After reading the article: Games are for learning (T+D May 2015: 30+), answer the following questions.

Synopsis: This article discusses how various types of games can be effectively used in professional training and development programs. The importance of thorough assessment and clear objectives is emphasized, and eight steps to designing and developing learning games are presented.

What did you find that was interesting or surprising in this article?

Games are for learning

TD Magazine

Interested in using games in your training and professional development programs? Here's how to get started.

Games used for learning used to have a bad rap. They were considered time-consuming and frivolous; more of a filler than a valuable tool to aid learning. Fortunately, this perception has changed drastically in the past several years. We now know that games can serve as great experiential learning opportunities, reinforce training material, improve teamwork, and engage learners by creating a learner-centered experience.

For all this to be possible, however, learning games must meet the following criteria:

* They are matched to the learning objectives.

* The learners engage in competition-either against another learner, against a scoreboard, or against time.

* There is a set of directions to control how the game is played.

* The learners understand that they are playing a game, and that their performance does not have real-life consequences.

It's easier than you think

Contrary to what some people think, games do not need to be complex to be effective, and you don't need vast amounts of technical expertise to design a learning game. There are many resources available to the novice game designer who is seeking inspiration or assistance with game design and development.

Simply start with a web search on "adult learning gaming templates."

I have been able to use digital templates for creating Jeopardy! games or Monopoly-like game boards. These templates enable you to input your content, and voila-they create your game in a Flash file that can be inserted in your e-learning program. Usually these resources have a small subscription fee attached. However, there are some that are free of charge and simply ask that you cite where you found the resource. Some of these include eLearningbrothers.com (a subscription service), Quia.com (a free service), and JeopardyLabs.com (a free service).

Eight steps to designing and developing learning games

Through my experience with game design, I have found that there are eight steps for ensuring you create an effective learning game. It doesn't matter if your game is played in a traditional face-to-face environment or a digital learning environment. These steps can be applied to any learning game.

First, do a thorough analysis of your content. Brainstorm ways in which it might be organized for a game. For example, when I was creating a board game that I called Ramp Up to teach learners about the Human Performance Improvement Model, I started with the phases of the model (business analysis, performance analysis, and so forth) and designed the game around each one. Participants had to answer questions about each phase to score points and progress through the game.

Start with these initial elements and expand on them as you go through the brainstorming process. You can do this by yourself, but it is more effective to brainstorm with a group of people.

Then, walk away from the brainstorming session for a while. It might be just for a day or a weekend, but giving the project some space will allow your ideas to incubate. I walked away from my game for a couple of weeks, and when I returned I had a fresh perspective.

After a break, return to your notes. It's time to refine your content, shaping it to fit the frame or template of your chosen game. For example, if you're designing a cognitive game such as the Match Game, Pyramid, or Jeopardy! you'll want to organize your content into categories in the game.

If you're designing a board game such as Monopoly, Life, or Trivial Pursuit, you'll have to consider game pieces, content categories, how players will progress through the game, benefits or consequences depending on their performance during the game, rules, and the scoring system. You'll also want to decide on the prize for winning.

Next, create a physical prototype of your game. My prototype for Ramp Up was done on an easel pad. You can use markers, printed paper, or other objects to depict the elements of the board game.

You'll want to spend considerable time testing your game before you roll it out to learners. If possible, test your game with a group of people in the target audience. I tested the paper prototype of Ramp Up with my university class first. They played the game for 45 minutes and were reluctant to stop. Then when I created a final version of the game, I tested it several times in a workshop, gathering feedback from participants.

When requesting feedback on the game from learners, you should ask these questions:

* What worked well in the game? What didn't work?

* What was the experience like for you?

* Would you do anything differently if given the opportunity to play the game again?

* What did you learn?

You also should ask questions that determine whether the game accomplishes the specific learning objectives for the course. (Otherwise, what's the point?) For Ramp Up, I asked learners: What is your biggest takeaway from the business analysis phase of the game? From the performance analysis phase? What did you learn about being a performance consultant?

It's important to plan the assessment phase. Don't leave the success of your game to chance. Asking for feedback gets participants directly involved in the design and development of the game, which ensures a more effective final product.

After making revisions to your game based on learner feedback, it's time to pilot it within your training program. I went through two iterations of revisions for Ramp Up. After participants assessed the game, I asked a few subject matter experts to go back through my game cards and provide feedback on how I might reword the questions so that players would better understand what was expected from them. Those comments were then implemented in my additional revisions of the game.

As you're striving to perfect your game, it's important to remember that this process is never fully finished. Just as learning is an ongoing process, so is making improvements to your game. After it is rolled out within your training program, continue to ask for feedback. Not only will this give you a better product, but it also encourages participants to reflect on what they learned from the game, which enhances their learning retention and transfer.

Game on

Games as a learning method provides several benefits to learners.

Done well, games engage the learner and facilitate the transfer of learning back to the job. They don't require costly resources or special expertise to develop; just a little creative thinking and a dedication to reorganizing and refining your content to fit a new platform.

If you are not using games in your training programs now, give them a try. If you are, I hope these tips will help you take even more advantage of this incredibly valuable approach.