Presented as part of key note at LUDUS in 2012 -

1. Serious Games
By Kam Star
Twitter : @playgen
Email : kam@playgen.com

2. PlayGen
Pixelearning
Caspian learning
Simulearn
Ranj Serious Games
Blitz
KTM Advanced
Serious Games Interactive
Vstep

3. THE PROBLEMS
- How do we increase engagement?
- How do we expand participation?
- How do we improve learning?

4. Why use
Games?

5. Games-based Learning, Serious Games, Virtual
Education, Purposeful Play, Immersive learning
simulations, Guided Experiential Learning, Tactical Decision Making
Simulation, Educational Games, Simulation, Virtual
Reality, Alternative Purpose
Games, Edutainment, Social Impact
Games, Pervasive Games, Games for Change, Games for
Good, Synthetic Learning
Environments, Simulations, Games for Change

6. Games-based Learning, Serious Games, Virtual
Education, Purposeful Play, Immersive learning
simulations, Guided Experiential Learning, Tactical Decision Making
Simulation, Educational Games, Simulation, Virtual Reality,
Alternative Purpose Games, Edutainment, Social
Impact Games, Pervasive Games, Games for Change,
Games for Good, Synthetic Learning
Environments, Simulations, Games for Change
When we learn through play…

7. ….it feels like this
Engagement, Entertainment, Fun,
Motivation, Stimulation, Knowledge,
Encouragement, Enjoyment, Training,
Inspiration, Pleasure, Excitement,
Exhilaration, Drive

8. Why are games and simulations so effective?
• Through an exciting, interesting and engaging
experience which fully immerses the learner
• Competition, challenge and problem solving at
personalised levels of difficulty
• By putting the player in charge, in a safe
environment, where they are free to experiment
without fear of failure
• Scenarios enables players to see the outcome of
their decisions – and learn from their choices
• Detailed measurement of behaviours and attitudes
drives self-awareness and self improvement

9. The principle is just as relevant for adults as for kids
Key characteristics of Adult Learning*
Engagement
Adults learn experientially
• Interaction
• Story building
Goals Adults want relevancy
• Objectives
• Motivation
Adults learn best when
learning is of immediate value
Rules
• Fairness
• Balance Adults tend to be self-directed
Challenge
• Competition Adults approach learning as
• Conflict problem solving
Key characteristics of games
*Knowles, M. S. (1970). The modern
practice of adult education: From
pedagogy to andragogy. Englewood
Cliffs: Prentice Hall.

10. Average retention rates* – 6 months after experience
Teaching Others 90%
Doing 75% Simulations & Games
Consultation 50%
Demonstration 30%
Audio-Visual
Watching Video
20%
Reading
10%
Lecture
5%
*National Training Laboratories, Maine

11. Confucius say...
Involve me
Show me (Engage me)
I may I will understand
Tell me remember and REMEMBER
I'll forget

12. What’s
Hot?

13. There’s a new game in town!

14. The people at Volkswagen have used game
mechanics to make boring tasks, such as going to
the bottle band, a little bit more fun. They called it
the Fun Theory.
(click image for movie)

17. To get back to ‘badges’:
Do they really matter?
They are just a couple of pixels on a screen, right?
Badges? Seriously?
To these guys, they matter.

18. Badges? Seriously?
To these guys, they matter.

19. Goal-setting device
Where to go
Instructions
What is possible
Reputation
Who you are
Status & Affirmation
What you did
Group identification
Who is like you Badges have various functions, from giving indications to
users what it really is you want them to do (in a fun way) to
enhancing reputation via shared symbolism.
Antin & churchill

20. Gamification
^
10% Game Design
90% Psychology & UX

23. http://bit.ly/seriousgamesgroup