Sealund’s Serious Games Blog

The “Both … And” Approach

The eLearning community has long used games as part of eLearning, the question isn’t “Which is better?” The question is “How can we use both most effectively?”

The answers need all our creativity because we assess each problem that has a learning solution for the right combination of elements that make up the most effective solution. No two answers are exactly alike because no two problems are exactly alike. That’s why we love our work, right? We get to use both the analytical and creative sides of our brains.

 The Analytic Side

One theory holds that intrinsically integrated serious games combined with standard classroom or e-learning are more effective than extrinsically integrated “edutainment” approaches.¹ “Intrinsic integration” means that the learning content is integrated with the mechanics and “fantasy context” of the game. It makes sense that intrinsically integrated games create more direct connection with the learning content, so learners are more deeply engaged and motivated to complete the learning experience, getting the most feedback and reinforcement of correct decisions.

The study that supports this theory compared learning outcomes for specific mathematical skills learning between intrinsically and extrinsically integrated versions of a learning game, Zombie Division, in an academic educational setting. It found a marked advantage for the intrinsic version of the game, with the delayed-test results (two weeks after the learning intervention) demonstrating significantly higher scores for the group that played the intrinsically integrated version of Zombie Division. The group who played the extrinsically integrated game increased their post-test scores over their pre-test scores by about 15 percentage points more than the control group did. The group who played the intrinsically integrated game, however, increased their post-test scores over their pre-test scores by about 30 percentage points more than the control group did.

How does motivation figure into this outcome? One iteration of the study demonstrated that the participants showed a significant preference for the intrinsic version of the game when they had the option of switching between versions. It appears that intrinsic integration of content with the game translates into learners’ intrinsic motivation to achieve deeper learning, too, because such games offer motivators we’ve known about since studies in the 1980’s: clear goals, achievable challenges and immediate, accurate feedback, with both the challenges and the skills becoming more complex.² So we might conclude that intrinsically integrated learning games work best for reinforcing specific skills introduced by standard e-learning or instructor-led training.

 Th  e Creative Side

How can we apply these findings to our corporate learning solutions?

We have to consider the same factors we always do, with optimal engagement in mind. Now we know that optimal engagement can be achieved with game elements intrinsically tied to two other factors – the learning content and the learners’ motivations. So we can ask ourselves:

• What does our audience need to learn? (content)
• How will they be applying it on the job? (game structure)
• What do they find rewarding about using this content on the job? (competition with others, out-performing their previous personal best, accumulating points for a reward like a 100% Score certificate, praise-feedback from a mentor during the learning process itself – or a combination of several of these)

Then we can get creative in thinking about how to measure skill transfer to the job immediately and after several time intervals. And based on those results, we can creatively improve the learning experiences and subsequent reinforcements. The creative opportunities never end!

What do you think? Please share your comments.

Resources

1. Habgood, M.P.J., doctoral thesis: “The Effective Integration of Digital Games and Learning Content.” (http://hiddenlevel.co.uk/zd/Habgood%202007%20Compact.pdf)

2. Csikszentmihalyi, M. (1988). “The flow experience and human psychology.” In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal Experience (pp.15-35). Cambridge, UK: Cambridge University Press.

This year, we at Sealund were honored to contribute our annual Sealund Education Scholarships to several children whose families are served by the Feed Our Children Ministries in Tampa, Florida. Feed Our Children founder and community minister Pastor Moses Brown, Th.D., also distributed the Sealund Thanks-Giving packet in the holiday baskets given to every family that participated in the Ministries’ 17th Annual Pre-Thanksgiving Dinners in Tampa and Plant City, Florida.

Dr. Brown focuses his efforts on Tampa Bay’s most precious resource, its children. Recently, he spoke to the local media about the economy’s sad effects on the availability of foster care. During our long association with Dr. Brown’s ministry, the Sealund & Associates family has been blessed to be able to support his organization’s efforts to “raise the tide” for all members of our community.
During this season of gratitude and giving, we like to remember that education is a gift that keeps on giving, both locally and globally.
What do you think? Please share your comments.

 I am so excited about the Real Economic Impact Tour that I have to write this blog live from the tour. It’s such a hopeful experience for improving financial literacy for those who need it the most. The representatives from the cities on the REI tour have tremendous passion for their role in supporting people with disabilities, which the National Disability Institute prefers to call differences – and that’s what they really are, after all.

The National Disability Institute can be proud of the tour’s grand kickoff in Jacksonville, Florida. The organizations represented on the Tour include Walmart, AT&T, CSX, Bank of America, The Burton Blatt Institute at Syracuse University, 54Freedom, Darden Restaurants, and the IRS. And, of course, we at Sealund are honored to be donating, with USA Funds, over $300,000 of Alaris Financial Literacy eLearning products to the differently-abled community in 100 cities throughout the US, and to add mini-grants to contest winners for completing the eLearning programs.

Let me share a few highlights of the many financial literacy initiatives with you.

Unity One credit union offers a free program for Teen Financial Literacy program that uses the update National Endowment for Financial Education’s NEFE curriculum, and speakers on many topics for adult financial education.

Tom Sullivan of the 54Freedom Association put on an amazing performance. Tom is greatly talented, and everyone enjoyed his presentation on his 54Freedom’s business start-up and expansion services for differently-abled entrepreneurs.

And, of course, Sealund is presenting Alaris in over 40 cities. We hope all our session participants get pretty excited about that.

The 2009 REI Tour has had many successes so far, and is winding up the year in fine style. To follow the REI Tour in nearly real-time on Facebook or Twitter, or to receive weekly tips on saving and asset building sent directly to your cell phone or email, see the Follow Us! Section on the REI Tour website.

What do you think? Please share your comments.