Gameration 3: 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. Josh Stroup is President of QTS Performance Solutions in Harrisburg PA.
Read Gameration 1
Read Gameration 2
In this series, we’re taking 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 Generation Y. This is the generation for which electronic communication and games (hand-held or console) has been a part of their daily lives from their earliest years.
Generation Y (born after 1978)
Background:
- Grew up in a child-centered era, with continual “programmed” activities
- Got continual feedback about themselves at home and school
- Heard messages of “be the best” and “be all you can be”
- Never knew a world without computers and Internet
- Techno-centered world creates expectation of immediacy with everything
- Witnessed a “scary world”: LA riots, terrorism in Oklahoma City, violence packed movies and video games, high school shootings
Personal Attitude:
- Grew up with lots of attention from “professional parents” (though both work)
- See parents and family as “cool”
- Sincere desire to contribute to society and address important issues
- Far less concerned about racial/ethnic, religious, sexual orientation issues; extremely tolerant
- Exposed to vast amounts of information (good, bad, indifferent) online
- Incredibly techno-savvy; never knew a world without computers
- Very education minded
- Want to play meaningful roles; want to “make a difference”
Work Attitudes:
- Work style is to work to deadlines/goals; less concern for schedules
- View of authority & leadership is that they like freedom and autonomy; less interest in leadership positions
- Communication preference is fast, casual, direct and high-tech; eager to please
- View of work/family balance is value in blending personal life into work
- At work, primary loyalty shown is to the people involved with the project
- View of technology is “What else is there?” (as natural as breathing)
Learning Preferences:
- Enjoy reading (much more than Gen X); like self-paced learning
- Used to learning in highly interactive style (e.g. project teams)
- Find role-playing and other interactive activities to be productive
- Eager to learn new skills via Internet, online, CD-ROM’s
Implications for Games and Simulations:
Narrative and Character
- Yers are likely to be less concerned with an ambiguous position and appearance for any game characters (less interest in leadership positions, want to play meaningful roles; want to “make a difference”, far less concerned about racial/ethnic, religious, sexual orientation issues; extremely tolerant)
- Set the challenge in the context of the character saving the “world” from an “evil-doer” that threatens the team or the project with an impact on larger, global issues (want to play meaningful roles; want to “make a difference”, at work, primary loyalty shown is to the people involved with the project, sincere desire to contribute to society and address important issues, witnessed a “scary world”: LA riots, terrorism in Oklahoma City, violence packed movies and video games, high school shootings)
- Identify the benefit of the game or simulation at the beginning (find role-playing and other interactive activities to be productive, eager to learn new skills via Internet, online, CD-ROM’s, very education minded)
- Provide rewards that indicate team and “societal” success within the context of work and personal life balance (at work, primary loyalty shown is to the people involved with the project, sincere desire to contribute to society and address important issues, sincere desire to contribute to society and address important issues)
- Carry a casual tone and dialogue throughout the story and interaction (communication preference is fast, casual, direct and high-tech)
Information and Activities
- Like with Gen Xers, limit the introduction and storyline or provide options for minimizing the storyline and let learners jump in right away with role-playing and skill practice (they like freedom and autonomy, techno-centered world creates expectation of immediacy with everything)
- Enable short, quick experiences in the game over an extended timeframe (techno-centered world creates expectation of immediacy with everything, communication preference is fast, casual, direct, see value in blending personal life into work)
- While media is an important part of their online experience, don’t be afraid for text-based information and activities as well (enjoy reading; like self-paced learning)
- Present access to a lot of information or opportunities for information. Ask the learner to analyze the information to determine its application to solving the problem in the game or simulation (exposed to vast amounts of information (good, bad, indifferent) online)
Feedback
- Provide feedback regularly throughout and provide immediate feedback to almost any action in the game or simulation (got continual feedback about themselves at home and school, techno-centered world creates expectation of immediacy with everything)
- Indicate feedback in the context of their role in achieving the goal or solving the problem in the game or simulation and how their performance might impact the team (want to play meaningful roles; want to “make a difference”, at work, primary loyalty shown is to the people involved with the project)
- Consider providing detailed feedback, but do so in an informal tone (exposed to vast amounts of information online, enjoy reading, communication preference is fast, casual, direct and high-tech)
- Like the Gen Xers, Provide feedback in the context of the individual’s success or failure toward achieving professional and personal success (view of work/family balance is value in blending personal life into work)
Summary/Conclusion of Play
- Provide a review of the experience and how/what the learner could have done for a different outcome within the context of the team and achieving goals/deadline (want to play meaningful roles; want to “make a difference”, at work, primary loyalty shown is to the people involved with the project, heard messages of “be the best” and “be all you can be”)
- Relate back to the greater good that might result from the learner’s actions in the game play and how their skill development might impact the greater good in their work/personal environment (sincere desire to contribute to society and address important issues, want to play meaningful roles; want to “make a difference”)
- Indicate what other learning activities might help to improve their performance (grew up in a child-centered era, with continual “programmed” activities, very education minded)
Implementation
- Downplay the technology and even novelty of the solution being “game play for learning.” Yers have grown up with all types of games and communications. Gaming is not new to them nor is the use of games and simulations for learning (never knew a world without computers and Internet, incredibly techno-savvy, view of technology is “What else is there?”; as natural as breathing)
- Introduce the game or simulation as a way to improve their performance and increase their contribution to the team’s success (got continual feedback about themselves at home and school, heard messages of “be the best” and “be all you can be”, want to play meaningful roles; want to “make a difference”, at work, primary loyalty shown is to the people involved with the project).
These are suggestions to consider as you consider Yers characteristics in your game design. What do you think? Are there any Y characteristics that really make their response to and use of games and simulations for any different than Gen X or the Boomers? What other game design considerations should be made for Gen Y?
This reflects just one of the topics to be explored at LEEF, the Learning and Entertainment Evolution Forum on June 17-18. LEEF is an interactive professional development event showcasing the convergence of learning and entertainment technologies and exploring the organizational, design and technical challenges for adopting games and simulations for learning. Join Andy and presenters such as Jerry Heneghan of Applied Research Associates, Mike Cuffe, VP at Farmer’s Insurance, Phaedra Boinodiris of IBM, Koreen Olbrish of Tandem Learning, and more at LEEF this summer! The event will take place in Central Pennsylvania at Harrisburg University. Go to www.LEEF2010.net to learn more about the program!
Tags: learning and entertainment technologies
Interesting insights on Gen Y and Gen X. It really got me thinking about work styles and how to teach to a generation so into technology.
I found this article that lists the “7 Habits of Highly Typical Gamers”. http://www.flairandsquare.com/wordpress/archives/61