me and I forget, show me and I remember, involve me and I learn” (Confucius)
“Game spaces are often highly immersive and can be collaborative.” and “Using
immersive spaces, learners may share learning experiences and rehearse skills for the
‘real-world’.”1
The social potential of games to involve learners in interaction, competition and
collaboration with others has potentially huge benefits.
1
www.jisc.ac.uk/media/documents/programmes/elearninginnovation/gamingreport_v3.pdf
8
“Technology-based learning need no longer be a solitary experience; indeed the
relative anonymity has been shown to encourage shy students to participate more than
they would in a classroom environment.” “Technology-based learning need not be
about accessing information. It can take the form of a complex, multi-faceted,
scenario-driven experience where other ‘people’ form part of the mix.” Kevin Corti,
Pixel Learning,2
“Synchronous learning technologies connect people from all over the world to share
ideas. It promotes social skills with technology as a bridge” (Brian Bishop)
Games technologies and approaches offer opportunities for rich simulation of real life
experience which would be otherwise difficult or impossible to experience. Games
technology can provide rich environments and experiences for learners to experience
and interact in.
“By creating games as metaphors, children and adults can utilize role play and
narrative forms to imagine and empathize with other people, events from history or
with potential scenarios from the future and to experiment and rehearse skills in safe,
protected environments.” (Turkle 1994)
“Vitual worlds afford the potential to examine issues of fluid identity and the slippage
between persona and self affords a reflective process that can serve to encourage self
awareness, examination and growth. In addition, we understand the ability to
experiment with one’s own identity can increase tolerance for the identity of others
who might be different” (Turkle 1994)
“I never try to teach my students anything. I only try to create an environment in which
they can learn” Albert Einstein
Games offer active rather than passive experiences.
“Games provide a platform for active learning, that is, they are learning by doing rather
than listening or reading, they can be customised to the learner, they provide
immediate feedback, allow active discovery and develop new kinds of comprehension,
there is also evidence of a higher level of retention of material.” 3
Many of the skills required for and developed by games based learning are pertinent to
real life skills development.
2
www.pixelearning.com/docs/game_based_learning_discussion_paper.pdf
3
http://media.futurelab.org.uk/resources/documents/lit_reviews/Serious-Games_Review.pdf
9
“Games based learning skills are aligned with 21st century skills frameworks. A good
learning game demands particular skills and attributes and offers game based
pedagogy insights.”4
“Game-based learning is often experience-based or exploratory, and therefore relies
upon experiential, problem-based or exploratory learning approaches.”5
Skills supported by game-based learning approaches
Learning and Teaching Scotland suggests that games based learning approaches can
provide a number of benefits: 6






motivating learners to succeed and to continually improve
fostering self-esteem, self-determination and enhancing self-image
facilitating collaborative learning
implicitly developing learners ability to observe, question, hypothesise and test
facilitating metacognitive reflection
developing complex problem-solving skills
“The social interactive dimension of game play has potential for supporting learner
cohorts, even those who are geographically distributed, and also has potential for
developing team-based skills, not least leadership, coordination and communications
skills.”
and
“The shared goals of the player-community provide many opportunities for team skills
and inter-working” (Sara de Freitas)7
In relation to Role Playing Games (RPG’s) Cradwell comments:
“there are several language and non-language based learning skills developed directly
when students become involved with RPGs.” “these include but are not limited to
Following Directions, Vocabulary, Research, Independent/Self-Directed Study, Planning,
Choice/Decision Making, Mental Exercise, Evaluation, Cooperation/Interaction,
4
www.wlv.ac.uk/PDF/sed-cedare-royle-gamingsummary.pdf
www.jisc.ac.uk/media/documents/programmes/elearninginnovation/gamingreport_v3.pdf
6
www.educationscotland.gov.uk/usingglowandict/gamesbasedlearning/about/understanding.asp
7
www.jisc.ac.uk/media/documents/programmes/elearninginnovation/gamingreport_v3.pdf
5
10
Creativity/Imagination, Leadership, Problem Solving, Critical Thinking, Predicting
Consequences, Figural/Spatial Reasoning, Taking Other Points of View, Asking
Questions, Ethics, Prioritizing, Interrelated Learning, and Continuity of Learning.” (P
Cardwell (1995) "Role-Playing Games and the Gifted Student)8
The skills required by and developed in games mirror those generally accepted to be required
in modern life.
“Games based learning skills are aligned with 21st century skills frameworks. A good
learning game demands particular skills and attributes and offers game based
pedagogy insights.”9
Identification of success elements of social games for education
“The best learning takes place when motivation to learn comes from a source inside the
learner, not outside such as “it's a fun new way to learn”. (Brian Bishop)
“Games are motivational, in part, due to their uncertain outcome and the focus on a
goal or challenge that the user needs to accomplish… Multiple game goals or different
levels of goals provide incentives and challenges for players once an initial goal is
accomplished. Game players, therefore, must develop skills and strategies in order to
win or achieve a goal... Unlike most formal training or education, in games there are
multiple paths into success” (Bonk and Dennen, 2005).
In response to the question “What are four words that are the keys to successful
social games?”10 Dan Fiden of Playfish, producers of “The Sims Social”
(www.playfish.com) responded:



Social - provide a context for meaningful interaction
Relatable - pick themes and mechanics that are understandable and
aspirational
Rewarding - emotionally rewarding and socially, reinforcement schedules to
keep players engaged

Emergent gameplay - easy to pick up but emergent complexity and depth
8
http://www.interactivedramas.info/papers/phillipsrpgclass.pdf
http://www.wlv.ac.uk/PDF/sed-cedare-royle-gamingsummary.pdf
10
Flash Games Summit, March 8, 2010
9
11
In relation to the use of anonymous online role play M. Harris, S. Cornelius and C.
Gordon of Aberdeen University found that “anonymous on-line role-play appears to
allow a greater depth of discussion to take place. It also allows for greater interaction
between peers to be achieved, creates the opportunity for a diversity of opinion and
facts to be revealed, and to provide all participants with the ability to have a voice”11
Dorman Woodall, Director of SkillSoft Learning, www.skillsoft.com identifies key
motivating elements in the design of learning for adults:
“key elements can make a dramatic difference in the effective design and delivery of
instruction to adult learners.” 12

“Humanistic psychologists tell us that the way people feel about an
endeavour influences their commitment to it. That is to say that if the
‘student’ feels “secure, respected, esteemed, empowered, in charge,
they are likely to make an investment in it”.

“Information is more likely to be acquired, retained, and retrieved for
future use if it is learner-constructed, meaningful, relevant, builds on
prior knowledge, is logically organised in learnable chunks, and has
built-in or learner generated memory devices to assist in retention and
use of the information for the future”

“Behavioural psychologists tell us that behaviour change is brought
about by learning experiences that include the following elements:




11
12
Observation and imitation of role models
Guided, spaced practice with specific feedback on the student’s
performance
Positive reinforcements for the student’s efforts
Practice in applying and using the new learning in a variety of
situations
http://www.wblearning-ejournal.com/peerreview11.pdf
www.skillsoft.com/infocenter/whitepapers/documents/blended_learning_strategies_wp.pdf
12
Kevin Corti of Pixel Learning www.pixelearning.com, suggests principles for the
development of good learning games as follows:13















Relevance to the learner NOT generic products
Adaptive programmes NOT off-the-shelf products
Byte-size-chunks NOT six hour lumps
Parallel NOT linear
Open-ended NOT closed loop
Just-in-time NOT when scheduled
Connected NOT standalone
Engage NOT switch off
Active participation NOT passive dissemination
Fun NOT boredom
Learning by doing NOT learning by telling
Learn by failing NOT fail but trying
Peer-to-peer NOT one-to-many
Simulation NOT assimilation
Role-play NOT no-play
“Within an effective game-based learning environment, we work toward a goal,
choosing actions and experiencing the consequences of those actions along the way.
We make mistakes in a risk-free setting, and through experimentation, we actively
learn and practice the right way to do things. This keeps us highly engaged in practicing
behaviours and thought processes that we can easily transfer from the simulated
environment to real life.” 14
In relationship to serious games (however these elements are useful and worth
consideration in the development of any learning game) the RETAIN model sets out
required aspects:15
Relevance
 presenting materials in a way relevant to learners, their needs, and their
learning styles
 ensuring the instructional units are relevant to one another so that the
elements link together and build upon previous work
13
www.pixelearning.com/docs/game_based_learning_discussion_paper.pdf
www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
15
http://media.futurelab.org.uk/resources/documents/lit_reviews/Serious-Games_Review.pdf
14
13
Embedding
 assessing how closely the academic content is coupled with the
fantasy/story content where fantasy refers to the narrative
structure, storylines, player experience, dramatic structure, fictive
elements, etc
Transfer
 how the player can use previous knowledge in other areas
Adaption
 a change in behaviour as a consequence of transfer
Immersion
 the player intellectually investing in the context of the game
Naturalisation
 the development of habitual and spontaneous use of information
derived within the game
Barriers to implementing game based learning initiatives in the development of
professional competences for adults:
“Barriers to adoption include:
 “Access to technology
 Technical literacy
 Negative perception in some traditional education quarters.”
(Participant 5)
“Fear that games ‘dumb down’ educational content. The perception that they are not
adhering to the traditional learning experience”
(Participant 4)
“Perceived high cost and complexity are major barriers. In many instances, learning
practice is focused mainly on quick knowledge acquisition and not the acquisition of
skills and expert performance.” (Chris Brannigan)
Sara de Freitas states:
“There are significant barriers to uptake of games in educational practice. These
include:16

