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“Where Do Games Fit in Employee or Public Training?” By Bob Waddington- Serious Play Conference 2012

Bob Waddington Speaks about “Where Do Games Fit in Employee or Public Training?” at the Serious Play Conference 2012 ABSTRACT: This session will provide a behind the scenes look at the HumanSim Blast™; (and perhaps another game) a game in which usFers respond to a virtual terrorist bombing outside a busy train station. It was designed to maximize the performance of first responders when faced with the unfortunate reality of potential blast-related events. The game offers a safe, virtual environment in which users can make mistakes and try different techniques without risking victims’ lives or those of their peers.

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“Where Do Games Fit in Employee or Public Training?” By Bob Waddington- Serious Play Conference 2012

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  1. “Where Do Games Fit in Employee or Public Training?” Bob Waddington SimQuest, LLC. Redmond, WA bwaddington@simquest.com August 21-23, 2012 August 2012 www.seriousplayconference.com

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  4. What I’m Playing… August 2012 www.seriousplayconference.com

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  8. Where Do Games Fit? August 2012 www.seriousplayconference.com

  9. FEBRUARY 2007 Archives of Surgery detailed the findings of a 2002 study that appears to show that doctors who play videogames are better at delicate Laparoscopic procedures. STUDY CITED “Surgeons who had played video games in the past for more than three hours per week made 37 percent fewer [surgical] errors were 27 percent faster and scored 42 percent better overall than surgeons who never played video games.” August 2012 www.seriousplayconference.com

  10. JULY 2008 SimQuest Open Surgery Simulator August 2012 www.seriousplayconference.com

  11. What’s in a Name?? Interactive video Multimedia CD-ROM CD-I Virtual reality e-Learning Distance Learning August 2012 www.seriousplayconference.com

  12. What’s in a Name?? Situation Simulator Edutainment Playful Learning Virtual Reality Virtual Worlds Simulation August 2012 www.seriousplayconference.com

  13. Serious Games… …those not intended for the entertainment market http://en.wikipedia.org/wiki/Serious_game August 2012 www.seriousplayconference.com

  14. Three Types of Students Those who • are truly self-motivated • go through the motions • tune us out EDUCAUSEreview Sept/Oct 2005 August 2012 www.seriousplayconference.com

  15. Case Study August 2012 www.seriousplayconference.com

  16. 2M 1st Responders 10% motivated to professional improvement 800k need to be engaged August 2012 www.seriousplayconference.com

  17. Sim-Game Based Training Systems for Scene and Patient Management Following Blast Injury from Explosives Including Improvised Explosive Device (IED) Tom Reeves, PhD, UGA Supported by the US Army Medical Research and Materiel Command Award No. W81XWH-09-C-0060. August 2012 www.seriousplayconference.com

  18. the Challenge Common errors made by responders • Enter scene too early or get too close with ambulance or personnel before scene is cleared • Gain access with no egress (blocked exits) • Don’t triage; just treat and transport 1st person • Risk casualties by moving them to unsafe triage/treatment areas • Improperly assess and/or treat casualties August 2012 www.seriousplayconference.com

  19. the Challenge Blast events introduce other challenges • Scene safety, triage and treatment require different approaches to scene and patient management • Additional risks to responding personnel from secondary explosion or shooters • Different injury patterns • Visual triage is not enough August 2012 www.seriousplayconference.com

  20. the Challenge Training • Large scales exercises are expensive • Any sized exercise is logistically challenging • Current training is mostly delivered through lecture and power point – some training on manikins August 2012 www.seriousplayconference.com

  21. the Solution Utilizing 1st person gaming technology • Develop self-contained blast-specific modules that augment existing combat medic tactical combat casualty care (TCCC) • Provide lessons learned from bomb attacks in Iraq, Afghanistan, Madrid, London, etc. • Use real-world blast scene injury data • Provide safe individual/independent training August 2012 www.seriousplayconference.com

  22. Continuum of Learning Acquire Knowledge Learn Skills  Apply Knowledge & Skills • Cognition • Facts • Vocabulary • Definitions • General Details • Cognition • Methods • Procedures • Problem Solving • Application of • Cognitive Skills • Psychomotor Skills • Conative Skills HumanSim Blast Power- Point (Interactive) Drill & Practice (CBT/e-Learning) Instructor Led Training Authentic e-Learning / Authentic Tasks Power- Point Reference Tools Interactive Tutorials (CBT/e-Learning) Case Scenarios (Decisionmaking & Critical Thinking Skills) Augmented Reality Textbooks Serious Games Part-Task Trainers Experiential Simulations Social Networks Mobile Learning Performance Assessments True/False Fill-in-the-Blank Multiple Choice August 2012 Evolving Technology & Models of Instruction and Assessment www.seriousplayconference.com

  23. Project Description A first-person blast response game that allows users to respond to a terrorist bombing outside a busy train station. Users are assessed on their ability to • quickly and accurately assess victims’ injuries and tag them for treatment • assess the scene and identify additional risks prior to declaring the scene safe. August 2012 www.seriousplayconference.com

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  26. Evaluation Strategy Evaluate • game design • usability • content • user choices • user path through scenario August 2012 www.seriousplayconference.com

