“The Design, Development and Use of Serious Games” · Decisive-Point… • Experts in the...

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“The Design, Development and Use of Serious “The Design, Development and Use of Serious “The Design, Development and Use of Serious Games”

“The Design, Development and Use of Serious Games”

© 2008 Decisive-Point, All rights reserved.

11 November 2008

®

Jim Lunsford

President

Decisive-Point

816-584-2882 (Direct)

816-584-2883 (FAX)

[email protected]

www.decisive-point.com


Decisive-Point…

• Experts in the design, development, and use of

serious games

• One of the early pioneers in the industry; first game

in 1990 (PC-based Tank Identification Game)

• Broad experience in developing serious game

solutions

• Focus primarily on leadership development games

• It’s a passion as well as a profession!


Serious Game

A game specifically designed, developed,

and used for non-entertainment purposes and used for non-entertainment purposes

such as education, training, research and

development, etc.


Also Entertainment Games…

“The one game that affected me, and it didn’t stop me playing it but it gave me a whole new respect for the game, was

Defending The Reich. It’s a hardcore wargames simulator of the RAF bombing campaign over Germany, and you can

play either side…. and I posted before that it’s my game of the year.”

Rod Humble, Vice President of EA Sims


Gaming as a Boy…

Board Wargames – 1960’s


Gaming as a Young Man…

Apple Ile - 1984


Gaming for Training, First Attempt

Company Commander – 1985


Gaming for Training, Second Attempt

CGSC 1996-2000


My “Ah-hah” Moment…

CGSC, Spring 1998


“Decisive Action” Exercise - 1998


DA - PE 1 Combined Obstacle Overlay


DA - PE 1 Combined Obstacle OverlayDA - PE 1 REDFOR Situation


DA - PE 1 Combined Obstacle OverlayDA - PE 1 BLUFOR Situation


“Decisive Action” Exercise - 1998

RED – Student Group 1Task: Seize TABRON

Purpose: To establish a shorter

line of communication

BLUE – Student Group 2Task: Defeat the III Red Corps

Purpose: To set the conditions

for offensive operations

Instructions to Both Groups:

1. Both sides will fight using U.S. doctrine

2. 6 hours to plan, 5 hours to “fight”, 1 hour for AAR

3. Before Battle: Quick briefing on estimate of situation and plan


Attacker’s Most Likely and Dangerous Courses of Action

BLUE Intelligence Officer


Attacker’s Plan

RED Commander


Defender’s Most Likely and Dangerous Courses of Action

RED Intelligence Officer


Defender’s Plan

BLUE Commander


What Actually Happened in 1942…

RED Commander


• Students were very surprised that their plans were so

predictable. During the next 4 battles, they made

every effort to out-think their opponent.

• I discovered the great learning benefit of fighting “Blue

against Blue”.

Results of “First Battle”

against Blue”.

• I also realized that I was a mediocre instructor and a

mediocre officer within a mediocre system. We were

great at process (science of war), but weak at applying

the science (art of war).


• Complex or abstract concepts become tangible.

• Practical experience is often the best teacher.

• Promote improved visualization of operations with

respect to time, space, distance, and capabilities.

Why are Serious Games Beneficial?(Assuming they are properly, designed, developed, and used)

respect to time, space, distance, and capabilities.

• Students can experiment and make bold decisions

without suffering catastrophic failure.

• Experience can be rapidly repeated.

• Games can dramatically and effectively link cause and

effect.


Characteristics of Good Serious Games


West Point cadets playing “Follow Me” in May 2008 during a graded exercise.

• Created from the beginning as an educational tool

• Focused on specific educational requirements

• Integrated within an effective instructional strategy

Characteristics of Good Serious Games (I)

• Integrated within an effective instructional strategy

• Promote deliberate practice of cognitive skills

• Stimulate learner’s desire to excel

• Innovatively designed

• Promote visualization skills and intuitive responses

• Link cause and effect

• Produce acceptable simulated results


• Produced fairly quickly and thus relatively cheaply

• Provide “safe” environment for practice

• Spirally developed

Characteristics of Good Serious Games (II)

• Spirally developed

• Easy to learn

• Simple to use

• Empower instructors

• Produce the “Ah-ha” moment


Game Design and Development


CGSC Students using “Decisive Action” in February 2008 Division-level Exercise.

• Identify target audience

• Identify purpose

• Enumerate training tasks and standards

• Describe learning environment

Serious Game Design

Training Design

• Describe learning environment

• Remain focused on training design

• Keep it simple

• Don’t limit design – innovate when needed

• Determine functional requirements

• Create draft design document


Game Design

• Quickly create a concept prototype (Spiral 1)

• Evaluate and implement feedback

• Update design document

• Produce next spiral

Game Development Process

Repeat

as • Produce next spiral

• Test next spiral

• Test beta version

• Create user documentation

• Deliver finished serious game

needed 2 - 12

Months


Using Serious Games


CGSC students using “Elusive Victory” in March 2008 Exercise

Developing an Instructional Strategy for Serious Games (I)

• Focus on player decisions and actions – not game

outcomes

• The AAR is the primary means of evaluating performance

• Use performance measures to evaluate students, but


• Use performance measures to evaluate students, but

make allowances for good critical and creative thinking

• Flexibility – Be prepared to shift to “learning objectives of

opportunity”

• Know when to quit the game – Seldom is there a reason

to play the game past the point when learning objectives

are achieved

Developing an Instructional Strategy for Serious Games (II)

• Allow students the opportunity to learn the game before

evaluation occurs.

• “Train the Trainer” Is critical and must include a basic

understanding of the game’s modeling


understanding of the game’s modeling

• Do not permit criticism of the game during the AAR –

Focus only on student decisions and actions.

• Insure the instructor is adequately supported with

responsive technical support.

• Technical rehearsals are essential

• Have an alternate plan in the event of problems

Our Most Recent Games


“Follow Me”Considered by West Point to be their most powerful tool for teaching cadet tactical decision-making and problem solving - 2008


“Follow Me”Map and scenario created within “Follow Me” by a West Point instructor.


“Take Charge”Squad and Team Leader “React to an IED” Game


“Elusive Victory”Stability Operations Training Game Purchased by CGSC in Fall 2008


“Battle For Kasserine Pass”Short (10 min) Multimedia History Lesson Supported with Simple Embedded Game


“The Long War”Counterinsurgency Game Purchased by CGSC to Support Instruction


“Municipal Crisis”Homeland Defense and Emergency Management Team Training Game


“The Enemy Within”FBI Counter-Terrorism Agent Training Game


Under Development…

“Energy Moguls”

Release Date: Fall 2009

Renewable Energy Education Game For Houston, Texas Schools


“Explore!”Organizational Leadership and Team Development Game


Summary

• Serious games are just a different kind of training tool.

• To be successful, the game must be easy to learn and

simple to use.

• Innovation requires an open mind

•• Instructors – The greatest challenge

• “Low overhead” includes a support staff

• Serious games, if designed and used properly, can

help create a very powerful training experience – they

produce the “Ah-hah” moment.


ConclusionWest Point Cadets – May 2008

Conclusion

®


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