Gamification Issue - Assignment Example

CASE STUDY: ON-THE-JOB VIDEO GAMING Name Institution Professor Course Date Question One Transfer of training is the continuous and effective application of attitudes, skills and knowledge from a learning setting to the job setting while transfer of learning is the application of attitudes, knowledge and skills learned in one circumstance to another learning circumstance. Advances in video game technologies are offering novel data sources and interfaces that can deepen video game experiences and support, inspire and motivate transfer of learning. Gamification has surfaced as a manufactured label for the connection of non-game activities and game components (Edmond 2011, p.20). Although video games have been criticized for being mindless entertainment without educational content or value, they offer effective learning practices. According to Rankin, Gold and Gooch (2006, p.1) the elements of game play are perfect for establishing efficient digital learning environment. When a player is replaced with a learner, an active and constructive learner is realized. Video games promote learning in the virtual world. They engage players in intricate cognitive processes applicable to problem-solving tasks (Clarke 2009, p.450). Evidently, video games augment the cognitive abilities of players that transfer learning in the real world. Drawing from the CS, the United States military has utilized video games as a training tool for over three decades. In the contemporary world, companies’ corporate trainers use video games because they are less costly. Apparently, scores of conventional training programs are boring. However, the use of electronic games in training programs generates excitement and interest that promotes learning and transfer of training. Video games are recognized as potent learning tools that promote quick learning and deeper understanding. They inspire active engagement and stimulation of real-world experiences (Clarke 2009, p.450). For instance, the US military apply what they learn through video games into real-life situations. The CS indicates that video games teach resource management, critical thinking and collaboration that are essential factors for the military. Besides, video games provide meaningful and stimulating environments where learners can enthusiastically engage in problem-solving and thinking. With respect to situated learning theory, collaboration and social interaction play a crucial role in the process of learning. Learning is embedded within social settings. Video games reflect a potential of multi-layered collaborative play to enhance learning. In addition, video games promote learning by transforming games into distinct space for enhancing stimulation of real-world experiences and active involvement in problem-solving. They also establish a social setting beneficial for learning (Kurtz & Boone 2009, p.284). Based on the theory of learning, people enhance their skills while performing repeated cognitive tasks. With respect to the transfer of training, video games promote cognitive performance on other tasks apart from tasks specific to the game. Video games improve cognition and perception. More importantly, video games allow participants to process information quickly, code schemes that promote storage and remembrance of training content. Video games promote participants capacity to retrieve learned abilities. If people like what they are doing through the video games, they store it in their memories and retrieve it when needed. Video games allow people to transfer continually and effectively what they have learned through the games. However, transfer of training depends on the characteristics of the trainee, training design, and the environment. Video games promote training transfer by promoting trainees capacity to apply learned abilities to work situations and problems. Video games promote understanding and retention of ideas. In the event where video games relate to the working environment, transfer of training is very effective. According to Insley and Nunan (2014, p.341), video games engage people, and the engagement is sustained for over a period of time. Video games promote learning and transfer of training through keeping people involved in practicing conducts and thought processes that are easily transferable from stimulate setting into real-life situations. Apparently, human brains recognize patterns so easily an aspect that allows people to measure their own experiences against stories provided through the video games. When figures and facts are wrapped in a story, they are highly recalled. Game-based learning and training is the ideal way to tap into the strength of a visually linked story to involve people and help in the recall. It puts active involvement in the learning process thereby making learners retain and transfer what they have learned in real-world situations. Question Two Research shows that gaming, in the correct milieu, can be effective or more effective than conventional e-learning. Gaming enhances creativity, risk taking, risk assessment and problem-solving. However, there are certain features that a video games must have for them to be effective training methods. The video games require pertinent information including features and descriptions. The stimulations or video games must have greater interactivity and offer realistic feedback besides multi-sensory stimulation. According to Orvis, Belanich & Mullin (2005, p.1), video games are intrinsically motivating and promote learning. Skills acquired in game-based training environments transfer to the real-life situation but only if the video games hold effective features. Given the augmenting popularity of using video games for training, it is essential