16
access to the correct hardware including PCs with high end graphics video
cards;
http://www.jisc.ac.uk/media/documents/programmes/elearninginnovation/gamingreport_v3.pdf
14






effective technical support or access to suitable technical support;
familiarity with games-based software;
community of practice within which to seek guidance and support;
enough time to prepare effective game-based learning;
learner groups who would like to learn using effective game-based approaches;
cost of educational games software or licenses.”
In relation to Learn Play Manage, access to appropriate hardware and familiarity with
the technology used within the target audience will be key considerations if barriers to
uptake are to be avoided.
At the same time the development and provision of appropriate support mechanisms
and tools, in various forms, and a community of practice will be crucial in ensuring that
learners exposed to the social game are engaged and enabled to continue to make
continued best use of it.
Bonk and Dennen (2005) found that:
‘in addition to using post-game reflection, another way to build conceptual knowledge
is to engage in dialogue with peers or experts about the game during game play.
Specific cognitive tools such as discussion forums, bulletin boards, debate tools,
concept mapping tools, surveys and polling tools, might be used to support [Massively
Multiplayer Online games] MMOG by mediating social interaction and fostering depth
of discussion’ (2005:29). They found that groups with cognitive support tools
outperformed those without the tools. Strategic planning scores were also found to be
higher with teams that had access to ‘cognitive tools”.17
The profile of social games players in the UK
The profile of social game players and gamers in general is increasingly broad covering
a wide demographic across gender, age and social status. This suggests that there is
good potential, from the point of view of receptiveness to the medium of social games,
given well crafted, contextual content and instructional design, for positive levels of
engagement with a social game addressing international project management
competences across the demographic of the target group.
17
http://www.jisc.ac.uk/media/documents/programmes/elearninginnovation/gamingreport_v3.pdf
15
“The stereotype of the young gamer is no longer accurate” and “the overall trend is for
the mean age of a gamer to match that of the general population.” (Journal of
Computer-Mediated Communication Who plays, how much, and why? Debunking the
stereotypical gamer profile18
While specific statistics are not available with regard to adult learners engaged in
games based learning, interesting statistics are available with respect to the profile of
social gamers in general within the UK.
A study of adult social game players (over 18) carried out by Information Solutions
Group in 2010 for PopCap (www.popcap.com) reported the following findings in
respect of UK social gamers.:
Gender
In the UK 58% of social game players are female.
Age
In the UK social gamers average 38 years old.
20% are less than 30 years old
21% are 30 – 39 years old
20% are 40 – 49 years old
38% are at least 50 years old.
Living Situation
Social game players are broken into three primary categories:
Single with no children (28%),
Married with children living at home (28%)
Married with children not living at home (17%)
Others (27%)
Employment Status
In the UK, 47% of social gamers work full-time
8% are retired.
11% are homemakers
10% work part-time
7% are not currently working.
Educational Attainment
18
http://129.105.161.80/drupal/sites/default/files/Whoplaysfinal.pdf
16
A total of 37% in the UK who play social games have received an undergraduate degree
or higher
29% received an A levels/AS levels/Scottish Highers/NVQ levels 3 or 4
13% received more than 5 grade GCSEs or equivalent.
Income
22% of the UK social gamers earn less than £15,000
19% earn between £15,000 and £25,000
20% earn between £25,000 and £38,000
23% earn £38,000 or more.
Other findings of note:
Women are more likely to play with people they know (68% vs. 56% for males)
Men are more likely to play with strangers (41% vs. 33%) than women are.
83% of respondents said they have played games on Facebook which is the most
popular platform.
28% have purchased in-game currency with real-world money.
The average gamer has played six social games
More than 50% of gamers started playing a game because a friend recommended it or
because they saw a friend playing it in a news feed or other social stream.
Qualitative impact of game based learning initiatives in the development of
international project management competences and Good Practices regarding the
use of game based learning initiatives in the development of international project
management competences, with a special focus on social games.
In respect of these research objectives it has not been possible to find specific
examples of games based learning initiatives, within the UK context, aimed specifically
at the development of international project management competences. While limiting
the scope of the available research material, as mentioned in the introduction above,
this suggests that Learn Play Manage is potentially innovative, brings a new approach
and covers new ground in this professional context.
Although specific examples of games based learning, to develop international project
management competences, could not be found, it is possible to gain relevant insight
into the principles of games and how they might be deployed and relate to the world
of business generally which might meaningfully inform Learn Play Manage.
Valuable insight from a UK based Project Manager perspective, is provided by research
undertaken by a study group from the UK Association of Project Managers, Thames
17
Valley Branch, looking into the subject of “Gamification.” Although the primary focus
of this was gamification to engage customers it identifies interesting relevant insights
which are valid for consideration in the development of games to engage adults in the
development of professional competences.
Taken from Gamification, Best Practice and Key Topics, Alexa Briggs, Association for
Project Management19
“The basis of the Gamification concept is to tap into basic human instincts and drivers
– and use them to encourage common behaviours.”
“People simply won’t engage with something they don’t enjoy, so if you really want to
drive the full engagement potential of gamification then you need to implement a fun
idea that people enjoy interacting with.”
The report also quotes Gabe Zicherman on the “key features of 'best-practice'
gamification:20







