Today’s learners expect a lot from their learning games. Grabbing their attention and keeping it requires
technology that features amazing graphics, feature functionality, badges, and all manner of techno-wizardry. In this webinar, Rich Vass and Dan Dellenbach explored often overlooked elements in learning games that have more to do with the story and can make all the difference for learner engagement.
Rich was also kind enough to answer some follow-up questions that we ran out of time for. Here they are:
Q: I’m in the medical industry so we’re dealing with doctors and their staff AND our internal staff (and right now our content is created for both). Some are millennials, some aren’t. How do we create games for both?
A: An initial reaction is that because the content for both audiences is likely to be contextual within medical-related scenarios, it might be interesting to weave some story narrative for both targets that could provide some game elements that become cross-collaborative.
Q: Have you ever done a more AGILE approach, from prototype to a backward-engineered storyboard?
A. Yes – we’ve taken a fail fast / fail early approach on projects like this especially when timelines and review cycles are compressed. In these situations, we’ll craft two or three game dynamics that we’ll start building and then focus on just getting one of those perfect while the others are also in flight. Highly creative and collaborative!
Q: How would steps 10 and 11 apply in the PM example?
A: Joseph Campbell describes the Road Back and the Resurrection as steps in which the hero returns to the ordinary world with vindication or absolution and then faces a final test that has far-reaching consequences into the ordinary world. Admittedly, these steps weren’t strong in our example, but if we had a chance to include these steps we might have the PM return to their home turf after traveling to France where they could teach or apply the concepts they learned to colleagues!
Watch “The Hero’s Journey: Elements in Learning Games” now: