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Serious Games

pixelfountain learning simulations are examples of serious games. They are aimed at adult learners rather than education settings, which tend to prefer (the term) games based learning. They represent a shift from traditional learning methodologies whether ‘chalk and talk’ or e-Learning, which deliver content in a fixed manner. Traditional approaches break learning down into points and these are delivered one by one. This approach is typically fine, if a tad uninspiring, but in certain subjects such as sustainable development it is the interrelationship of the components that is key to understanding, and this is where serious games excel.

In a December 2009 blog, Patrick Dunn re-evaluates his previous assumption from 2007 that serious games and e-Learning are blurred. He states, “the distinction is not a technical one. It's about culture, values and beliefs, those invisible guides that we're not aware of most of the time, but which channel our behaviour and shape our assumptions.

It seems to me that there are at least four diametrically opposing belief sets underlying the two types of learning experience.

E-learning designers believe that people learn through "content". They assume that encountering content will lead people to change their behaviour. Games designers believe that people learn through "experience". They assume that having experiences - doing and feeling things - leads to change in behaviour.

E-learning designers believe we must be "nice" to our learners in case they go away. They assume that the relationship between the course and the learner is a weak one so that if there's any significant challenge, the learner will give up. Games designers believe that we can challenge people and they'll stick with it. Indeed, it is progressive challenges that form much of the motivation for gamers.

E-learning designers believe that we learn step by step (hence linearity, page-turning etc.). Game designers believe we absorb lots of things all at once (hence HUDs, complex information screens etc.).

E-learning designers believe that learning experiences are emotionally neutral (in spite of all that's written about the importance of emotion in learning). Games designers always seek an "angle", an attitude.”

Serious games most definitely sit in the constructivist learning camp. They are form of learning by doing. We take the approach one step further by delivering games in workshops. Delegates work together to solve problems, and as such the simulation reflects the real world. The approach is a powerful way to get to grips with the complexity of today’s organisations and communities.