Rewards
Status
Achievement
Respect
Altruism
Self Expression
Competitiveness “
The APM study identifies the importance of “tapping into natural behaviour.”
“Humans are naturally competitive, ambitious and goal-orientated”
“We love to be recognised and rewarded for our accomplishments so building a
reward system, such as prize draws, league tables or highlighting top achievers, will
help motivate staff or customers and increase interaction. Importantly the experience
should be fun and enjoyable otherwise people simply won’t use it.”
“Think about your target audience and which mechanics will resonate with them. Look
at the types of gamers appropriate to your business or brand. These can include
Achievers, Socialisers, Explorers or a combination of all three.”
19
20
http://www.apm.org.uk/news/gamification-best-practice-and-key-topics#.UXvKJrUsnkE
http://www.gamification.co/gabe-zichermann/
18
“Planning and understanding how your game relates to the user, what benefits the
user will receive and, more importantly, how the game fits in with a user’s perception
of your business or brand, are key to integrating game dynamics on a deeper level.”
The report also advocates the principle of “keeping it simple.”
“Often the simpler the game mechanic, the better the results. Don’t plan on creating
the next chart topping arcade game but look to build something simple and effective
around your core content. If your content is already established it shouldn’t be hard to
gamify.”
and
“The reason gamification works is because it can simplify otherwise lengthy processes.
Surveys or training can be broken down into smaller stages with a simple reward
mechanic after each stage. This approach makes it easier to respond to laborious tasks
by helping to map out the process and encourage progress.”
The following is from The Management Exchange on gamification of work.21
“We know the traditional game elements of competition, leader boards, badges, and
level achievements already exist, cloaked in HR terminology: performance evaluation,
stack rank, merit raise, ladder level, standard title, employee-of-the-month,
performance bonus – the list goes on. Wait! – don’t we see these same practices in
games? Competition, badges, leveling up, leaderboards, and achievements. These two
worlds mirror each other far more than we’d like to admit. Doesn’t the Dopamine
burst triggered by an XBox "Achievement Unlocked" equal that of a Kudos email from
your boss?”
On the receptiveness of the modern workplace and workforce to games The
Management Exchange reports:
“As the demographics of the workplace shift and more employees actively play games
outside of work, the opportunity to use games to improve productivity expands.
Organizations can leverage the appeal of game play, game theory, and competition to
attract discretionary effort and increase productivity.” and “The demographics of the
workplace are changing. As more Gen Y and Millenials enter the workforce, using
gaming elements, social networking tools, and advanced communication techniques
21
http://www.managementexchange.com/blog/moonshot/gamification-work
19
are far more effective in engaging employees and providing opportunities to leverage
tech-savvy talent that might otherwise go un-tapped or under-utilized.”22
“Gamification.org also states:
“The Gamification of work, or more generic, the Gamification of the Enterprise allows
(potential) employees, partners and customers to interact with business applications,
processes and systems of an organization in an engaged and gameful way.” 23
However there are interesting words of caution which should be considered in
developing elements within Learn Play Manage, specifically given that it is a multinational endeavour and relates to the development of “international competences”
W. Edwards Deming suggested that, "A manager of people needs to understand that
all people are different. This is not ranking people. He needs to understand that the
performance of anyone is governed largely by the system that he works in, the
responsibility of management."24
On inclusion considerations Gamification.org states: “As a result of cultural and
personal differences, people are motivated by different things. A leaderboard
provoking head to head competition may actually have a negative effect on some, so
it’s important that productivity games offer a variety of gaming elements to ensure
everyone is included.”25
Gamification.org also identifies further challenges.
“Many characteristics of work and play are similar, but the way users are perceiving
them is very different
Source: [5]
Work
Game
Tasks
repetitive, dull
repetitive, fun
Feedback
once a year
constantly
Goals
contradictory, vague
clear
Path to Mastery
unclear
clear
Rules
unclear, intransparent
clear, transparent
22
http://www.managementexchange.com/story/communicate-hope-using-games-and-play-improveproductivity-42projects
23
Gamification.org
24
http://en.wikipedia.org/wiki/W._Edwards_Deming
25
http://www.managementexchange.com/story/communicate-hope-using-games-and-play-improveproductivity-42projects
20
Information
too much and not enough
right amount at the right time
Failure
forbidden, punished, don't talk about it
expected, encouraged, spectacular, brag about it
Status of Users
hidden
transparent, timely
Promotion
kiss-up-o-gracy
meritocracy
Collaboration
yes
yes
Speed/Risk
low
high
Autonomy
mid to low
high
Narrative
only if you are lucky
yes
Obstacles
accidental
on purpose
and “There are certain pitfalls using gamification in a work environment, if compared
with consumer gamification. Consumers have a choice to visit and interact with a
gamified platform, while employees and partners must use it. In such an environment,
other restrictions may apply, like labour laws, data privacy, equal opportunity etc. It
must also be taken into consideration that while fun and entertainment is an
important aspect of enterprise gamification, tracking user achievements will
potentially lead to disruption in such organizations. The aggregated data on the
performance of each player will make promotions, bonuses and layoffs more
transparent and fair. This will have the effect to undermine the power of a manager.”26
It should be made explicitly clear to users how any scoring or data collected in Learn
Play Manage might be used or shared so that they can be confident in engaging with it
and to remove any concerns or barriers to use.
Collection of good practices
Regarding the use of game based learning initiatives in the development of
international project management competences, with a special focus on social games;
the following good practices have been collected.
Although the report is mainly focused on practices detected in the UK, it was very
difficult to find good examples of social games there so some cases detected in other
countries and, specially developed within an international context, have been also
included.
26
http://www.gamification.org/wiki/Gamification_of_Work
21
Simulation Learning and Professional Legal
Practice
Title of the good practice
Country
UK
Brief description of the good practice. Why is
it worthwhile to be considered a good
practice? Highlight the strong points of the
good practice
Promoter of the initiative
institution that developed it)
Application of game and social
methodology in a professional context toe
develop specific professional
competencies.
(person or
Glasgow Graduate School of Law,
University of Strathclyde, Glasgow, UK
Target group
Postgraduate, professional legal
educational programme
Online Simulation supporting group work.
Type of game used to implement the
initiative and its use
Students are formed into groups, each
Their offices are situated in an
information-rich virtual environment
namely a fictional town on the web. The
town acts as a complex simulation of the
reality that surrounds actual legal
transactions. The simulation contains 35
different simulated
transactions. They are required to carry
out legal research, set out their negotiation
strategy and perform the negotiation,
either by email or through a
face-to-face meeting. Discussion forums
supported by a mentor support them.
Contents included in the game
Competences developed by playing the
game
Legal competences research, analysis,
negotiation
Simulation of real life experience.
22
Educational and pedagogical approach
Number of users – players
283 Diploma Students
The structure would certainly be replicable
in a context such as International Project
Management.
Transferability – reusability
Highly sustainable as variables within the
pre existing structure can be altered to
constantly update the experiences and
targeted competences.
Sustainability of the game
The environment is under constant review,
information about student learning is
derived
from three sources.
 end-of-module student feedback,
taken from feedback
questionnaires, which are reviewed
annually
 student reflective reports,
 small, intensive project work on
student learning which has included
the use of user logs and semistructured student interviews.

Impact (indicate quantitative and qualitative “feedback has had high levels of approval
indicators used to assess it)
from students.”
Improvement areas
Legal competencies
Further information/ Additional Comments
Racing Academy
23
Title of the good practice
Country
UK
Research objectives
How can we exploit the opportunities
offered by advanced simulations and by
online communication facilities to create a
complex, challenging and engaging learning
environment?
also
What can we discover about the needs,
preconditions, changes and adaptability of
institutions in order to foster the adoption
of highly innovative learning activities? This
project explores the changes necessary
Brief description of the good practice. Why is within FE and HE institutions to implement
it worthwhile to be considered a good a game.
practice? Highlight the strong points of the
good practice
Promoter of the initiative
institution that developed it)
JISC: www.jisc.ac.uk
Lateral Visions: www.lateralvisions.co.uk
University of Bath: Richard Joiner
(person or Stakeholder
Design
Barnfield
College,
Bedfordshire
Penwith College, Cornwall
Target group
Massively multiplayer car racing and
vehicle engineering simulation. Racing
Academy’s game engine has the capacity to
allow users to manipulate over 1,000
parameters of their vehicles, and to
Type of game used to implement the compete as entire teams of practitioners
initiative and its use
within a virtual community of engineers
24
and drivers. Students have to build and
maintain their vehicles in order to enter
and compete in races, and they have to
monitor and analyse performance using
data from a variety of telemetry outputs,
before and after racing in the videogames
environment.
Racing Academy is a game in which players
design and race cars. The underlying
features are different from any other
racing car game in that it is built on real
physics and engineering principles. In order
to succeed you need to address the same
engineering issues that any racing car
manufacturer does. This project uses the
original prototype but changes the
technical content to make the game
suitable for FE and HE students. It also
addresses the key issue of how to embed
game technology in a formal FE and HE
curriculum.
Contents included in the game
Competences developed by playing the
game
Engineering, problem solving
“Futurelab used the project as a testbed
for exploring the development of online
communities in multiplayer games. The
existence of these communities around
mainstream games is well documented
(see Gee 2003, Shaffer 2004), but to date
there have been few attempts to
investigate how online community-building
tools can support learning. To address
these ideas in the prototype stage of the
project, Futurelab explored young people's
use of online message boards to complete
a variety of engineering- and game-related
tasks, including exchanging and assessing
vehicle data, evaluating each others' ideas
and arguments, and analysing game
Educational and pedagogical approach
25
interface design.
The final prototype of the first iteration of
Racing Academy fused this message board
functionality with the racing and
engineering
game
to
create
a
rich simulation of participation in a
community of engineers, mechanics,
managers and racers.”
Number of users – players
Unknown
Transferability – reusability
Highly transferable to other technical
contexts.
Sustainability of the game
Highly sustainable through
updating of game parameters.
constant
Impact (indicate quantitative and qualitative
indicators used to assess it)
Not yet known
Evaluation (indication the qualitative or
quantitative
methodologies/tools
to
implement it)
n/a
Improvement areas
Engineering competency, team working,
problem solving.
Further information/ Additional Comments
Title of the good practice
Game-based learning brings skills to life
http://www.excellencegateway.org.uk/node/3663
Country
UK
Brief description of the good practice. Why is Innovative use of games technologies to engage
it worthwhile to be considered a good adult learners in developing competencies.
26
practice? Highlight the strong points of the
good practice
Promoter of the initiative
institution that developed it)
(person or
ETEC Development Trust
Target group
Work-based learning; adult and community
learning
Type of game used to implement the
initiative and its use
Ninteno Wii console games
ETEC purchased various computer games
consoles for learners at its drop-in centre in
Sunderland. ETEC hopes the games will help to
improve their learners’ literacy and numeracy
skills as well as their general health and wellbeing.
Contents included in the game
Competences developed by playing the
game
Literacy, Numeracy
The games are used to:
improve learners’ vocabulary, general knowledge
and maths skills:
Educational and pedagogical approach
stimulate
games.
team
work through
team-building
Number of users – players
Unknown
Transferability – reusability
Highly transferable
Sustainability of the game
Sustainable approach utilising off the shelf games
Impact (indicate quantitative and qualitative
indicators used to assess it)
No data available yet
Evaluation (indication the qualitative or Because of the recent introduction of the games
27
quantitative
implement it)
methodologies/tools
to at ETEC, it has not been possible to measure
impact yet
Adult core skills
Improvement areas
Title of the good practice
“Weapons Engineering Round - Immersive
Learning Simulation”
Country
UK


Brief description of the good practice. Why is
it worthwhile to be considered a good
practice? Highlight the strong points of the
good practice
Promoter of the initiative
institution that developed it)

