David Chandross: Welcome to the Gamification Report, Episode 8.
I'm David Chandross from the Centre for Teaching and Learning here at Humber College.
Welcome back.
We have a fabulous, fun-filled show for you this week, as we do all weeks.
This week, we're going to be looking at serious games in entrepreneurship education.
We've looked at that in past broadcasts, but we're going to take a very deep dive today.
How do you teach people how to start businesses using games?
Fascinating area.
Collaborative games for training.
Collaboration and cooperative, most of these games suck.
Nobody wants to play them.
Let's find out how you build ones that really work.
Cooperative virtual reality for eating together and managing loneliness at meal times, and
also the development of virtual and augmented meals.
Bella, did you eat?
Let's start off by looking at entrepreneurship and serious games.
This is published by Joe Fox, Luke Pittaway, and Ikenna Uzuegbunam in 2018.
Little is known and incorporated about actual practice and their veracity in entrepreneurship
and games.
However, there's a problem with business games in that they are anecdotal and lacking in
rigor.
They don't have anything to do with the complexities of the real world in learning.
It's a hot field.
In 2013, the Kauffman Foundation report showed an increase in entrepreneurship education
programs in U.S. colleges.
According to the report, by 2006, there were 500 formal programs compared with 250 programs
in 1985, and 100 programs in 1975.
It is hot and on trend, however they look at all of this idea, that entrepreneurship
education needs to change.
It's not working as effectively as it could.
There needs to be a better understanding of skills and competencies that it tries to create;
more effective methods for evaluating education pedagogies and more rigorous studies of educational
effectiveness.
In short, when you sign up for an entrepreneurship program, there's guarantee that you'll learn
anything that you wouldn't learn by simply starting a business and going, a go crowdfund
me, and making a new peddle for your kick drum.
The good.
When games place students in interactive virtual environments that are immersive, it's exciting
to be part of the business.
They have problem solving aspects, and they enable reflective learning.
All the good, but the not so good is his review of serious games in entrepreneurship.
Current games have a tendency to coalesce around small business management and their
conceptual framework is all about building a small business.
The ugly emerges that these games are not good because they're all about little tiny
algorithms of what happens if a customer fails to pay a bill.
What happens if you want to score a new contract, et cetera.
They don't have anything to do with the fact that the business may become insolvent and
have to manage that.
That there will be a fire that will destroy your entire operation, and you have to negotiate
with insurers for two years to get back where you were.
Their games are week, they're sloppy, they don't do the job.
That's, at least, what he found in his research.
They're good for eating cheesy puff and hanging out for a friend and a couch, but beyond that,
they don't seem to do much, and it goes down from hill, downhill from here.
Gaming is generally poor at simulating other aspects of entrepreneurial of learning.
Low degrees of fidelity, disruptive effects and learning from mistakes and acting in disruptive
ways are not covered in these games.
We've seen them for years, Hamburger Empire.
It's got to change, people.
You have to build into the games the possibility to really simulate a game in an effective
way.
Sometimes, don't rely on your software, build card and board games, or a Dungeons and Dragons-type
games that use a large manual to give you different scenarios that you have to advance,
and stop with the Burger Empires simulators, please.
The big problem here, of course, and why I'm pleading, too, is the fidelity is key and
often missing.
As studies show, that running a disruptive startup company requires non-linear decision-making.
You have balance.
Most games do not allow for catastrophic failure.
Fidelity, fidelity, fidelity.
If you're going to build a game for entrepreneurship, then it has to simulate the real world, not
simple little decisions about how many people to hire for the busy season in your ski retail
operation.
I cannot hold back your tide of bad decisions.
Collaborative gaming guidelines is the next area we're going to look at this week, and
this is work by Diego Buchinger and Marcelo da Silva Hounsell, 2018.
This is fascinating because those of us that have been gamers our life know one thing,
for sure.
Cooperative games suck.
Malone and Lepper in 1987 talks about the fact that there's different types of cooperation
and competition that can exist in game settings.
Let's dig a little bit deeper.
This goes back to 1987.
Exogenous cooperation, there's no link between participant task.
I'm doing something, you're doing something, we're all playing a game, but it doesn't matter
what we do, 'cause we're in the game world together, but we're doing our own thing.
Endogenous cooperation is where we're linked together, so if you're in a soccer team, each
player would have a role to play.
Exogenous competition is that one can interfere with each other's performance.
I do a 100-meter dash, you do a 100 meters, that's exogenous, we're competing against
each other.
Endogenous competition is that no competitor can interfere with another's performance,
but the actions are connected to the outcome, such as a chess game.
