Leaping from Role Play to Game Play

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1 88 Leaping from Role Play to Game Play Stephen Davies and Carrie Lavis, DISTIL Interactive

2 November 11-14, 28 About us Leaping from Role Play to Game Play Carrie Lavis Stephen Davies DISTIL Interactive» Founded 24: merging the art of gaming with the science of learning» Ottawa Head Office, sales offices in Chicago Toronto» Award winning learning games that develop competency and skill» Diverse staff: Educators/Psychologists; Software Engineers; Physicists» Collaborated with CSA on many standards related training tools» Core belief: You can learn a lot from games!» First half: Overview of today s session Discussion of the benefits of serious games for competency training Examples of soft skills games we ve developed Discussion of the process used to create gameready content» Second half: Team activities focused on outlining game content Group discussion of activities Why games?» Games have crossed the chasm and are now mainstream» Business case for games Engage younger workforce Time compression and situated learning» Training for competencies Change in industry focus to competencies Define games in terms of: Competencies Mastery Levels NOT knowledge acquisition» Past: What games? Games were one offs Tendency to high fidelity, closer to simulations Technology driven, not education driven» Present and future Focus on education not technology Casual Games model now appearing Games a vehicle to collect information for Human Capital Management What kinds of interactive e learning do you create (or want to create)? Examples from your training programs How many learners? Working alone or in pairs/teams? To what extent is (instructor) facilitation required? Stand alone or blended delivery? What kinds of feedback are required inprogress? What about evaluation and assessment? Session 88 Leaping from Role Play to Game Play Stephen Davies & Page 1

3 November 11-14, 28 Making the leap to games: How?» Process: Pick an established serious games genre Fit basic learning needs/objectives to your game method(s) Choose game elements that support your learning Decide on characters, environments, and situations/scenarios Create detailed content templates» Technical skills required for game development Today s focus: Soft skills training Customer service skills Telemarketing, counter service, handling complaints Interviewing Clinical interviews (medical or counseling) Job interviews (HR skills or training interviewees) Fact finding interviews (e.g., auditing, reporting) Negotiation/conflict resolution Two party, multi party scenarios Sales calls Elements of the sales cycle, cold calling, closing Steps for turning your exercises into engaging games» Step 1: Match your learning objectives to game elements» Step 2: Create your scenario(s) and character outlines» Step 3: Create content templates that work» Step 4: Technical elements» Then: Iterate, iterate, iterate this is not necessarily a linear process Genre 1: Negotiation games» Single player, paired play, multi player» Synchronous (real time conversations)» Asynchronous (typically s)» Scoring usually based on economic outcomes, offer history» Some exploration of strategies and tactics» Surprisingly little focus on the communication Our solution: The Negotiators» Two player synchronous game» Job transfer scenario VP and middle manager» Chat style interface with issue buttons» Economic outcomes = 5 negotiation issues Salary, bonus, holidays, expenses, start date» Interpersonal outcomes = partner ratings Trust, skill, likeability The Negotiators Step 1: Learning objectives (and game elements)» No SME Based on classroom role plays» Learning objectives: Negotiate an optimal outcome (Get a win as defined by game goals) Demonstrate good judgment under pressure (Frame your position, read partner s cues, text & offers carefully) Use appropriate negotiation tactics (Logrolling, estimating payouts through game scores) Use nonverbal cues appropriately (Emoticons represent facial expressions) Session 88 Leaping from Role Play to Game Play Stephen Davies & Page 2

4 November 11-14, 28 Mapping learning objectives to game elements Learning Objectives Negotiate an optimal outcome Demonstrate good judgment under pressure Use appropriate negotiation tactics (e.g., logrolling, estimating your partner s BATNA) Use nonverbal cues appropriately Game Elements Issues contain payout points let you establish your priorities Economic score (points won ) Relationship score (points given by opponent) Chat interface in real time allows for Q&A to establish priorities, forces quick judgments about trade offs Modifiable instructions help players understand which strategy they should use (game goals can vary, which changes learning outcomes) Emoticons sent with messages vary your friendliness, pressure opponent, etc. The Negotiators Step 2: Scenario and characters» Job transfer scenario» Needed 2 characters VP and manager» Created back stories for characters» Created issues to negotiate» Framework allowed us to determine what was needed Content needs Scoring needs The Negotiators Step 3: Content templates» Simple for an interactive game players create the conversation text themselves» Created templates for scoring scheme, player instructions, end game surveys, post game feedback» Step 4 then involved getting the look and feel right for the interface Sample negotiation content Issue Value Manager Points VP Points Vacation time 3 days 25 days 2 days 15 days 1 days Salary 85, 8, 75, 7, 65, Start date July 1 June 15 June 1 May 15 May » Various styles Genre 2: Interview games Q&A (not very conversational) Multiple choice conversation options Linear conversation with probes &/or actions Branching storylines» Which is best? Depends on your needs, timelines, budget, expertise Our solution: Auditing Skills Created with an SME Single player internal audit game Conduct interviews with company personnel Everyone from President to shop floor Personality information for all characters Style used: linear conversation with probing Lifelines: use of mood boosts Goal: gather information Goal: maintain rapport Session 88 Leaping from Role Play to Game Play Stephen Davies & Page 3

5 November 11-14, 28 Auditing Skills Step 1: Learning objectives» Took our objectives from guidelines prepared by standards body: Preparing for interviews Differentiating between good and bad audit questions Probing for relevant information Recording relevant evidence Monitoring facial expressions, moods to maintain rapport Mapping learning objectives to game elements Learning Objectives Prepare thoroughly for your interview Use appropriate audit questioning techniques Employ effective probing to gather relevant information Maintain rapport with the interviewee Game Elements Pre interview lifeline choosing activity to select appropriate approach Interviewee mood tied to questions inappropriate (e.g., closed, leading, argumentative) leads to negative mood, good questioning (open, clear supportive) leads to improvement Hidden evidence unlocked through successful probes tied to game goals and scoring Evidence populates audit checklist Lifelines allow for mood boosts when characters are becoming annoyed Auditing Skills Step 2: Scenarios and characters» Decided on type of company, type of audit» Created personality profiles and information resources for characters Basic personality model & bio information» Led to creation of approach to take with each personality type» Rough model of mood effects on scripting Determined how moods would change based on questioning strategy Auditing Skills Step 3: Content templates» Scripted interactions for each interviewee Created high level topics Probes for each topic (3 7, typically)» Scripted interaction to include red herrings, ratholes, inappropriate questions» Overlaid mood scores for each pair of questions & answers Mood scores impact character s facial expression Sample interview content Questions? Question type Interviewer Interviewee Mood Information High level Please tell me a bit about your position here. I m the Human Resources manager. +1 Probe Probe What has been your involvement with implementing the new management system? So apparently modesty isn t a big requirement for your role, is it? I ve pretty much done the entire implementation myself. There s been no help from top management without me there wouldn t BE a system in place. The truth isn t always pretty. +3 Evidence of a lack of commitment from top management 3» Your feedback would be much appreciated Please leave feedback forms at front of room» Any further questions or comments always welcome!» Content creation/assessment: c.lavis@distilinteractive.com» Business development/partnering: s.davies@distilinteractive.com Session 88 Leaping from Role Play to Game Play Stephen Davies & Page 4

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