Allow the trainees to explore an
accurate representation of the ship;
a Type 23 Royal Navy frigate.
The ability to have trainees observe
an instructor walking through the
scenarios whilst also having access
to a separate self study mode.
The ability to interact with the
environment.
(person or
Royal Navy Maritime Warfare School
Target group
Royal Navy Recruits
Caspian Learning developed an immersive
3D interactive game titled “Weapons
Engineering Round - Immersive Learning
Type of game used to implement the Simulation” with their Thinking Worlds™
initiative and its use
technology.
Trainers can first present the ship to
recruits on a projector screen.
Contents included in the game
28
As if they were on board a real ship, the
trainers lead the learners through many of
the ship’s compartments. Additionally, the
trainers guide the recruits through a typical
Engineering Safety Rounds Inspection.
In the free play solo mode of the game,
recruits immediately discover that on
board the ship is a saboteur who is creating
faults in the machinery and putting the
ship’s crew in danger. The recruit must find
and fix the errors, locate the saboteur, and
disarm his bomb before time runs out. In
doing so, the recruit explores the ship and
its cramped noisy compartments, interacts
with the equipment they will use on the
job and assembles knowledge about the
critical importance of the machines.
Competences developed by playing the
game
Engineering, problem solving.
Educational and pedagogical approach
3D Immersive Simulation
Number of users – players
116 trainees
Transferability – reusability
Highly transferable approach
29
Sustainability of the game
Sustainable through re use of assets to
generate new scenarios.
After using the “Weapons Engineering
Rounds” serious game to deliver the course
content the BUTS failure rates dropped
substantially by almost 60%. The 6% failure
Impact (indicate quantitative and qualitative rate was now lower than the average for
indicators used to assess it)
other courses.
A key performance metric for the UK
Military is ‘Brought Up To Standard,’ or
BUTS rate for short. The Military rigorously
measures human performance and for
those recruits that fail to make the
required standard, they go on to receive
additional BUTS training.
It is the BUTS measurement that was used
to determine the effectiveness of the
serious game lesson in comparison to the
traditional classroom lesson.
The
measurement was taken over 10 classes,
throughout the term.
As well as measuring the BUTS rates, a
questionnaire was tailored specifically to
the program and given to all of the recruits
who took part in the trial period. Of these
99 questionnaires were returned and the
collated results of this survey can be found
at the Caspian Learning website27. In
general, the trainees found that the
simulation was easy to use, relatively
Evaluation (indication the qualitative or intuitive and did aid their understanding of
quantitative
methodologies/tools
to the subject matter being taught.
implement it)
30
Improvement areas
Further information/ Additional Comments
At My Marriott Hotel, Marriott Hotels
https://www.facebook.com/marriottjobsandcareers
http://www.youtube.com/watch?v=ULOwlkiRM18
Title of the good practice
Country
International
Brief description of the good practice. Why is
it worthwhile to be considered a good
practice? Highlight the strong points of the Application of social game to attract new associates
good practice
from the age profile targeted via facebook.
Promoter of the initiative
institution that developed it)
(person or
Marriott Hotels
Target group
18 – 25 year olds
Type of game used to implement the
initiative and its use
Facebook social game
The concept of the game is similar to the Farmville
and Cityville games. The game has launched with a
kitchen game, the first in a collection of games. My
Marriott Hotel gamers can create their own
restaurant, where they'll buy equipment and
ingredients on a budget, hire and train employees,
and serve guests. They will earn points for happy
customers…and lose points for poor service.
Contents included in the game
Competences developed by playing the
game
Hospitality industry competences.
31
Educational and pedagogical approach
Simulation
Number of users – players
900 monthly active users
Transferability – reusability
Sustainability of the game
Highly sustainable through addition of new
scenarios.
Impact (indicate quantitative and qualitative
indicators used to assess it)
900 monthly active users attracted through
facebook.
Evaluation (indication the qualitative or
quantitative
methodologies/tools
to
implement it)
No evaluation available
Improvement areas
Hospitality Industry competences
Further information/ Additional Comments
Project Management Institute Facebook
https://www.facebook.com/PMInstitute
Title of the good practice
Country
International
Brief description of the good practice. Why is
it worthwhile to be considered a good
practice? Highlight the strong points of the
good practice
Promoter of the initiative
Not specifically a game but effective use of
social media (specifically Facebook) to
provide support, social communities and
access to training.
(person or Project Management Institute
32
institution that developed it)
Target group
Project Management Professionals
Type of game used to implement the Not a game but use of Facebook
initiative and its use
functionalities
Contents included in the game
Forums
Competences developed by playing the
game
Project Management Comnpetences
Educational and pedagogical approach
Provision of social forums via Facebook
Number of users – players
102,000 facebook likes
Transferability – reusability
Highly transferable approach
Sustainability of the game
Highly sustainable
Impact (indicate quantitative and qualitative
indicators used to assess it)
Large number of users (102,000 Facebook
likes) regular updates and traffic.
Evaluation (indication the qualitative or
quantitative
methodologies/tools
to
implement it)
No evaluation available
Improvement areas
Project management competencies
Further information/ Additional Comments
33
Title of the good practice
Floodsim - PlayGen, Aviva
http://playgen.com/play/floodsim/
Country
UK
Brief description of the good practice. Why is
it worthwhile to be considered a good
practice? Highlight the strong points of the Good use of simulation and gameplay to
good practice
raise public awareness.
Promoter of the initiative
institution that developed it)
(person or
Aviva
Target group
General Public
Type of game used to implement the
initiative and its use
FloodSim is an accessible online policy
simulation that helps raise public
awareness of issues around flood policy
and provides feedback to insurers and
policy makers about public attitudes
towards different flood protection options.
Contents included in the game

Money Management.

Impact of flooding on the local economy
and population.

Understanding government policy and
how to take action.