Cooperative competitive serious games are what he looks at.
Bruzzone, as early as 2009, started to present these kind of human resources training.
This was to help fight terrorism, to improve analytical skills.
People were free to choose different approaches, how they'd cooperate and how to compete.
There were limited time matches and intelligent computational ageneses.
What he found is that when he used a game, he used another game called a Sherlock Mystery,
and that you can see that pretest and post-test averages change.
This was the average grade that people assumed after playing these games.
llThese were people playing col-op or collaborative games, playing together, and we can see that
in all cases, the post-test averages were higher.
Collaborative games in which each person plays a specific role, but there's a coherency between
the roles.
You're in an emergency medical simulation; one is the nurse, one is the paramedic, one
is the surgeon, one is the hospital administrator.
That kind of collaborative training involves cooperation in which you're compete either
against another team doing the same job, or you're competing against something like the
patient getting worse.
We can see here when looked at game score, whether we had junior high school, high school,
undergraduate, or postgraduate, the post-ed's grades all increased over time.
When we put people into teams where they have to collaborate, i.e., cooperate to achieve
an outcome, we can get past this terrible problem of the fact that cooperative games
suck.
Key factors in collaborative game design have to do with the number of players.
Two, three, four, five, you need at least four to have any kind of collaborative game.
How much time is there to play?
How may you communicate in the game?
How complete can you get in the game?
Can you finish by yourself, or do you need everybody with you?
What's the infrastructure of the game, the user background, the domain experts, assessment?
It all ties together to produce games in which if you work together as a team, you get better
outcomes rather than lecturing somebody with a bony little finger saying, "Play nice."
Cooperative virtual reality faces some of the same struggles, but it opens up some really
exciting territory.
Arnold publishes in 2018 in a game called You Better Eat to Survive, and this is a two-player
virtual reality game in which we eat food.
They've got little tiny microphones attached to your cheek and you can hear the person
eating, and what you're essentially doing is deciding how much food you need to survive
in a game, and to ultimately escape from a virtual island, and so it teaches you to eat
good food or to eat less, it changes your behavior by using a VR and by using these
sensors.
Now this is going to get really interesting in a second ... meal time.
What a fabulous way to connect with all our dearly loved friends.
Yum and yum.
In his study, he did a initially took 22 players and that eating real food improved players'
feelings of presence and challenged trust dependence.
The idea here that virtual reality games might be able to simulate some of the benefits of
real foods, and that's what we're going to talk about.
We're going to begin with the work of the Greek philosopher Epicurus who gave us three
admonitions; live in nature, if you want tobe happy, live in nature.
Number two, work for yourself, never get a job, and three, never eat alone.
He was really important, very focused that in order to be happy, we had to have friends
around at mealtime, and you know, this is so important for us with seniors today, who
are living alone.
Catherine Grevet in 2012 developed a really fabulous technology to deal with the loneliness
of solitary dining, and this project was called Project Nourished, and Project Nourished grew
out of this early work.
Now what they have in Project Nourished is an aromatic diffuser, a virtual reality headset,
a bone conduction transducer, a gyroscopic utensil, virtual cocktail glasses, and 3D
printed food, and you can actually eat food in virtual reality without eating.
How good is that?
It's what's called computational gastronomy, you probably haven't heard of it.
Now you've heard about it.
We have an area called hyper gastronomy, the idea of creating virtual foods for people
to eat.
Augmented gastronomy, that is producing holographic artifacts over the food.
Imagine a table that has nothing on it, but you've got a hologram of meal in front of
you.
You've got chewing free gastronomy in which you can inhale the foods and you get a sensory
focus in enjoying the food without chewing it.
Algorithmic gastronomy, in which we do food hacking.
You're able to actually produce different foods for your hologram, and be able to find
out what it is about a food that people like.
Maybe they like the freshness of the strawberry or the coolness of the cucumber.
That can be developed in this model, and finally, robotic gastronomy, where robots will make
dinner for you, preparing food for seniors.
This is such exciting, and this is a hologram of one of their projects which goes a beautiful
bottle of wine and glass of Chloe being, now could you imagine if you have an eating problem,
you eat a little too much, your tummy's just a little too big, or if you're all alone and
isolated, and you have no one to eat with, these ideas and these advances in holography
and VR are going to do fabulous things for us as we move forward in the world.
That's it for this week, folks.
Bon Apetit.
May your week be filled with working for no boss, being in nature, and lots of yum yum
on the plate.
We'll see you next week, David Chandross, Centre for Teaching and Learning here at Humber
College.
Catch ya on the flip side.
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