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Learning is not about having fun. Anyone who went through public school knows that learning is about memorizing and regurgitating information and taking the whole process very seriously. So when instructional designers put games that look like Jeopardy and Doom in computerbased training, they invite skepticism about the value of their courses.
Well, that's one school of thought.
These days, building fun into computer-based training (CBT) has become so common it rates its own label: "edutainment." Instructional designers who endorse the practice create games to entertain learners and alleviate test anxiety while they learn. "If people have fun while they take a course, they will look forward to doing it again, instead of associating it with drudgery," says Andrew Kimball, president of the North American Simulation and Gaming Association (NASAGA) in Indianapolis, a network of training professionals who design, deliver and evaluate games and simulations.
Designers use a variety of game formats in CBT. The simplest is a game template that looks like a crossword puzzle or dartboard. These substitute for end-of-module tests and are designed to ease testing fears. A more sophisticated game might use simple simulations, graphics, and drag-and-drop images in a module to make the learning process more engaging. At the high end are elaborate multimedia, live-action simulations that put users in realistic 3-D worlds that mimic the work environment.
Any of these formats will enliven a course. But how much value do they add to the learning process? Opinions vary.
Simple Add-Ons
Basic games, such as a dartboard, crossword puzzle or roulette wheel, are extrinsic games that have nothing to do with the content of a course, says Michael Allen, president and founder of Allen Interactions, a Minneapolis training firm. The game is just a template into which you dump questions and answers. For example, you could use a Jeopardy-style game to test knowledge for any kind of course. It's fun because it's competitive and adds tension to the training experience, but it doesn't add anything to the skills or information being taught.
Consider, for example, a new-product course on the weight capacity of a set of steel rods. A course incorporating an extrinsic game might drill users on the information in the module, then test them by asking them to...