Crowd-sourcing opinions of real-life
Competences developed by playing the citizens and stakeholders, to help aid
better informed decision making.
game
FloodSim puts the player in control of
flood policy in the UK for three years.
Educational and pedagogical approach
34
Players decide how much money to spend
on flood defences, where to build houses
and how to keep the public informed. But
as in real life, money is limited. The player
must weigh up flood risks in different
regions against the potential impact on the
local economy and population. The game
brings to life the complexity of the issue
and the trade-offs that policy-makers are
grappling with in real life.
Number of users – players
Unknown
Transferability – reusability
Highly transferable approach to other
topics and competencies.
Sustainability of the game
Highly sustainable through updating and
alteration of variables.
Impact (indicate quantitative and qualitative
indicators used to assess it)
Over 140,000 users
Evaluation (indication the qualitative or
quantitative
methodologies/tools
to
implement it)
No evaluation available
Improvement areas
Public awareness and agency awareness of
public attitude.
Further information/ Additional Comments
Title of the good practice
Global Conflicts - Palestine
http://www.globalconflicts.eu/
Country
Denmark
Brief description of the good practice. Why is Award winning use of 3D serious game to
it worthwhile to be considered a good create simulated experience raising
practice? Highlight the strong points of the awareness of a context which would be
35
good practice
Promoter of the initiative
institution that developed it)
otherwise difficult to experience.
(person or
Serious Games Interactive
http://www.seriousgames.dk
Target group
Students in
Education
Secondary
and
Further
Type of game used to implement the 3D simulation
initiative and its use
The series allows students to explore and
learn about different conflicts throughout
the world and the underlying themes of
democracy, human rights, globalization,
terrorism, climate and poverty. The player
assumes the role of a freelance journalist
who has just arrived in Jerusalem facing
challenges.
Contents included in the game
Competences developed by playing the Citizenship
game
Geography
Media skills
Educational and pedagogical approach
Simulated role playing game.
Number of users – players
Single player
Transferability – reusability
Easily transferable approach to other role
play scenarios
Sustainability of the game
Impact (indicate quantitative and qualitative British Education and Training Technology
indicators used to assess it)
Award Winner 2010 Secondary, Further
Education & Skills, Digital Content
Evaluation (indication the qualitative or
quantitative
methodologies/tools
to N/A
36
implement it)
Improvement areas
Conflict awareness
Further information/ Additional Comments
Title of the good practice
SQA GamesSpace
www.sqa.org.uk/sqa/36537.2262.html
Country
UK
Brief description of the good practice. Why is
it worthwhile to be considered a good
Use of games technology to provide
practice? Highlight the strong points of the
simulated context for assessment of
good practice
vocational skills.
Promoter of the initiative (person or
institution that developed it)
Scottish Qualifications Authority
Target group
Young adults on vocational “Skills for
Work” courses
Type of game used to implement the
initiative and its use
3D Online simulation
This assessment allows candidates to
enter a simulated workplace environment
and perform simulated tasks to
demonstrate key competencies required.
Contents included in the game
Assessment of vocational skills including:
Risk assessment in a health sector
environment
Customer Interaction in a retail
environment
Inclusion awareness in uniformed services
Competences developed by playing the
game
37
personnel
3D simulates scenarios set in context of
workplace where player is exposed to
scenarios and assessed against responses
and decisions made.
Educational and pedagogical approach
Number of users – players
unknown
Transferability – reusability
Highly transferable approach applied to 5
separate courses/contexts so far
Highly sustainable as assessment criteria
can easily be updated and new tasks
added, re using the simulated
environments and characters.
Sustainability of the game
Impact (indicate quantitative and qualitative
indicators used to assess it)
British Education and Training Technology
Awards Winner 2011
Evaluation (indication the qualitative or
quantitative methodologies/tools to
implement it)
Independent qualitative evaluation report
commissioned with favourable results
Improvement areas
Skills for work in Health, Retail, Uniformed
Services and Energy Sector
Further information/ Additional Comments
Title of the good practice
www.urgentevoke.com
Country
International
Brief description of the good practice. Why is
it worthwhile to be considered a good
Succesful use of social networking
practice? Highlight the strong points of the
approach to generate large community
good practice
engaged in collaborative problem solving
38
EVOKE was developed by the World Bank
Institute, the learning and knowledge arm
of the World Bank Group, and developed
by Natron Baxter Applied Gaming
Promoter of the initiative (person or
institution that developed it)
Target group
General
Type of game used to implement the
initiative and its use
Massively multiplayer alternate reality and
social networking game (web and mobile
web-based)
Contents included in the game
The goal of the social network game is to
help empower people all over the world to
come up with creative solutions to social
problems such as:food security
energy
water security
disaster relief
poverty
pandemic
education
human rights
Competences developed by playing the
game
Collaboration
Courage
Creativity
Entrepreneurship
Local insight
Knowledge
Networking
Resourcefulness
Spark
Sustainability
Vision
Educational and pedagogical approach
Social networking game to stimulate
collaborative problem solving.
39
Number of users – players
20,000 players
Transferability – reusability
Could be transferred to a range of
contexts
Sustainability of the game
Episodic approach
Impact (indicate quantitative and qualitative
indicators used to assess it)
Winner games for Change Award. 8th
Annual Games for Change Festival.
Evaluation (indication the qualitative or
quantitative
methodologies/tools
to
implement it)
N/A
Improvement areas
Communication, collaboration, creativity,
problem solving
Further information/ Additional Comments
Title of the good practice
Deutsche Welle German Courses
Country
Germany
Brief description of the good practice. Why is
it worthwhile to be considered a good Not game but an example of a utilising
practice? Highlight the strong points of the online social approaches to delivering
good practice
learning
Promoter of the initiative
institution that developed it)
(person or
Deutsche Welle
Target group
German language learners globally
40
Social networking tools, including a
Facebook site, a Twitter account with over
3,000 followers, podcasts and videos, that
Type of game used to implement the allow German learners all around the world
initiative and its use
to connect with each other.
Users can generate and share text, audio,
videos and photos. They can publish
personal profiles listing their interest and
language skills. A targeted search helps
locate study partners and teachers. There
are interactive classrooms, study groups
catering to individual needs, audio and
video chat, regular news posts, vocabulary
and grammar exercises, and more.
CommunityD has attracted 50,000 users in
under two years, with 15,000 learners
visiting the site every day.
Contents included in the game
Competences developed by playing the
game
Language competencies
Educational and pedagogical approach
Blended e learning
Number of users – players
50,000 users in under two years, with
15,000 learners visiting the site every day.
Transferability – reusability
Approach could be transferred to other
languages.
Sustainability of the game
Highly sustainable
Impact (indicate quantitative and qualitative
indicators used to assess it)
E-Learning Age Award – Best use of social
media for learning.
Evaluation (indication the qualitative or
quantitative
methodologies/tools
to
implement it)
Improvement areas
Language learning
41
4. MAJOR FINDINGS OF THE INTERVIEWS
Interview Participants
Participant 1
Gender: Male
Age:44
Years of Experience: 15
Job position CEO
Chief Executive Officer and one of the two co-founders of Caspian Learning
www.caspianlearning.co.uk a leading provider of games based learning and
simulations. Leads the R&D of the technology and drives the commercial activities of
the business. He leads a research team to develop tools that integrate learning and
memory research methods with interactive computer games technologies. These tools
are being deployed in government, corporations and schools around Europe.
Participant 2
Gender: Male
Age:45
Years of Experience: 12
Job position
Has experience in senior production roles in the digital games and learning industry.
He has produced over 40 serious games titles and recently worked at Ubisoft on the
AAA title Driver San Francisco. He has extensive production and client management
experience in the UK, Europe and USA, winning national awards in 2008, 2009 and
2011
Participant 3
Gender: Male
Age:
Years of Experience: 16
Job position Director
Has 15 years of learning and development experience and academic work in business
and human performance technology, he typically works with e-learning companies and
L&D departments to speed development, improve learning transfer, and improve
customer satisfaction. He has worked on award-winning 3D immersive learning
simulations.
42
Participant 4
Gender: Male
Age: 45
Years of Experience: 12
Job position Director
An experienced professional in education and public outreach. He is the Director of the
Northern Ireland Space Office and was formerly Business Manager at the Armagh
Planetarium. He has also worked extensively with government agencies, education
authorities and industry on global STEM and skills related initiatives. He has
enthusiastically embraced games based learning in his work with schools, universities,
education authorities and science outreach activities.
Participant 5
Gender:Male
Age: 33
Years of Experience: 8
Job position Creative Director
Please describe your professional experience and field of expertise.
An experienced e-learning professional having created applications and software for
schools, businesses and military clients. His knowledge of the development cycle of
these 3D and 2D applications spans all disciplines, design, art, programming and QA.
He now works for a casual and social games company, in the role of Creative Producer.
He is directly responsible for all mobile and digital platform delivery, content and
quality assurance.
Interview Responses
(Note responses to some questions addressing related areas have been grouped as
follows)
Please analyse the implementation of social games as learning methodologies in
professional contexts: latest trends and evolution in the past decade.
What are the most relevant economic sectors and profiles of professionals using
social games for professional competences development? Why?
Assess the use of social games in the development of professional competences of
adult professionals.
43
Participant 1: “Military users are still the most active in this area. The industrialisation
of games based learning / immersive training will happen there first. game based /
simulation approaches have become prominent in the military arena. Military training
has critical performance requirements. Many of their training needs have detailed
performance metrics associated with them. Immersive training using games
technologies fits within this environment of high performance, detailed measurement
and continual improvement.
In the corporate sector, healthcare and heavy metals (oil, gas, minerals) are setting the
pace. The latest trend is simply that this approach, particularly in military, is moving
more into a mainstream offering. This still has some way to go in corporate training
and education, mainly due to cost and complexity. As these barriers are removed, then
sims and GBL will become less of a novelty.”
Participant 2: “Companies are developing new learning and training games initiatives
across many technologies including Kinect/XBOX, 3D augmentation, Mobile including
iPhone, iPad and Android and Internet including cloud based SAAS. The application of
games is wide ranging but areas such as medical therapy and rehabilitation, health and
safety, process and induction training are prominent.”
Participant 5: The latest trend is “gamification” which involves applying game design
thinking to non-game applications to make them more fun and engaging. Gamification
has been called one of the most important trends in technology. Gamification can
potentially be applied to any industry and almost anything to create fun experiences
which engage end users.
Participant 3: For me, the latest trends are location-specific, mobile-device delivered
games, simulations, etc. Learners compete against other learners to locate places of
interest, people, and information to learn about a specific topic. When they find the
information, they receive rewards; the receipt of these rewards is communicated to
other learners.
I like what is happening with a technology from the University of Wisconsin called
ARIS. It gives Instructional Designers a platform to build location-specific social games
for learning. It has been used to deliver learning about history, etc. to University of
Wisconsin students.
I intend to use this technology in the corporate sector – bringing more immersion,
exploration, and creativity to programmes such as induction and equipment training.
44
Participant 5: iOS and Android mobiles, along with iPad are making huge waves in
social gaming. Facebook is also a huge platform. Zynga one of the biggest games
companies in the world and leading social games developers are pushing their own
social games platform Zynga.com. Flash based social games are very popular but
HTML5 is the future.
What pedagogical and educational approaches are being used to develop social
games addressed to professional competences development?
Participant 1: “From the definition of a key competence, an instructional designer must
then define the specific range of learning behaviours to be performed by the learner to
deliver that competence. Once this has been established then we can undertake a
mapping exercise to define game mechanics that can engage the learner to perform
these learning behaviours. Multi player free flow interactions with trained mentors,
Single player scenarios – scripted scenarios with branching and non-linearity, a wide
range of different scenarios with key behaviours embedded and ‘what if’
consequences.”
Participant 4: From my experience, there is a trend for games to be not only immersive
but also provide conduits back into the physical world for discussions and reflection. A
fully immersive experience may provide stimulus and engage the learner more
interactively than a passive experience. However, providing instances within the game
for the user/learner to engage in discussion with colleagues or develop a hypothesis
through research before they can continue with the gaming experience can augment
and add to the knowledge development of an individual. From our experience in STEM
related education, the main drivers for the game to be played are:
 Visually engaging or novel challenge
 Multi branching opportunities to develop understanding of a topic
 Clear guidance on tasks
 Interactive media replaces static text
 Non linear experience and more ‘real-world’ application
What is the added value and benefits (for the companies and the professionals) of
using social games as a learning methodology in professional contexts?
What is the business potential of social games applied to the development of
professional competences?
45
Participant 1: I see many advantages: rich skills practice, high motivation, authentic
learning, safe failure, replay / Practice, embedded mentoring, precise measurement
Participant 2: Interactive technologies such as games bring a range of benefits:
High levels of motivation, giving learners the opportunity to learn using a games
medium can increase their motivation and openness to learn. Indeed in some cases
students are so busy enjoying the “game” that they don’t realise that they are learning.
I always remember a quote from a student playing an interactive 3D learning game
about the French Revolution who was quoted as saying, “I actually don’t like history
but this is fun and I have learnt loads!”
The mantra of learning by doing is well accepted, the fact that the learning is taking
place in an interactive format means that it can be more effective than some other
methods. Learners are actively carrying out tasks and interacting with the
environment and others, so the level of retention and understanding of the content is
enhanced.
It allows for “safe failure”, learners can experience and practice skills that could be
costly or dangerous in a real life situation to them or other people. For example Blitz
Games have developed a medical triage simulation that allows trainees to treat patients
following a serious of terrorist incidents – they can make and receive feedback on
pressured medical decisions without any risk to the patient.
Games and the environment bring high levels of context to the learning experience.
Contextual reference points greatly enhance a learners ability to recall facts. Learning
about the theory of something in a highly relevant context also means it is easier to
transfer it to a real life scenario.
Participant 5: “Possibility to engage and promote interaction between professionals in
remote locations. Offsite access can enable learners to learn at own pace.
Opportunities for practice/ repetition/rehearsal of skills.”
Participant 3: “With asynchronous learning technologies, learners have the chance to
practice skills and competences at their own pace and as many times as they want.
They take responsibility for their learning and often supplement it with beyond-thecourse exploration. The risk with this is that they're not able to ask questions of
experienced, live people, which fosters a loss of social skills and idea generation.
Synchronous learning technologies connect people from all over the world to share
ideas. It promotes social skills with technology as a bridge. The problem is that
synchronous learning sessions end. Without support, their success is in jeopardy.
46
Social game-based learning offers a unique way to deliver learning and can support self
confidence through rewards. However, return on the investment for the amount of
effort required to build these programmes is not proven, it takes a lot of effort to build
a social game that is both informative and addictive. Is it worth the effort? That
depends on the potential pay-off.”
Participant 4: Many sectors in Europe are reporting through future skills reports or
questionnaires that Young professionals’ core competencies such as Project
Management skills, ownership, and working with others etc.. are very por. This exists
both for those that have gone through further and higher education. Sometimes these
skills are not percieved as important and many companies are spending resource and
great effort into induction and propogation of Project management culture.Gaming
allows Young professionals to interact with virtual clients and develop Project skills ‘on
the job’ without the need for further resource or removing the profesional from their
daily work and routine. Assessors can then evaluate those responses and créate a
better understanding of were an individuals skills are good or weak.
The benefits of using a social game might be:







Cost effective versus on sight/face to face training
Can provide bite size/on demand learning
Perfect for practice and safe failure
Opportunity to provide virtual mentoring
Can be non-linear and provide multiple outcomes
Games are immersive and interactive rather than passive
Can provide real time and summative performance measurement and feedback
Games create a unique opportunity to engage through interaction linked to skills and
knowledge development. They can develop tolerance and team work through nonthreatening interaction and allow interaction across social networks to increase
understanding of diversity and cultural understanding. They provide a platform for
self-development at a players own pace and ‘soft’ assessment can provide insight to
actual skills being developed to create a more “skill savvy” individual
Which professional competences can be developed through the use of social games?
and What specific competences regarding international project management can be
trained through the use of social games?
47
Participant 1: Cognitive, interpersonal, complex knowledge, skill acquisition, procedure
learning
Participant 2: The main competences that could be supported would be personal skills,
decision making, organisation, problem solving, handling pressure, planning and selfreflection.
Social skills including include interaction and communication with others, social rules
and relations, Intercultural competence
Social gaming technology would allow people to experience different roles and
perspectives, allowing discussion and group working based on the experience.
Participant 5: Collaboration, problem solving, reflective practice, analysis, decision
making, Literacy skills
Participant 3: Cooperation, competition, soft and hard skills as well as standard
knowledge building.
Participant 4: All aspects of Project Management and interaction, client facing
interaction, communication skills, teamwork or collaborative engagement through
networks, self-development and management of interaction, comprehension, decision
making and time management. Tolerance and diversity can be greatly promoted
through gaming. Intercultural competence could be greatly enhanced through
interaction were characters within an environment can share cultural and
environmental experiences and differences through interaction thus breaking down
misconceptions/misunderstanding. Greater understanding of self-core skills and ability
to apply this understanding to develop self in real world application in society and
work, understanding of consequences to a project of actions. Less resource required
for HR implementation thus cost saving, HR efficiency and ability to ‘train’ more people
through virtual and global engagement, Peer review anonymously to better
understand self and corporate ‘bigger picture’, client engagement and interaction,
management of international networks and supply chain, consequences of supply
chain failure due to inadequate decision making and time management decisions.
Can you please identify success and unsuccessful factors that influence the use of
social games as a learning methodology for professional competences development?
Participant 1: “This will differ significantly depending upon the learning objective. A
simple brain training design may suffice for rapid knowledge acquisition. For more
complex knowledge and skills acquisition, a more complex design would be required.”
48
Participant 2: The risk to using games in learning is that people view it as a one stop
answer to the problem. The games based tool is normally just one part of the learning
solution and needs to be delivered as part of an overall strategy, including hands on
delivery, discussion and student follow up. Theory must also be implemented and
assessed in a real world scenario as well. Disadvantages are few as long as it is backed
up by other approaches, so that anyone who doesn’t like the games approach has an
alternative means of study.
Participant 3: Challenge, ability to “level up”, genuine interest in the information on
the part of the learner – by that, I mean that the best learning takes place when
motivation to learn comes from a source inside the learner, not outside such as “it's a
fun new way to learn”. Since it's an informal environment, the level “testing” you do
inside the game must be covert. The test questions are the decisions the learner makes
to drive the game play. Therefore, you must track the decisions along the way.
However, you must also covertly include a way for the learner to justify their decisions;
they might experiment – just to see what happens. They might randomly choose
decisions just to see what happens. If justification is not included, you will never know.
Ultimately though, the measure of the success of the game comes in the form of
behaviour improvement on the part of the entire group of people who played it. To
achieve this, you must first measure the behaviour in relation to the objectives of a
group of people who have not played the game. Then, after the game has been
released and played, you must measure the behaviour related to those objectives on
this game-playing group. If a statistically significant improvement has occurred, your
game has done well – as long as no other variables have changed.
Participant 5: As Facebook and other social platforms become more popular, its more
and more acceptable for non-gamers to play games in these areas. Mobile is a huge
market also. Keep the games simple keeps the attraction of pick up and play for short
periods of time each day. Retention mechanics ensure players come back each day to
get their fix. Short simple tasks or goals which feel like the player has achieved
something. Also, the social aspect of bettering or competing against their peers and
feeling ‘gamers’. Being drawn back in each day with retention mechanics keeps the
playing wanting to return to their social environment and expand and take the next
move.
What are the most important risks or barriers identified for the implementation of
social games in professional competences development?
49
Participant 1: Perceived high cost and complexity are major barriers. In many
instances, learning practice is focused mainly on quick knowledge acquisition and not
the acquisition of skills and expert performance
Participant 2: The main barriers would be
 Technology access
 Language/translation engines
 Attitudes to games in learning by those with budget/influence to make them
part of a learning strategy
 Development budget
 Quality of the game/design
 Perception of the subject
 Cost to market
 Marketing and advertising budgets
Participant 3: The potential pay-off has to outweigh the effort required to build the
social game learning programme and test it. Also Instructional designers typically
aren't very good at what they do anyway. So adding a new layer of complexity in the
form of game-building might extend projects beyond realistic time frames. It might
result in easy or boring games.
Participant 4: Fear that games ‘dumb down’ educational content
Disconnection from reality and real world application
Incorrect use of gaming to replace tasks that require real world physical application of
self
The thought that gaming is the best medium or solution to develop an individual at
the expense of developing core skills in the real world such as teamwork, citizenship
etc..
Can you please analyse the impact and potential of social games for the
development of international project management competences?
Participant 1: Cost effective simulation and practice, on demand learning. Huge
numbers of learners interacting is the most obvious and immediate potential. In the
medium term, I am excited by the potential for integrating real and virtual worlds
within learning applications. The advent of Nintendo Wii, Facebook social gaming and
IOS/Android app games has broadened the appeal of digital games way beyond the
stereotypical console player archetype. It is now cross gender and age.”
50
Participant 2: How many people use Facebook? There’s your answer! Massive
engagement and interaction, if well designed and managed this can only enhance
learning.
How can a social game based learning initiative approach the potential buyer/user?
Participant 1: Unfortunately, marketing and advertising are the main factors. Zynga has
an industrial marketing capability for Facebook and social networks. So, their games
may not be the best, but they are the most popular.
Participant 2:
The main factors that would affect game selection are:
 Advertising and marketing, viral “buzz” on social games is especially important,
for example recommendations via Facebook etc.
 Game concept/topic
 Game type
 Game platform
 Narrative
 Graphics
 Mechanics
 Rewards/Level of social interactivity
Participant 3: it seems that learning new information in a challenging way is engaging.
The rewards are interesting to communicate with others, but the exploration, learning,
and increasing challenge are the big motivators.
What measures or actions do you recommend to enhance the use of social games in
professional environments?
Participant 1: Measurement, ensure that you have mapped key learning behaviours to
specific game mechanics and interactions in the learning environment. These
interactions can then be tracked as and when they occur in non-linear gameplay
experiences. When these interactions are tagged to learning behaviours then it is
possible to analyse scoring against these learning behaviours using real decisions and
actions taken/not taken by the user.
Participant 2: “The key factor is to identify the key competencies that are to be
delivered and identify/design suitable game mechanics to measure the outcome. So
for example you are designing a Facebook game where a key competency is for the
player to be exposed to at least six different cultural perspectives on a situation. There
51
would need to be a game mechanic that allowed the player to access six different
cultural viewpoints on that subject and could keep a simple counter of what & how
many times the player accessed each one. How many options there were or how they
are delivered is another question, but the method/approach has to provide a core
mechanic to facilitate and measure the delivery of each key competence. The clever
design challenge is to make it appear non formal and fun but to have a clear set of
mechanics/steps underpinning the game.” Learning is based on the game mechanics.
Do they promote the sharing of knowledge, do they facilitate the application of this
knowledge, do they encourage the discussion of this application with other players, do
they measure if this discussion changes the player’s answers to a previous challenge,
what is the player’s performance in the ultimate task/objective of the game?
Participant 5: Online community e.g. Facebook which has an established format to
make social connections.
Participant 3: if I were building a social game designed to change people's behaviours,
I'd:
1. Select the ultimate learning objectives/behaviours.
2. Select tasks that require decisions that can be tied directly to the ultimate learning
As for the specific interactions and approaches, I would simulate real-life challenges
and require learners to make decisions based on their prior knowledge, risk-taking
disposition, and information they've uncovered in the game.
Participant 4: Creating a portfolio of what core competencies and skills are lacking
from an industrial perspective and focussing on how social games could improve those
skills
In the specific sector of international project management: would you be able to
assess the current context? Are social games used as training resources? Why? Why
not?
None of the interviewees felt that they could comment specifically on this point. None
of them were aware of any social gaming initiatives in the UK context or internationally
that are specifically targeted at international project management
Can you please analyse the impact and potential of social games for the
development of international project management competences?
Participant 1: “Huge numbers of learners interacting is the most obvious and
immediate potential. In the medium term, I am excited by the potential for integrating
52
real and virtual worlds within learning applications. The advent of Nintendo Wii,
Facebook social gaming and IOS/Android app games has broadened the appeal of
digital games way beyond the stereotypical console player archetype. It is now cross
gender and age.”
Could you share any good practices regarding game based learning initiatives in
professional contexts? If possible, in the international project management field.
Participant 1: “The most high profile casual / social gaming initiative for learning that I
have seen was by the US Defence Acquisition University. They have created a portal of
casual / social games to improve skills and knowledge across the range of procurement
activities” https://clc.dau.mil/games
Participant 2: Aris Games (www.arisgames.org) uses a great mix of mobile learning,
augmented 3D and social interaction to motivate students to learn about many subject
areas. Students use mobile devices in groups outside of the classroom or online to
learn about historical events augmented into their current surroundings – Andy you
may need to check out the website on this one and pull in what you need, it is
definitely a new innovative take on social games with mobile application.”
Can you please make some specific recommendations for the development of the
Learn Play Manage social game? (contents, pedagogical approach, etc)
Participant 1: “Focus on the learning at all times. It is easy to create a fun and engaging
game experience. If your goal is to improve learning outcomes, this will not be
sufficient unless learning is methodically embedded.
Participant 2: “Ultimately people play games because it is fun. There are a whole
different bunch of factors that have to come together to make that the case. They
