202 The Next Generation of e-learning: Instructional Alternate Reality Games Rowan Job, mediaedge, a division of Exceptional Software Strategies, Inc. Produced by Building Immersive Learning Simulations
The Next Generation of e-learning: Instructional Alternate Reality Games Objectives Identify the gaming generation Define Alternate Reality Games (ARGs) and Instructional ARGs Discuss the implications of gamers on the I- ARG delivery mode Review ISD methods applied to I-ARG development Consider challenges of I-ARGs and Instructor/Facilitator requirements Page 1
The Gaming Generation Tech savvy Social networkers on the web Grew up with games, even for learning MTV generation Quick adopters Digital Natives www.jupiterimages.com Implications on Learning Style Visual, Experiential learners Multitask effectively Short attention span Team players Require constant stimulation Engagement http://www.koreatimes.co.kr/www/news/nation/2007/09/123_9547.html Page 2
Alternate Reality Game (ARG) definition Interactive narrative that uses the real world as a platform, often involving multiple media and game elements, to tell a story that may be affected by participants' ideas or actions Uses wikis, blogs, podcasts, and shared workspaces as well as websites, videos, chats, SMS texts, phone calls, and emails This Is Not A Game Puppet-master guides game & players ARG History, Examples and Trends Dreadnot (1996) Blair Witch Project (1999) Beast (2001) Majestic (2001) I Love Bees (2004) Perplex City (2005) World Without Oil (2007) Never Rest (2008) Page 3
Instructional Alternate Reality Games (I-ARGs) STEALTH LEARNING Feedback is informal and immersed Tools of the real work environment Learning delivered through storyline and game play Scenario-based Instruction- and storyuse many modes of delivery Instructional Alternate Reality Games (I-ARGs) Adult learning theory and best practices Instructor is puppet-master Collaboration is natural Learner-centric Builds knowledge, skills, and attitudes Adaptable to learners of all skill levels Learning can be on any topic: software, soft skills, knowledge delivery Page 4
Case Study: Never Rest I-ARG (DEMO) Includes Player Interface and Instructor Control Console Player Interface enables one-stop shop of applications, capture of metrics for evaluation and after action reporting Instructor uses ICC to monitor all activity, control gameplay Player interface Page 5
Player interface Navigation Wheel centralizes applications/software needed to play the game Applications mimic those used on the job, which reinforces on the job behavior Players practice using applications in a real-life-like scenario to solve a problem Builds problem solving skills with everyday workplace tools Can be software training tool by adding any application to the navigation wheel Player interface Tasks, created by the Instructor, are scaffolded for progressing levels of application Tasks guide gameplay and address learning objectives Task Communication log provides informal feedback from instructor Completion of tasks provides success metrics for reporting Player stays in-game because tasks are written in-scenario Page 6
Instructor Control Console Instructor Control Console Map training objectives to tasks to ensure coverage of learning points Keep evaluation criteria and instructor notes with task for easy assessment by any instructor/facilitator Create tasks ahead of time (and automated) or on-the-fly for more individualized gameplay Page 7
Instructor Control Console Assign tasks at individual or group level See task progress report in two formats Assign tasks for all players, or select players based on individual needs Instructor Control Console Respond to tasks giving immediate, immersive, formative feedback Tasks keep a log of communication between player and instructor for easy review Feedback helps form evaluation reports Page 8
Instructor Control Console Track all player performance on quantitative metrics Quickly shows the stars and slackers Litmus test for gameplay and activity volume Instructor Control Console Track individual player s progress in quantitative metrics Search and investigate player s progress in content for a qualitative analysis of performance Form basis of After Action Reports on player performance Decide on remediation based on all metrics Page 9
I-ARG Design Elements Flow of gameplay Rabbit Hole Tutorial Skills progression Iterative Feedback and remediation Final debrief, future application Incorporates Scaffolded learning Gagne s 9 Event of instruction ADDIE model of Instructional Design Skills progression: Scaffolded Learning Model behavior (Phase 1) First several tasks show how to do the desired behavior or task Instructor/task directs how to complete the task ideally Guided Practice (Phase 2) Instructor/tasks are helpful but not directive Give feedback that helps the learner without hand-holding or doing it for them Learner application (Phase 3) Instruction provides high level goals without guidance Learner/player must apply all learning from first two phases to be successful Page 10
Gagne s 9 Events of Instruction 1 2 3 4 5 6 7 8 9 Gain attention Present objectives Recall prior knowledge Present stimulus Provide learner guidance Elicit performance Provide Feedback Assess performance Enhance retention and transfer Rabbit Hole Your Mission Tutorial Modeled behavior tasks (Ph 1) Guided tasks (Ph 2) Unguided tasks (Ph 3) Formative in tasks and NPC interaction; summative in AAR Formative in tasks and NPC interaction; summative in AAR Application in other areas; how might you train the next person on this?; use this scenario OTJ Iterative ADDIE Creation Process Analysis Identify high-level learning goals and terminal training objectives (that later correlate with performance measures) with subject matter experts (SMEs) Design Game strategy Write enabling training objectives Determine performance measures Identify quantitative metrics for tracking and mapping to objectives Identify qualitative measures and deliverables for instructor report of learner success Determine learner performance reports (create evaluation criteria) Page 11
Iterative ADDIE Creation Process Development Write creative scenario(s) Write mission tasks Map instructional objectives to scenario(s) and mission tasks Build/create supporting media, web sites, SMS messaging, etc. Embed clues/intel in real and fake environments Host websites, voip, databases, etc. or integrate into secure environment Integrate with existing tools and/or simulate existing tools and customize functionality Brand all game elements (player interface and instructor console) Iterative ADDIE Creation Process Implementation Quality assure adherence to learning objectives, testing of integration with tools, networks, and systems Train client instructors to run the game and iteratively change scenario Function as off-site instructors, as needed Evaluation Learner/player smile sheets Peer evaluation Player and Organizational reports created using: Peer evaluation score Quantitative metrics; Instructor Qualitative reports and subjective assessments Logs of gameplay Page 12
Development Challenges and Considerations: Design Is an I-ARG the right mode of delivery? Scalability: How long does game run? How many players? How many instructors? Media support Tool integration Firewalls and security Development Challenges and Considerations: Instructors Instructors/Facilitators must be Creative Proactive in getting learners engaged Interested in fostering teams Able to let go of the reins Knowledgeable but not know-it-alls Situational-learning focused Willing to role play Page 13
I-ARG Mode of Training Summary Addresses gaming generation needs Situational learning Longer shelf life topics 20-30 Students per instructor (with a mix of automated and manual instructor control) Software training, esp. application of prior learning Soft skills training delivery What-if? Instructor-led experiences Contact Ms. Rowan Job Instructional Innovator Rowan.Job@exceptionalsoftware.com or Rowan.Job@media-edge.com Mr. Tony Mangerie President, mediaedge Tony.Mangerie@exceptionalsoftware.com or Tony.Mangerie@media-edge.com Page 14