From the first timeI ever heard of the concept of using videogames for training, I wasintrigued. I just knew that when I found the right project, the rightcustomer, and the right training need, I would be able to offer agame-based training solution that would let me experiment with somenovel instructional strategies while simultaneously inspiring all myother customers to ask for game-based training as their first choice.I’m still waiting patiently for that perfect convergence of events.
Even if that daynever comes investigating videogames was still worthwhile, becausegames offer some strong hints about how to provide useful feedback,even in more conventional e-Learning offerings.
People playvideogames for many different reasons. We enjoy getting a break fromour day-to-day lives, or like the challenge of problem solving,immersing ourselves in a storyline, or enjoying the company ofvirtual friends working on the same goal. Regardless of the types ofgames we choose to play, though, feedback is one of the mostcompelling aspects of any game.
Trainingprofessionals usually think of feedback in terms of correctivefeedback: a reminder about how to perform a task, or informationabout why one answer to a question is better than another. Videogamessometimes provide some corrective feedback, too. On-screen hints mayadvise a player that the rules of the game don’t allow puzzlepieces to move in a particular direction, for example. Correctivefeedback can be valuable, helping learners develop strategies abouthow to approach and understand the subject matter.
But good gamedesigners know that while corrective feedback can be helpful, it’senvironmental feedback that allows players to become immersed in thegame.
Environmentalfeedback is a powerful motivator. It can make some pretty routine andrepetitive actions a lot more interesting. Consider, for a moment,how long it would be interesting to fire a virtual ball at some otherballs of the same color, over and over. Most people wouldn’t lastmore than a few minutes engaging in that kind of activity.
Add someenvironmental feedback to the mix, and the landscape changes. Playersare still just firing a virtual ball, but the feedback immediatelytells them they’re also earning points towards a goal, rewardingthem for their progress each step of the way. The total number ofpoints needed and accumulated is displayed at all times. Typically,reminders of the next goal, any liabilities, and any enhancedabilities remain on display for the duration of play.
As an instructionaldesigner, I find it natural to identify the objectives at the startof a module, or to provide corrective feedback during an assessment.But it can be a little harder to remember that meeting theinstructional objectives is easier when my interface provides theright amount of environmental feedback.
Learners, likegamers, appreciate knowing where they stand as they work their waythrough to the next goal. Working on module three may be a hint thatthey’ve already completed modules one and two, but a couple ofcheckmarks next to the completed modules is a lot more helpful,especially if there’s a chance the learners might have to return tothe training at some later date.
Advance informationor persistent information about how long it should take to complete asection of content does double-duty. It gives learners a tool to helpthem manage their time, and at the same time allows them to measurehow their performance compares with expectations.
Finally, thevariety of the feedback available at the end of a game makes mewonder whether keeping a simple tally of how many questions a learneranswered correctly is the best, or only, way to show mastery of atopic. The statistics videogames display at the end of play revealsomething about a player’s strategy as well as how many points theyearned before they finished. Of course, those statistics areavailable because games offer players a number of choices about howthey would like to reach their goals.
If you think aboutit, that’s a nice idea for designing online learning too. Maybeallowing learners to sift through some flashcards on vocabulary couldallow them to opt out of some exposition about what the terms mean.Learners who have choices are more likely to be alert and engaged,and more likely to retain the information in your training.
And when you reviewthe reports from the LMS about the choices learners made, you’llget a clearer picture of your learners’ preferences. Behold, thepower of feedback!
