For the past few years we have been fortunate to work with a great team at University of Melbourne and RMIT to create some management accounting simulations, which are now used worldwide by thousands of students.
It’s easy to get carried away when it comes to serious games, simulations and virtual world technologies, but like all tools there are situations when they are and aren’t useful.
Serious games, simulations and virtual worlds are best used when traditional, real world learning methods are one or more of the following;
- logistically impossible
Let’s examine each of these points.
With the cost of real world materials going up, and the cost of digital content going down, cost is increasingly a good reason to use serious games and simulations.
One of the best and oldest examples of this is flight simulators. With planes and fuel costing a small fortune, airlines have for many years now used simulators to train pilots.
The biotechnology simulations we have developed for Monash University and BioCSL are another example – the equipment and materials used in creating these drugs can cost millions of dollars. By simulating these activities students and workers can get experience of these processes at a small fraction of the cost.
After the aviation industry, the military is the second largest user of simulation and serious game technologies. Soldiers can train for a wide variety of battle scenarios without the risk of harm to themselves or others.
Likewise our nursing simulations allow students to practice procedures such as the administration of an IV fluid without putting real patients at risk.
Our electrotechnology simulation allows students to practice installing an electrical service in a new residence without the risk of electric shock.
Learning by making mistakes can be very powerful, but in dangerous situations is often only possible with simulation or serious game technologies.
3. Logistically impossible
The third largest use of simulations and serious game technologies is in health. Virtual patients(both physical and digital) allow students to practice a wide range of procedures which would otherwise be impossible to co-ordinate in the real world.
Our Vplay product allows GPs to practice cultural skills with a range of patients, once again learning from mistakes. Likewise our pharmacy simulators allow students to practice making medicine in a sterile environment, something they do not have access to in the real world.
Our occupational health and safety serious game, the Whitecard Game, targets young school leavers who are just starting an apprenticeship and need to learn about workplace hazards.
It’s important that this content is presented in an engaging fashion, as many of these young people do not respond well to traditional learning. Engaging students in this manner can ensure that when they do set foot on a worksite they know what hazards to look out for.
Learner engagement is often viewed as simply making things easier for the student – but this is very important when you are considering issues like safety.
Another way we use serious games and simulations to engage learners is by putting information into context. Our business simulations created for University of Melbourne take traditionally dry topics and wrap them in an engaging story line, engaging students and allowing them to learn through play and experience rather than simply memorising facts.
When shouldn’t I use serious games and simulations?
Your use case should match at least a few of the reasons given above.
If you find the opposite is true – perhaps these technologies are not the right solution.
For example, let’s look at the potential for a ‘how to tie your shoelace’ simulation;
- It’s not expensive to do in the real world. It’s free or very cheap.
- It is not a dangerous activity.
- It’s logistically very easy. Shoes and laces are common and accessible.
- It’s not something that can be made more exciting by using digital technologies – in fact doing it in the real world is much more tactile and enjoyable.
Consider your audience
Another thing to consider is your learners. If they are not comfortable using these types of technologies then you may like to either reconsider using serious games and simulations, or factor this into your design.
For younger cohorts where we know most learners will be gamers and quite tech savvy, we often design more game like simulations which allow users to navigate the digital environment themselves. If we were dealing with an audience with a different skill set, for example retired builders, we would consider simplifying the user interface and making navigation more automated.
Serious games, simulations and virtual worlds all have their uses, and most organisations should be using them a lot more for education and training. However as with all tools, it’s best not to get too carried away by the shiny things, and to really consider the best way you can achieve your desired learning outcomes.
Co-written with my long term and valued colleague Dr. Stefan Schutt from Victoria University, our chapter Eight Years of Utilizing Virtual Worlds for Education: A View from the Trenches is the first chapter in the book Utilizing Virtual and Personal Learning Environments for Optimal Learning – now available through IGI Global.
The chapter discusses our experiences since 2006 deploying virtual worlds for training within secondary and special schools, vocational education, higher education, private industry and the community sector, as well as the factors involved – including technological change, organisational politics, pedagogical fashions, changes in policy and funding environments, and the human aspects of working with teachers and students.
If you are interested in reading the chapter please let me know, or it is available from the IGI Global online bookstore or online database(use code LIB25 for a 25% discount).
We are very excited to announce a new product we have been developing, vPlay.
vPlay allows for the creation of virtual patient scenarios and is the result of ten years of work in this area.
Branched interactions can be created with an animated character and two different ‘game like’ measures.
Educators and learning designers can edit and adjust interactions using an online administration system.
The initial patient pictured below has been developed by VMA to increase the cultural awareness of GPs.
For a demo of vPlay – contact us today.
Today Paul Staubli and I joined Obvious Choice and Brightcookie at Adelaide To Outback GP Training to present a range of innovative educational technologies to representatives from many GP training organisations from around Australia.
We ran two stations – the first focused on virtual reality featuring a couple of GearVR headsets, and the second looked at our work with virtual worlds and patients.
It was great to spend a day with such an intelligent and curious group of people.
Kilgors is a Balanced Scorecard Simulation, co-authored by Albie Brooks (University of Melbourne), Gillian Vesty (RMIT University) and Sarah Tesar (formerly University of Melbourne) and developed by Oztron Media with funding from the Faculty of Business and Economics and Department of Accounting at the University of Melbourne.
This case focuses on the Wine Division of Kilgors.
The case is a digital-based simulation which allows students to develop a balanced scorecard for the Wine Division based on a diverse set of information and background.
Students are then presented with three different scenarios, driven by internal and/or external events, and are asked to make decisions as they see the best course of action for the Division.
The causal impact of the student’s decision is reflected in the scorecard development.
A series of reflections and discussion points are inserted throughout the simulation, which enables students the opportunity to question their decisions.
The simulation is framed with the objective of providing an interactive classroom experience.
Kilgors uses interviews, commentaries and winery footage and is structured using gaming technologies.
You can learn more and request a beta test account at http://kilgors.com/
Date: Tuesday, 25th November
Time: 1.30pm – 2.30pm
Description from the site;
Serious games and simulation can provide an experience of environments where it is not possible or practical to physically be present. In this month’s Deep Dive Innovation Event, Dale Linegar from Oztron Media will showcase examples of projects he has been involved in with other universities and conduct an interactive workshop on how games and simulation can be incorporated in learning and teaching.
One of our recent projects with Victoria University and RMIT was 3deesim, a residential energy efficiency simulator for use by building design and engineering students.
This year a QUT led consortium including VU, RMIT and Oztron got further funding to develop a commercial version.
3d Energy Efficiency SImulator is an immersive 3d simulator that will be piloted for teaching Environmentally Sustainable Design in third and fourth year Engineering.
This simulator will allow students to step into their architectural engineering creations, to interactively explore the best ways to reduce energy usage and greenhouse gas production, and identify what combination of factors reduces efficiency and increases emissions.
Outcomes of the pilot will be used to inform ways of teaching sustainable design and training for energy and water efficiency in other higher education and vocational education courses.
This project was a collaboration between QUT, VU, RMIT, Sustainable Built Environments and Oztron Media.
Check out the new commercial simulator here;
Over the past few months we have been developing a product called Bluetour which creates self-guided tours using both GPS and Bluetooth technologies.
Bluetour is ideal for self-guided tours of all types including;
- Nature trails
- Tourist trails
- City tours
- Historical tours
- Parks & garden tours
- Zoo tours
- Driving tours
- Global tours
Bluetour allows users to experience the real world enhanced by digital media.