to explore aspects that maximize the effectiveness of this medium of training. Training effectiveness is influenced by three primary determinants that include the training program, the trainee and the situational context in which the training occur. For video games to be the effective medium of training, they must hold features such as interactivity, realism, and challenge. These features are essential as they influence the motivation of trainees and the period of time in which trainees are willing to invest in mastering the skills learned during the game play. The video games should be realistic, challenging and highly interactive to enhance the understanding of the trainee (Kraiger 2014, p.215). Apparently, the basic goal of training is to positively impact learners in terms of their attitudes, skills and knowledge. Therefore, the video games must hold features that instigate improved training effectiveness. Drawing from the CS, video games teach collaboration, critical thinking, tolerance to failure and resource management. In this regard, high interactivity, control, mystery, goals or rules, conflict, game fiction and challenge are key features of video games that facilitate effective training. Game fiction represents an aggregation of two aspects of video games that impact the intrinsic motivating of players to engage in a game. Fantasy encourages the player to take on and identify with the different fictional role. Mystery invokes curiosity making the player be more motivated and engaged throughout the learning process. Control or the player’s capacity for influence or power increases intrinsic motivation within players while goals and rules serve as a basis for goals and develop criteria for how a player wins. Conflict or challenge is the major driver of the action or plot within a game and comprises of the presentation of solvable issues. For a game to be challenging, it must hold multiple, clearly established goals and a degree of ambiguity in the presented information (Kraiger 2014, p.215). In addition, the video games must have managed content and must easily transfer learning to the real-world setting. An effective video game should be collaborative in temperament, require the cooperation and interaction among trainees. For instance, collaboration is a critical unit combat performance of soldiers, and it is highlighted as one of the roles video games in the CS. The level of cohesion trainees experience with their colleagues is a crucial learner upshot to investigate collaborative game-based settings. The video game should allow for user engagement where the user becomes an active participant as opposed to an observer (Connolly 2009, p. 239). More so, the video games should be easy to use and focus on learning objectives rather than on extraneous information (Khine 2011 p.83). Constructs like play, flow and other feelings of subjective engagement and enjoyment are essential. The basic role of training is to impact positively learners in terms of attitudes, skills and knowledge, therefore, identifying the features that influence learner upshots promote improved training effectiveness. Effective training video games must include features that serve to motivate and engage learners and ultimately to promote learning outcomes. Question Three Basic value disparities subsist between members of different generations. Comprehending these values may facilitate understanding of disparities that may take place in the learning environment. Today’s workplace comprises of three generations, Baby Boomers, Generation X and Generation Y, who hold different reactions towards video games used for training. Video games are a popular tool that helps to train and ensure preparedness of employees. Despite their effectiveness in training compared to conventional training methods, not all the generations of employees are amused by their application in the learning environment. Video games are potent tools that shorten the competency time and lower the cost of training. However, whenever video games are mentioned in the workplace, the baby boomer generation roll their eyes. This generation believes that training should be a serious game that requires no games. Although video games are no longer an emerging entertainment technology for kids, baby boomer reacts negatively to video games used for training. This is because baby boomers are not more technology savvy compared to other generations and believe that video games are meant for children. According to Plunkett, Allen and Attner (2009, p.424), baby boomers are not adept to technology and computers. This generation involve people born between 1946 and 1964. Members of this generation are workaholics and do not require wasting time. In this regard, they view video games as a waste of time. Generation X Generation X reacts more positively to video games used for training compared to baby boomers. This generation comprises of people born between 1965 and 1980. Evidently,  most of generation X populace has used recreational gaming for purpose of entertainment. This generation considers work as an intricate challenge. The generation supports video games for training because it grew up with computers and video games (Coley & Hitch 2014, p.88). More so, generation X populace are technologically savvy, and hence video gaming appeals to this generation compared to baby boomers. Generation Y reacts more positively to video games used for training compared to generation X and baby boomers. This is because members of Generation Y had access to the developing technology such as video games and the internet. Members of this generation are technologically savvy given that they grow up in the information age, and they use technology in their daily activities. Generation