need to buy into the game concept. They need to be engaged by the narrative of the
game. They need to be engaged by the graphics of the game. The game mechanics
must present the correct level and pace to keep the player entertained. An additional
important element for playing a learning game is that the content is perceived as
valued, accurate and useful to the player/learner. Each player will place a different
level of importance on each factor and ultimately the mix of these factors that each
game presents will determine who is motivated enough to play and finish it. The most
critical element of any game based learning initiative is the design phase. Ensuring
that there is a clear agreement from all parties on what the key learning objectives are
that the game has to deliver. Then ensure that the game concept and mechanics are
designed and tested thoroughly with both the key stakeholders AND the potential
53
players via prototypes, before the design is finalised and goes into development. It
sounds obvious but the earlier that you can get the actual END (not the people who
are commissioning it) audience involved in the design, the better is the best advice I
could give.
Participant 3: A social game where maybe learners have to complete a task several
times, but each time as a different person in the project team. As learners complete
the task they uncover information to help them make decisions along the way. The
more decisions they make correctly based on the information they find the more
rewards they get. They can communicate with other learners about what they've
learned and the rewards they've received. This puts the learner in the shoes of others
and gives them insight.
Rapid prototyping is very important.
1. Create a prototype interaction.
2. Test it with learners.
3. Change it.
4. Test it.
5. Create a new interaction.
6. Test it...
And so on. If user testing comes too late in the process, you'll find yourself with a
boring or ineffective – or both – game.
Participant 4: I would recommend further research into future skills reports from EU
members and create a curriculum to support relevant development addressing the
identified requirements.
5.
MAJOR FINDINGS OF THE QUESTIONNAIRES
The following results were obtained from 29 respondents.
1. Are you familiarized with the concept of social game?
Yes:
No:
78.6%
21.4%
2. Do you use social games to perform your professional tasks?
54
Always or most of the time:
3.4%
Usually / frequently:
0.0%
Sometimes:
10.3%
Hardly ever:
24.1%
Never:
62.1%
3. In case you answered "always", "usually" or "sometimes" to question 2, could you
please provide any examples of social game used by you? If you answered "never",
please move to question 6.
Responses:
“Use of online games with students for problem solving e.g. decision making game to
develop ecotourism enterprises; class based role play”
“The game I design for is a social game”
4. Which difficulties or barriers did you find to use social games in adult training?
(select as many options as you consider necessary)
Lack of interest from the professionals
42.1%
Lack of social games that answer the training
needs of professionals
78.9%
Lack of materials in my mother tongue
0.0%
Difficulties to integrate social games in the training
programmes already established
42.1%
I felt I didn´t have the necessary competences to exploit
this methodology in the best possible way
5.3%
Difficulties to validate and get recognition of the learning
31.6%
55
achieved through the use of a social game
The company considered that social games are not a
professional educational methodology
0.0%
Other
21.1%
5. If you have answered "other" to the previous question, please specify which one.
Responses:
We have not implemented social games in training yet.
Not relevant to the particular activities that we undertake. Mostly the training involves
ensuring people can operate our technology in very constrained time frames.
Participants in the training usually sceptical about the value of such activities. They just
want the training (and the certification!)
6. Please, rate the usefulness of using social games to perform your professional
tasks
Very useful
7.4%
Rather useful
3.7%
Useful
33.3%
Not useful at all
33.3%
Other
22.2%
7. How do you assess the impact of social games in adult education?
High impact
7.7%
Medium impact
30.8%
Low impact
61.5%
56
8. Which benefits can social games bring to the professional competences
development? (select as many options as you consider necessary)
Enhance the participation of adult learners in further
education
48%
Facilitate learner´s access to further education
36%
Enhance more flexible and adaptable training contexts
68%
Optimization of time and resources both for professionals
and companies
20%
Development of competences that are not approached by
traditional methodologies
64%
Facilitate the task trainers working in the field of
professional competences development
20%
Enable professional training more attractive and motivating
48%
Other
20%
9. If you have answered "other" in the previous question, please specify which one.
Responses:
Pretty well all of those benefits could be applied in specific circumstances. The
problem is that the benefits are likely to be specific to particular circumstances, not
something that can be universal to all circumstances.
10. Which competences can be developed through the use of social games? (select as
many options as you consider necessary)
Creativity
45.8%
Leadership
41.7%
57
Flexibility
33.3%
Innovation
29.2%
Communication competences
75.0%
Interpersonal competences
66.7%
Intercultural competences
70.8%
Social competences
75.0%
Competitiveness
62.5%
Other
16.7%
11. If you have answered "other" to the previous question, please specify which one.
Responses:
Again it depends on the context as to which of the above is appropriate. We generally
accredit outcomes, we don't specify teaching methods.
12. Which are the major competences needed by the professionals working in the
field of international management projects? (select as many options as you consider
necessary)
Foreign languages competences
41.7%
Time and resources management
87.5%
Intercultural competences
75.0%
Leadership
83.3%
58
Working under pressure
79.2%
Adaptability
87.5%
Cope with stress
62.5%
Flexibility
87.5%
Other
8.3%
13. If you have answered "other" to the previous question, please specify which one.
Responses:
The most important one is financial accounting skills in the context of the rules set by
the national agencies and EC. Foreign language competence in my experience is not
necessary for English native speakers but it is for others since English is normally the
common language used in international project management. Intercultural
competence is the one specific competence needed in the international context. The
other competences are needed in just about any project management.
14. We would very much appreciate if you could offer us some recommendations for
the development of the LPMnage social game.
Responses:
I believe the 'fun' aspect of the game should be as important as the training. It's
important to keep the learner engaged and interested in the content and that requires
a strong focus on bonding addictive game play mechanics with the serious content.
Concentrate on "soft skills" like communication, interpersonal, team working skills.
Concentrate on communication/collaboration between professionals in different
territories/cultures.
Using an open source platform would be very beneficial
Make it simple and accessible
Make it fun
59
Focus on a few meaningful key learning objectives
Allow "bite size" flexible access
Be very clear about the context in which the social game is designed. Don't try to be a
universal solution for all adult training. Focus on the areas most likely to have impact
initially that can then scale.
Firstly, focus on the learning. Secondly, focus on the learning. It is easy to create a fun
and engaging game experience, but if your goal is to improve learning outcomes, then
this will not be sufficient.
I can't answer these questions because I don't know what you mean by 'social game'. I
am highly experienced in the use of theatre and drama games within training contexts
but I don't know if this is what you mean.
Conclusions drawn from questionnaire results
While 78.6% of respondents said they were familiar with the concept of social game,
86.2% said that they only hardly ever or never used them to perform their professional
tasks. The main barrier to the use of social games in adult training was identified by
78.9% of respondents as “Lack of social games that answer the training needs of
professionals” with one respondent stating “Participants in the training usually
sceptical about the value of such activities. They just want the training (and the
certification!)”
Only 44.4% of respondents felt that social games could be useful, rather useful or very
useful to perform their professional task and only 7.7% of respondents felt that social
games had high impact in adult education with the majority 61.5% feeling they had
only had low impact.
However respondents felt that social games might bring benefits to the development
of professional competences with “Enhance more flexible and adaptable training
contexts” highlighted by 68% and “Development of competences that are not
approached by traditional methodologies” highlighted by 64%. The competences
which might be best developed were identified as Communication competences (75%)
Social competences (75%) Intercultural competences (70.8%) and Interpersonal
competences (66.7%).
60
When asked to identify competences needed for international project management
respondents identified several as of high importance with “Time and resources
management”, “Adaptability”, “Flexibility” (87.5%), Leadership (83.3%), Working under
pressure (79.2%), Intercultural competences (75%) scoring particularly highly.
When asked to offer recommendations for the development of the LPMnage social
game, interesting insights were received as follows:
On the general approach:
“I believe the 'fun' aspect of the game should be as important as the training. It's
important to keep the learner engaged and interested in the content and that requires
a strong focus on bonding addictive game play mechanics with the serious content.”
“Make it fun,
Focus on a few meaningful key learning objectives, Allow "bite size" flexible access”
“Firstly, focus on the learning. Secondly, focus on the learning. It is easy to create a fun
and engaging game experience, but if your goal is to improve learning outcomes, then
this will not be sufficient.”
On specific competencies to address:
“Concentrate on "soft skills" like communication, interpersonal, team working skills.”
“Concentrate on communication/collaboration between professionals in different
territories/cultures.”
6.
MAJOR FINDINGS OF THE FOCUS GROUPS
Facilitator:
An experienced classroom teacher, subject leader and Education Authority Advisory
Teacher for ICT he has also worked as an independent Educational ICT Consultant, as
Professional Development Officer for Anglia Television and as Deputy Manager of
Gateshead City Learning Centre. He now owns and manages Tyncan Ltd
www.tyncan.com. Providing training and consultancy to schools and businesses and
operating a learning and conference centre.
61
Name and
surname
Ag
e
Gender
Occupation
Education
Social
games
player
(games
played)
Organization
Participant 1
57
MALE
PROJECT MANAGER
NO
Wipro
Limited
Participant 2
55
MALE
PROJECT MANAGER
BSc in
Chemistry, MBA
and Project
Management
Professional
(PMP). Formerly
Prince2
Prince2
No
BP
Participant 3
45
MALE
PROJECT MANAGER
Participant 4
33
MALE
Participant 5
45
MALE
Particpant 6
45
MALE
B.Sc. (Hons)
Business
Information
Systems and
Cert. Ed. (FE)
CREATIVE DIRECTOR
BSc Software
Engineering,
Agile and scrum
master
certification
DIRECTOR/CONSULTANT
Bsc Biological
Science
Operations Technical
Team Manager
City and Guilds
in Electronics
SAI GLOBAL
YES
PLAYDEMIC
No
NORTHERN
IRELAND
SPACE OFFICE
Kern UK Ltd
NO
Topics discussed during the focus group:
Professional background of the participants.
Participant 1
Project Manager, System Integration, Oil and Gas sector. 5 years experience.
Participant 2
15 years IT project management experience in the Oil and Gas sector
62
Participant 3
12 years experience in senior production roles in the digital games and learning
industry.
Participant 4
e-learning professional with 8 years experience, works as a Creative Producer for
Playdemic, a casual and social games company.
Participant 5
An experienced professional in education and public outreach. Has also worked
extensively with government agencies, education authorities and industry on global
STEM and skills related initiatives.
Participant 6
Operations Technical Team Manager. Technical manager for 12 years, seconded into
project team in the last 4 years.
Training needs to perform their professional task.
Prince 2 is the recognised standard for PM’s in the UK
It provides basic structures which need to be adapted to the requirements of each
project.
Project Management Professional (PMP) credential from Project Management
Institute, based on five performance domains. Initiating the project, Planning the
project, Executing the project, Monitoring and controlling the project, closing the
project
All agreed that they had learnt much of their project management competency and
particularly their team management, interpersonal and problem solving skills through
experience “on the job” as most training focusses on processes and procedures to put
structures and monitoring in place rather than “people skills” or “soft skills”
In respect of International project management none of them had received training on
international differences or intercultural competences but highlighted this as an issue
they had experienced.
Most valuable competences to perform their task.
63











