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game-based training
New entry in Digiplay games research bibliography:
A shift in military training is underway from a traditional emphasis on classroom instruction to a more learner-centric model of training. In this approach, where training may be delivered "anytime, anywhere," trainees are often dispersed, and there is a greater responsibility on the learner to maintain motivation for his or her own learning. Although instructional games can provide a learning environment that actively engages the learner, this remains a relatively new instructional technology with limited empirical support.
Several studies have examined the effects of game-based instructional programs on learning. For example, both Whitehall and McDonald (1993) and Ricci, Salas, and Cannon-Bowers (1996) found that instruction incorporating game features led to improved learning. In addition, Ricci, et. al (1996) proposed that instruction that incorporated game features enhanced student motivation, which led to greater attention to training content and greater retention.
There is an implicit model of learning that is inherent in these studies. First, the goal is to design an instructional program that incorporates certain features or characteristics of games. Second, these features trigger a game cycle, a repeating cycle of user judgments, behavior, and feedback that characterizes the game player's self-motivated engagement and task persistence (Garris, Ahlers, and Driskell, 2001). To the extent that training designers are successful in pairing instructional content with appropriate game features, this engagement in game play leads to the achievement of training objectives and specific learning outcomes.
Although many have noted the potential benefits that may be gained from incorporating game characteristics into instructional applications, there is clearly little consensus regarding what the essential characteristics are and how they should be implemented. Based on a review of the literature about games, motivational training, and motivation-related constructs, we synthesized a model of motivational training using game features and predicted training and motivation outcomes. In this paper, we describe essential game features, how they were implemented for this research, and report a subset of the results of an empirical study to assess the effectiveness of a game-based trainer to enhance submarine technical skills and the effects of the training approach on student motivation. Bottom Gun, a game-based periscope trainer developed in support of this research, is a simulation-based game that incorporates simulated contacts, a high rate of interactivity, scoring, and visual and sound effects. The control training condition provided the same contacts within the same scenarios minus the game characteristics.
The proposed approach to designing and evaluating the effectiveness of games was generally supported. Despite holding training objectives and content constant, Bottom Gun was perceived as more game-like than the control condition. Results indicated that both training conditions resulted in significant improvements in accuracy in calling angle-on-the-bow, a difficult visual perception task. However, the game-based training resulted in smaller visual estimation errors than the control training condition. Additionally, four context-specific measures of components of motivation, including locus of control, self-efficacy, valence, and goal commitment were found to have shifted in a positive direction at the post-test.
New entry in Digiplay games research bibliography:
After years of research and proselytizing, the
proponents of digital game-based learning
(DGBL) have been caught unaware. Like the person
who is still yelling after the sudden cessation
of loud music at a party, DGBL proponents have
been shouting to be heard above the prejudice
against games. But now, unexpectedly, we have
everyone’s attention. The combined weight of
three factors has resulted in widespread public
interest in games as learning tools.
New entry in Digiplay games research bibliography:
Like a discovery game that requires players to earn the
right to take on new challenges, Immune Attack compels
its players to learn the rules of the immune system before
it reveals deeper biological insight.
Lessons learned from development of a serious game
New entry in Digiplay games research bibliography:
DARPA simulations teach habits of thought so soldiers
respond on the first day of combat as if they had been there
a week. More often than not, it’s don’t shoot, talk instead.
New entry in Digiplay games research bibliography:
The Department of Defense (DoD) is faced with challenges in expanding technology-based solutions that can make Warfighters more efficient, effective, knowledgeable, and flexible. Of growing importance to the DoD is the potential of using Commercial Off the Shelf (COTS) game-based learning in the armed forces for increasing combat readiness. The recruits of today not only understand technology in everyday use, they expect it. These young recruits are “digital natives” who were raised in a digital environment surrounded by inexpensive, yet highly interactive gaming systems. To get the most from our new “best and brightest,” new research into game-based learning needs to focus on military use. The objective of these projects was to add definitive research in the area of game-based learning.
Three research studies were conducted at a national university to examine the difference in academic achievement among students who did and did not use video games in learning. Three different video games were added to approximately half the classes of freshmen Introduction to Business and Technology courses, 3rd year Economics courses, and 3rd year Management courses. Identical testing situations were used in all courses while data collected included game use, test scores, gender, ethnicity, and age. ANOVA, chi-squared, and t tests were used to test game
use effectiveness. Students in classes using the game scored significantly higher means than classes that did not.
There were no significant differences between genders, yet both genders scored significantly higher with game play.
There were no significant differences between ethnicities, yet all ethnic groups scored significantly higher with
game play. Students 40 years and under scored significantly higher with game play, while students 41 and older did not.
These studies add definitive research in the area of game-based learning. The DoD now has studies proving the efficacy of digital game-based learning and how it can improve learning.
New entry in Digiplay games research bibliography:
The Teaching with Games project was a one-year study designed to offer a broad overview of teachers’ and students’ use of and attitudes towards commercial off-the-shelf (COTS) computer games in schools. It aimed to identify the factors that would impact the use of these entertainment games in school and describe the processes by which teachers plan and implement games-based learning in existing curricular contexts. Finally, it aimed to provide recommendations for future games-based learning approaches in schools for teachers, developers and policy makers.
New entry in Digiplay games research bibliography:
Using advanced gaming technology for leadership skills acquisition has been the subject of a debate over the last decade. The benefits of "soft skills" games have been repeatedly highlighted in literature, mostly illustrating success stories of business education programs. Due to the fragmented nature of research on game-based training, the movement towards using games for soft and higher-order skills training for military leadership has been relatively cautious. Nevertheless, the need to provide modern leadership with effective training opportunities continues to drive innovation within the simulation and training industry. Critical thinking and problem-solving skills remain some of the most challenging areas of higher-order skills training. This paper discusses an experimental approach of using advanced gaming technology to develop instructional simulations to teach these skills to the Navy leadership. Special attention is paid to the discussion of the design and development issues as well as the challenges of ensuring the knowledge transfer.
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