Y include people born between 1981 and 2000 and is the youngest and largest generation in the workplace. Members of this generation are tolerant; goal oriented and like multitasking. According to Rowe (2010, p.10), Generation Y has never known the world without portable media, personal computers, and video games. They believe training via video games is more effective than training with manuals, and they like direct instructions in their communications. According to the CS, video game training is more effective compared to conventional methods such as manuals. Generation Y believes that gamification offers a component of fun while paving the way for instant feedback. Generation Y grew up at a time when video games are used for learning and educational purpose. As a result, the populace in generation Y is more comfortable with video games used for training compared to generation X and baby-boomer (Reiners & Wood 2014, p.484). The Y generation is more attracted to technology and is attracted by things that bring the fun. Drawing from the CS, corporate trainers believe that interactivity and fun linked to video games attract young, media savvy workers who promote the productivity and profitability of an organization. Gamification and gaming mechanics are applicable in the work environment to enhance performance. Although the market for corporate training games is small, gamification is increasingly finding its way to the workplace training. However, the three different generations of employees react differently to video games used for training. Question Four The CS indicates that video games are cost effective, and they allow employees to improve their training scores and hence are effective compared to conventional training methods such as manuals. Evaluating the effectiveness of video gaming training is essential as it helps determine the whether the objectives of the training program are met, the skills and knowledge gained by the trainees, the desirable change in the participants performance and what benefits the program has on an organization. To evaluate the effectiveness of video gaming for training employees and the organization, I would use Kirkpatrick model that explain the effectiveness of performing training at four different levels. These levels include reaction, learning, behaviour, and outcome. As regards outcome or results level, I would measure the organizational benefits realized from the video gaming training in terms of sales revenue, efficient and productivity. This will entail the use of the firm’s financial statements, interviews with a sales manager or financial representatives and quality inspections. With respect to the behaviour level, I would measure to what degree the trainees changed their conducts because of video gaming training. , I would capitalise on reports from colleagues and customers and observation. To measure the level of learning, I would assess to what degree the trainees enhanced their skills and knowledge and transformed their attitudes. I would also measure the level of trainees engagement ( Ballance 2013, p.220).This will be attained through pre-test and post-test scores and on –the-job evaluations. As regard reaction, I would assess to what degree the trainees found the video gaming training challenging, organised, well established and useful. This will be achieved by administering feedback questionnaires, recording informal comments from training or establishing a focus group with the trainees. The evaluation of the reaction, learning, behaviour and result level will determine whether the basic requirement of the video gaming training was attained. Based on evaluation results, I would be able to make objective decisions regarding training needs. Serious games are potent tools that save organizations a lot of costs. However, the use of video gaming training calls for effective evaluation. Although evaluation of training programs consumers a lot of resources and time, evaluating effectiveness helps in determine whether the goals of the training programs are met. Reference list Ballance, C 2013, 'Use of games in training: interactive experiences that engage us to learn', Industrial and Commercial Training, vol. 45, no. 4, pp. 218-221. Clarke, E 2009, 'Learning outcomes from business simulation exercises: Challenges for the implementation of learning technologies', Education + Training, vol. 51, no. 5, pp. 448-459. Coley, D & Hitch, C 2014. Executive skills for busy school leaders. UK: Routledge. Connolly, T 2009. Game-based learning advancement for multi-sensory human computer interfaces: Techniques and effective practices: Techniques and effective practices. USA: IGI Global. Edmonds, S 2011, ‘Gamification of learning’, Training and Development in Australia, vol. 38, no. 6, pp.20-22. Insley, V & Nunan, D 2014, 'Gamification and the online retail experience', International Journal of Retail & Distribution Management, vol. 42, no. 5, pp. 340-340. Khine, M 2011. Learning to play: Exploring the future of education with video games. USA: Peter Lang. Kraiger, K 2014. The Wiley Blackwell handbook of the psychology of training development, and performance improvement. UK: John Wiley & Sons. Kurtz, D & Boone, L 2008. Contemporary business. UK: Cengage Learning. Orvis, K, Belanich, J & Mullin, L 2005. The influence of trainee gaming experience and computer self-efficacy on learner outcomes of videogame-based learning environment. USA: Diane Publishing Company. Rankin, Y, Gold, R & Gooch, B 2006, ‘ 3D role-playing games as language learning tools’, Eurographics, vol.25, no.3, 1-5. Reiners, T & Wood, L 2014. Gamification in education and business. UK: Springer. Rowe, K 2010. Managing across generations. USA: American society for training and development. Read More