Gameration: Implementing Games and Simulations within a Generational Context
Thanks Andy Petroski and Josh Stroup for their guest post. Andy is a co-coordinator of LEEF and Director and Assistant Professor of Learning Technologies at Harrisburg University where he leads learning technologies and the Learning Technologies Master of Science (LTMS) program. Andy’s work with Harrisburg University includes the exploration and instruction of games, simulations and virtual worlds for learning. Josh Stroup is President of QTS Performance Solutions in Harrisburg PA, a training and consulting firm specializing in leadership development and customer service strategies. His work includes training and speaking on generational issues, and their impact on workplace productivity and learning.
This is the first part of a four part blog series on generational considerations for games and simulations for 
learning. We’ll take a look at how the generation (Boomers, Generation X or Generation Y) might impact the way an individual thinks about and engages in games and ways in which learning professionals can adjust the game and simulation to address the expectations of each generation. As we explore the generations keep in mind the characteristics are generalizations of the generation and not necessarily accurate for any one individual. This blog post focuses on game and simulation design and implementation considerations for the Boomer generation.
Boomers (born between 1946 -1963)
Background:
- Grew up in period of unprecedented prosperity and wealth
- Witnessed scientific advances – polio, birth control, moon landing
- Lived through divisive Vietnam War and political assassinations (JFK, RFK, MLK)
- Okay to buy now and pay later; the “credit” generation
Personal Attitude:
- Believe in growth and expansion
- See themselves as the “star of the show”
- Tend to be optimistic
- Learned about teamwork in home and school
- Pursued own personal gratification uncompromisingly, and at a price to self/others
- Search their souls – often
- Always try to be “cool”
Work Attitude:
- Work style is “Get it done; whatever it takes (Including nights & weekends)”
- View of authority & leadership is “Respect for power and accomplishment”
- Communication preference is “Some formality through structured network; face to face + electronic”
- View of work/family balance is “Work comes First (“Live to work”)”
- At work, primary loyalty shown is “To importance and meaning of work (the “mission”); To function of the profession”
- View of technology is “Necessary for progress and achievement”
Learning Preferences:
- Value learning and see it as means of “climbing the ladder”
- Respond well to a variety of learning formats, especially seminars and workshops with team-building activity
- Like books, videos, self-help guides, audios to listen while traveling
- Prefer informal learning atmosphere, with more participative, interactive format (except role playing)
- Materials need to be easy to scan with the eye and to find key facts, plus include lots of information (e.g. boomers enjoy USA Today and People)
Implications for Games and Simulations:
Narrative and Character
Boomers might prefer to see the main character as a representation of themselves (see themselves as the “star of the show”, always try to be “cool”). Consider allowing the learner to select a character from a variety of characters that “look like a cool version of them.”
Set the challenge(s) in a context of saving the world or the organization from an “evil-doer” that threatens the world’s normal way of life (lived through divisive Vietnam War and political assassinations [and the Cold War]). At the same time, allow the player to expand the world or organization through successful defeat of the “evil-doer” (believe in growth and expansion, learning as a means of climbing the ladder).
Consider the character’s individual success within the context of helping the “boss” or the team accomplish success (learned about teamwork, respect for power and accomplishment).
Information and Activities
Provide opportunities for easy information access outside of the core interface, including web sites, company policies, product manuals, video/audio and other people (respond well to a variety of learning formats, include lots of easy-to-scan information) . Provide access to information beyond that absolutely necessary to play, but do so as an optional component or at the end of play (include lots of information; boomers enjoy USA Today and People)
Allow synchronous or asynchronous connections to real people as part of play (prefer more participative/interactive format, prefer some communication formality through a structured network), but reduce the amount of multi-player interactions (pursue personal gratification at a price to others, see themselves as the “star of the show”)
Present the content in an environment that mimics the real world versus a metaphorical one (primary work loyalty is to importance and meaning of work, work comes first).
Feedback
Represent the player’s success as a status of their progress towards a goal through a meter or progress bar (value learning and see it as means of “climbing the ladder”). Also consider allowing the player to score their own performance as part of debrief and feedback in the game/simulation (search their souls-often) and showing the individual score/results in the context of other players scores (always try to be “cool”, see themselves as the “star of the show”). Present feedback from the “boss”, including representing the boss’s approval rating throughout (respect for power and accomplishment).
Explain the consequences of action or inaction as part of the experience with the context of limited resources (to temper the get it done; whatever it takes attitude). Provide the opportunity for expanded feedback at the player’s discretion (include lots of information; boomers enjoy USA Today and People).
