Training Industry Quarterly - Fall 2011 - (Page 35)

HU HUMANS HAVE A NATURAL TENDENCY TO REMEMBER FACT FACTS MORE ACCURATELY IF CONTAINED WITHIN A STORY to the next and moving through levels can be motivational for a learner. One way to create levels, for example, is to create an online simulation that has three different levels: a practice level, a typical level and a challenge level. In the first level, the learner can dive right in and begin to operate the simulation but is provided with guidance and prompting if he or she does something wrong. A window will appear or the learner might not be allowed to press the wrong button. The simulation acts as an instructor correcting mistakes and guiding the learner through the process. In the next level, the typical level, the learner is given a challenge that is typical of what he or she encounters on a daily basis but the simulation doesn’t provide any guidance or feedback. The learner only finds out how he or she did at the end. In the final level, the challenge level, the simulation provides uncommon problems or situations that the learner must address. This level is difficult and forces the learner to apply everything he or she has learned to deal with an atypical problem. The idea is that if the learner can understand how to troubleshoot or deal with adversity in the learning process, those skills will transfer to the job. The same three level techniques can be used in a classroom where an instructor provides the learners with a walk-through of a process or procedure and then allows them to attempt it on their own and then provides a challenge for the class to work on as a final in-class exercise. Provide a Story Narrative While not all games have a story narrative behind them, storytelling is an essential part of many games. While simple games like tic-tac-toe may not be guided by a story, a number of games have more story behind them than you may think. Chess uses terms like knight, king and bishop to evoke a story of two warring factions; the kid’s game Capture the Flag has a similar underlying story and you can also become a king in Checkers. Simple video games like Bejeweled even have a loose story associated with them. The underlying story becomes even more evident when you hear the original name of the game, “Diamond Mine” which evokes the story of someone mining away looking for jewels; and Missile Command the 1980s arcade game turned dashed and dotted lines into a fight to save your civilizations and cities from an unseen enemy launching missiles. Today, many games include rich narratives. One such example is the Uncharted series created for the PlayStation. In each game of the series a story is told of an adventurer, Nathan “Nate” Drake, who is searching for lost artifacts and historical treasures in a manner similar to Indiana Jones. The game story includes character development, plot twists and other common narrative conventions. In an instructional setting, stories are a natural tool for trainers and online instruction. A story provides the context in which the learning needs to be applied. It provides a method for the learner to richly encode the content in their memory to aid in both recall and retention. Embedding facts into the body of story is an effective method for teaching facts. Studies indicate that humans have a natural tendency to remember facts more accurately if those facts are contained within a story rather than presented merely as a list of facts to be memorized. When presenting facts to be memorized, consider using a story or narrative to present the information and use stories to help learners understand how to apply the learning to their work situation. Conclusion Games are engaging, immersive and motivational. Unfortunately, training programs Takeaways • Trainers and designers of training can learn a lot from playing video games. • Understanding how video game developers engage and entertain players will help trainers and developers of training to create engaging learning experiences. • Start the instructional process with a challenge; engage learners immediately by giving them a problem to solve. • Provide multiple levels in the instruction you design and deliver. Not all learners are at the same level so give them different entry points into the instruction. • Create a narrative for your instruction. Stories aid learners in retention and recall. do not always receive the same accolades. As training professionals, we should borrow the best elements of game design and incorporate those elements into our instruction. By using the elements of storytelling, replayability and challenging the learners we can create instruction that allows the learner to practice the application of skills over and over again until they achieve success. This is the power of using game design thinking in the development of instruction. Karl M. Kapp, Ed.D. is a professor of instructional technology at Bloomsburg University in Bloomsburg, PA and a consultant to many learning organizations. E-mail Karl. 35 Training Industry Quarterly, Fall 2011 / A Training Industry, Inc. ezine / www.trainingindustry.com/TIQ http://www.trainingindustry.com/TIQ

Table of Contents for the Digital Edition of Training Industry Quarterly - Fall 2011

Training Industry Quarterly - Fall 2011
From Where I Sit: Back to the Basics
Table of Contents
Ad Index
The Learning GPS
Work that Stretches: The Best Teacher
The Promise and Peril of Social Enterprise
Technical Training: How is it Different?
Companies Press 'Play' on Training Games
Redefining the 'e' in e-Learning
Essential Components for Effectively Training a Global Workforce
Five m-Learning Considerations for Your Talent Management Strategy
Instructional Design: Learning Meets Technology
Improving Training: Thinking Like a Game Developer
Casebook: Pfizer: Moving Product Sales Training Online
Why is Mobile Learning Not More Popular?
Tweet Suite
Company News
Closing Arguments: The Three T's

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