  27. Iterative reviews August 2012 www.seriousplayconference.com

  28. Formative Evaluation • Multidisciplinary Reviews End-user Reviews Players Feedback Formal Study (IRB) Implement findings into design and game • • • • August 2012 www.seriousplayconference.com

  29. Formal Reviews August 2012 www.seriousplayconference.com

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  31. Formal Reviews August 2012 www.seriousplayconference.com

  32. Formal Study Primary methods User tracking data Evaluation questionnaires Individual interviews Locations North Carolina Virginia (EMT-B Class) Maryland “I’ve never seen the students so engaged” Chauncey Bowers CSP, ARM, Central Piedmont Community College August 2012 www.seriousplayconference.com

  33. Study Participants • • • • • • 42 first responders 22 males 20 females 22 EMS, 3 firefighter, 17 police/security personnel age range: 17 to 56 average age: 34 • • August 2012 www.seriousplayconference.com

  34. Open Answer Questions What is the strongest aspect of the BLAST program? The most frequent responses included realism, its interactive nature, and the fact that it provides the opportunity to practice triage skills. What is the weakest aspect of the BLAST program? Responses focused on usability issues, especially problems with using the mouse to control movements and decisions on screen., especially the lag between mouse movements and correlating screen movements . If you could improve anything in the BLAST program, what would it be? The most salient request for improvements concerned the clarity of the feedback, especially with the need to put a “face” on the victims to improve the context of the scoring and feedback . Other desired improvements included making the mouse more responsive with less lag time and increasing the noise and confusion presented in the scenario to make it more realistic. What other feedback can you provide concerning the BLAST program? Most of the study participants encouraged further development of additional scenarios for the BLAST program. Most of the concluding comments were very complimentary of the program. August 2012 www.seriousplayconference.com

  35. “Real” User Feedback “The feedback in the program is poor.” “Terrible mouse movement.” “… the ‘hand’…” “Improve instructions on how to use it.” “More carnage. More range of injuries.” August 2012 www.seriousplayconference.com

  36. When “Real” Users Strike Back What is the weakest aspect of the BLAST program? August 2012 www.seriousplayconference.com

  37. When “Real” Users Strike Back What is the strongest aspect of the BLAST program? August 2012 www.seriousplayconference.com

  38. When “Real” Users Agree 88% Similar programs should be developed 79% Program provided an engaging learning opportunity August 2012 www.seriousplayconference.com

  39. When “Real” Users Agree 69% State-of-the-art for (educational games) 76% Should be used by most first responders 65% Program is very realistic August 2012 www.seriousplayconference.com

  40. When “Real” Users Strike Back “I love the fact that it is visual, it has a real life sense to it.” “…playing this and seeing different scenarios will help me be able to manage triage casualties.” “…games such as this give a realistic scenario while taking (away) some of the stress a real situation would create.” August 2012 www.seriousplayconference.com

  41. Unexpected Findings Group settings • fosters discussion • peers can assist with controls Provides “lab” to a lecture Pre/post larger scales exercises August 2012 www.seriousplayconference.com

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  43. Pandemic Response August 2012 www.seriousplayconference.com

  44. METH LAB “I need something more engaging. I’m starting to see their eyes roll” August Vernon: Operations Officer, Forsyth County Office of Emergency Management August 2012 www.seriousplayconference.com

  45. Continuum of Learning Acquire Knowledge Learn Skills  Apply Knowledge & Skills • Cognition • Facts • Vocabulary • Definitions • General Details • Cognition • Methods • Procedures • Problem Solving • Application of • Cognitive Skills • Psychomotor Skills • Conative Skills Power- Point (Interactive) Drill & Practice (CBT/e-Learning) Instructor Led Training Authentic e-Learning / Authentic Tasks Power- Point Reference Tools Interactive Tutorials (CBT/e-Learning) Case Scenarios (Decisionmaking & Critical Thinking Skills) Augmented Reality Textbooks Serious Games Part-Task Trainers Experiential Simulations Social Networks Mobile Learning Performance Assessments True/False Fill-in-the-Blank Multiple Choice August 2012 Evolving Technology & Models of Instruction and Assessment www.seriousplayconference.com

  46. Conclusions • Market is asking for engaging applications (not necessarily games) • Games for games sake won’t work • Incorporate off-the-shelf games into learning • Understand target end-user learning environment • Consider the ‘group play’ element into game design • Design games instructors can use August 2012 www.seriousplayconference.com

  47. Conclusions • Games as part of lab/breakout groups • Pre or post exercise • Retention/Sustainment training • Situational Awareness • Fundamentals – vocabulary • Team Building August 2012 www.seriousplayconference.com

  48. Conclusions Serious Games need to involve more than the game play itself; delivery medium, end-user play environment, and the game’s integration into the greater curriculum need to be factored for effective serious game design. August 2012 www.seriousplayconference.com

  49. Questions? August 2012 www.seriousplayconference.com

  50. “Where Do Games Fit in Employee or Public Training?” Bob Waddington SimQuest, LLC. Thank you! bwaddington@simquest.com August 2012 www.seriousplayconference.com

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