Finally, consider a group review or debrief of play and outcomes in a synchronous format; face-to-face or online (prefer informal learning atmosphere, with more participative, interactive format; prefer formal communication through structured network; face to face + electronic).
Summary/Conclusion of Play
Emphasize success or failure versus an overview of the experiences (pursue own personal gratification, primary work loyalty is to importance and meaning of work (the “mission”)). Indicate the individual status as well as the organization’s (see learning as a means of “climbing the ladder”, believe in growth and expansion, primary work loyalty is to importance and meaning of work)
Implementation
Downplay the “coolness” of learning through games (view technology as necessary for progress and achievement). Promote gaming as the best way – short of on-job experience – to simulate the “real world”, and to take into account the multiple variables that learners encounter there (work style is get it done; whatever it takes, tend to be optimistic, primary work loyalty is to importance and meaning of work (the “mission”)). Consider introducing the training (game/simulation) in synchronous format: face-to-face or online (prefer informal learning atmosphere, with more participative, interactive format; prefer formal communication through structured network; face to face + electronic).
These are suggestions to consider as you introduce Boomers to game play. As Boomers become more adept, accustomed and supportive of games and simulations as tools for learning, consider incorporating elements that will challenge the Boomer’s personal attitudes, work attitudes and learning preferences to achieve even greater performance results from games and simulations.
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I was born to this generation but don’t find myself in many of the attributes listed in the article. Must describe the other 78 million and I must be outside the “norm!” Have the approaches suggested been validated with this generational group? They are interesting but seem cliched somehow…
Hi Catherine. The generational characteristics are indeed generalities. While I’m not sure they are researched-based, they are widely accepted attributes of the Boomer generation.
Like any generalizations they will not fit every individual. You may find that you have more in common with the GenXers (stay tuned for the next blog post in this series), depending on whether you are on the edge of the generation timeframe or what your specific experiences have been.
Would you agree that you do not have as much experience with games, engage in them the same way that younger generations might and/or have reservations that games and simulations can be valuable learning tools – perhaps better than face-to-face instruction in some cases?
I’ll admit that for some generational characteristics I’m trying to fit a square peg into a round hole, but the intent is to think beyond the common dialogue that games are only for the younger generations. I’m attempting to indicate that in fact games can be beneficial for all learners, but that certain considerations might need to be taken into account based on the generation. I’m trying to connect those considerations based on the generational characteristics . . . to support more use of games and simulations for Boomer audiences and well thought implementations that take into consideration how Boomers work, play and live – and may react to games for learning as a result.
Thanks for the comment. I’m sure you work with some Xers and Yers. I hope you’ll follow the series and comment on your thoughts about the other generation’s characteristics and how they relate to game design and implementation.
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Omit the parenthetical supporting references and the material will read a lot better — for the sections that follow the boomer description.
Put all the generations into a grid so it is easy to compare and contrast — I think that is the point you are after. Since this deals only with booomers, you have only 1/3 or 1/4 of your picture painted.
I you don’t have any real research to support the boomer description, what research do you have to support the conclusions you draw? Your opinions may be very informative, but it would help to distinguish facts from opinions.
Finally, I am not sure that the distinction between generations is as remarkable as the distinction among individuals in terms of responding to games and simulations.
Thanks for the comments Don. I think you’ll find some of what you’re looking for at http://leefblog.com/2010/05/gameration-4-implementing-games-and-simulations-within-a-generational-context/.
It’s the final installment of the blog series and makes a few summations as well as provides the grid that you ask for.
The statements are observational and not research-based, but the distinctions between the generations are based on widely understood characteristics that are collected from a variety of published resources.
The article series is addressing a stereotype that proliferates the use of games and simulations for learning; that only games and simulations are appropriate for the younger generations. Some of that is just stereotypical and some is based off the results of current game design trends and strategies.
My attempt in writing the series was to consider and discuss whether there can be design considerations in games and sims that address the possibility that different generations view and experience games differently.
I apologize if the information was presented as research-based. It definitely is not, but rather some points to ponder as we address feedback about the lack of interest/appropriateness in games and simulations from older generations.
Certainly, the distinction is individual, but group characteristics are used to make decisions in a variety of business arenas. This is just another attempt to use the accessibility of group characteristics to design for the individual.
Thanks again for your comments. I’d love to hear about your experiences designing games for multi-generational audiences. What feedback have you encountered? What design techniques have you used to address the viewpoints of the different generations?
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