Communication skills
Human Resources Management
Open mindedness
Patience
Empathy
Scope Management
Time management
Cost Management
Quality Management
Risk management
Change management
Labour market demands on their professional field.
The group perceived and agreed that demand is growing for project managers and
particularly with an international dimension. Projects are becoming more complex
more often, with multiple partners, frequently in different international locations and
often in different time zones and cultures. Competencies required to manage diverse
international team contributions are increasingly important.
Experience and use of social games for learning.
There was little or no experience of using social gaming for learning among the group.
Only Participant 5 is a frequent player of social games and this is more for pleasure and
the fact he is involved in their production than to learn.
All felt that there was value and potential in the use of social games however and in
particular as a means of rehearsing the type of issues that they had experienced and
had to “learn on the job” with reference to problem solving, managing a team,
communication, time zone and cultural differences.
Other types of social and informal learning.
All agreed that as project managers they had done a lot of “learning on the job” by
experience and from colleagues sharing experiences. Association for Project
Management and Project Management Institute which provide forums for discussion
and sharing as well as access to training where highlighted as sources of self-driven,
more informal learning.
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Recognition and validation of competences in informal learning and contexts.
None of the participants felt they could comment on this area.
7.
CONCLUSIONS
There is globally a growing trend towards the use of various games technologies and
approaches for learning and training, at all levels and in a wide range of disciplines and
increasing evidence or testimony as to its’ effectiveness, if in the main this is
qualitative and anecdotal. This is also very true in the UK context.
While there is limited evidence, specifically on the deployment of social games for
training professional competences and no examples have been found, in the UK
context, targeted at project management generally or international project
management specifically. There is much evidence and opinion that suggests that
games technologies generally and the facilitation of social interaction can play a very
positive role in training and development.
There is general agreement that learning through games and social interaction has the
potential to offer significant benefits to learners in the development of competences.
Games offer mechanisms for skill development, engagement and motivation and
opportunities to simulate real life scenarios and facilitate safe rehearsal and reflection.
Social interaction offers additional motivation through interaction with peers and
mentors as well as opportunities to share experiences and develop collaborative and
communication skills.
From a business point of view games and social mechanisms for learning, potentially
offer cost effective alternatives to face to face training as well as on demand, bite size
and remote opportunities for learning and interaction.
In the context of international project management, it may be possible to facilitate
experiential and collaborative learning of some of the competencies and experiences
otherwise described as “learned on the job” or “through experience”.
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Project managers are busy people, primarily concerned with “getting the day job
done” anything which detracts from this will be seen as a hindrance rather than a
benefit.
However the nature of many social games and networks lend themselves very well to
the bite size and on demand approaches which might provide a good fit for busy
professionals.
It is interesting to note the active interest of the UK Association for Project
Management in “gamification.” Although this is primarily looking at gamification of
their business offerings to attract clients/customers they have expressed their interest
in the aims of Learn Play Manage and a desire to monitor its progress and continue a
dialogue.
Project managers spoken to in the course of the research, while not avid social gamers,
have been largely positive and encouraging about the concept and interested to see
and engage with the outcomes.
We believe the potential for a social game in this area is great. Its’ success will depend
on several key factors:


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Carefully selected and constructed subject matter which is realistic, appropriate
in level, engaging and presents a challenge to the learner.
Sound instructional design which creates self-paced, branching and unfolding
learning and engaging gameplay experiences.
Effective mechanisms for social interaction, sharing and collaboration.
Effective mechanisms for feedback and reflection.
The conclusion of this report is that Learn Play Manage should pursue a blended
approach, which brings together the best features of available interactive games
technologies to simulate realistic project management experiences and social
networking structures and tools to encourage human interaction and team working.
In short it is not sufficient to create a game in itself. The game should be the central
feature of a wider proposition incorporating a range of supporting social interactions.
With particular reference to International Project Management it would seem that the
most fertile ground for the development of social gaming would be in soft skills, HR,
team working, interpersonal and intercultural competences.
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