Author: Richard Tunstall, rtunstall@glam.ac.uk
JISC e-Learning Activity Area: Technology-enhanced Learning Environments
Higher Education Academy Subject Centre: Business, Management, Accountancy and Finance
This case study illustrates...use of specialist software, an effect on learning, an effect on student personal development, student satisfaction with e-learning, innovation in learning and teaching, staff satisfaction with e-learning, use of gaming/simulation
Background & Context
Why did you use this e-learning approach?
As a team consisting of a business school academic and a multimedia developer, both experienced in blended learning development and teaching, we set about targeting a particular section of course curriculum with the intention of creating a simulation game which would allow students to examine a set of key concepts using a hitherto untried approach in the University of Glamorgan - experiential learning through simulation gaming. Essentially we were to create a case study, but rather than being in a linear textual form, this would be delivered in an environment which would allow the 'story' to unfold in a highly interactive and dynamic fashion. Much of the activity in the project was spent in devising the key interactions and activities within the case study which we were to ask the students to attempt. The story and associated activities were created for their pedagogic value and the contribution they would make towards meeting the expected learning outcomes for the module. To support these objectives, we hoped to develop a software application which would not only support this particular project but which would need to be highly flexible and could be used in delivering a range of other learning applications in the future. We wanted to produce an experience that would be highly visual and game-like and avoid the pitfalls of the 'interactive spreadsheets' found in many simulations for business courses. We felt that while appropriate perhaps for specific financial reference systems, these were not very imaginative and compelling experiences and that, strategically, we could imagine a greater range of other teaching programs benefiting from our alternative type of simulation. A fully useable example of the interactive case study can be found here: http://e-st.glam.ac.uk/simulationgames/GameSim_1.htm
Please Note: After closing the mission window, the game opens on the training level. To access the actual case study, click on 'Go to the Street' in the bottom left hand corner.
The team welcome any queries about the case study and are actively seeking opportunities to collaborate with other institutions and bodies in developing enhanced versions and in providing consultancy. Please contact; rtunstal@glam.ac.uk
What was the context in which you used this e-learning approach?
It was decided that we would target a specific module 'EB2S01 - Enterprise Planning' - a compulsory module for the core undergraduate second-year students at the Business School. This module was delivered through 2 hour blocks, consisting of a lecture and seminar, to 4 groups of 35-40 students per group. There were 3 members of academic teaching staff assigned to the module who took responsibility for delivery to 1-2 groups each.
The module had an average of 150 students per year, studying for a variety of awards, and it was felt that this would be a large enough sample to facilitate the evaluation of the effectiveness of the project. The majority of undergraduates in the Business School were aged 19-20, with a minority of mature students. The majority of students were from the South Wales area and South-West England, with around 10% coming from other countries.
Based on the experience of delivering the module over two years, a particular conceptual problem that students particularly appeared to struggle with was identified. Within the first term of the module, the focus of teaching was to enable students to meet the first learning objective; 'Demonstrate an ability to use their knowledge of a range of techniques in market and industry analysis'.
This was summatively assessed through the submission of an individual report that would consist of an analysis of the issues facing small and large organisations within a chosen industry. Learning was supported through a series of lectures focussing on issues relating to enterprise and small business as well as introducing a variety of analysis techniques. Accompanying this was a series of workshops where students discussed case examples and used analysis techniques. However it was apparent from work submitted for assessment that students often struggled in conceptualising the characteristics of small and large businesses in relation to the specific module aim; 'Enable students to comprehend the differences between large and small firms in the terms of how they operate, involve and interact with the Business Environment'.
It was felt that through a simulation case study game, these concepts could be illustrated to students in an immersive environment, supported by classroom workshops to provide formative learning opportunities.
The key problems anticipated in this context was that of motivating students, normally used to traditional teaching methods, to engage in a blended learning activity. A further concern for this context was the motivation and skills of academic teaching staff in utilising this tool.
What was the design?
The design consisted of two parts; that of the e-learning tool, and that of the situated blended learning experience.
Given the innovative nature of the e-learning tool itself, the blended learning experience was deliberately designed to integrate with the existing delivery pattern, in a form that both students and staff could relate to. In this instance it was felt that the tool should be delivered in a similar way to a case study, by offering either a lecture on the related topic, asking students to individually use the tool and perform analysis over the period of a week using predefined questions relating to the topic, then engaging in a tutorial discussion with other students guided by the teacher. Alternative approaches were attempted with providing the topic lecture after the tutorial.
The tool itself consisted of a 3D environment simulating a small and large business environment where students could command an avatar which could be moved around the environment and interact with various characters. The environment was designed to both provide a complex realistic case study while also offering a game-like experience with competitive motivation. The game platform was deliberately designed to be reusable, to enable future development opportunities with a lower development timescale.
The tool was designed using the following synchronous process;
| Stage | Game Elements | Content | Technical Design |
| 1 | Relied upon completion of content stage | Based upon critical issues identified within the module aim and the learning outcomes of the module, we focused on the concepts and issues which were to be addressed. This educational framework was the basis for the rest of the project. | Relied upon completion of content stage. |
| 2 | Discussion on how challenge and competition could be fitted within the educational framework which has emerged from stage 1. Will the gameplay elements be focussed on learning incidents, fun and/or motivation? | We then looked in more detail at the framework, thinking about the characteristics of small and large firms, as identified within academic literature and how these might restrict and enable interactions within the game. | Methods to create and display the rooms identified and created. Some required functionality emerging - the boundaries of the application are being described |
| 3 | How can we apply the gameplay around this scenario? | Identifying scenario and context which included overall environmental content decisions including describing the organisational size, form and physical room design and overall 'feel'. | Graphical elements developed together with the required functionality to render the rooms and environments |
| 4 | How can we take advantage of the functionality within our chosen gameplay? For example: If we can now pick up and give objects what does this mean? Where might this fit into the prevailing gameplay? | As details of potential within the technical environment emerge and decisions regarding requirements of game elements are made, we started to identify roles and key actions available to player and game characters within the environment. For example: Giving objects to characters seen as way of realistically creating reasons for interaction. What objects can be picked up and what happens when they are given to different people? Depending on the prevailing gameplay, these objects may be significant, as may the consequences of giving them. How does this relate to the educational framework? | Functionality added - For example: picking up objects |
| 5 | Making the stories, characters and histories interesting and engaging | Character descriptions added in terms of personal histories and personal wants and needs in order to add further realism and to relate to the educational framework. | System needed to store and retrieve conversation text for each character and question asked. In what ways do questions affect the environment? |
| 6 | Bearing in mind the combined effect of game play, functionality, context, scenario and educational framework, character issues and mini-scenarios were developed (as in a TV soap opera). For example The 'secret' set conversations you can overhear from within the toilet at key points in the players investigations of each organisation were developed. We review the application in order that these do not conflict with each other, while ensuring that all elements of the framework have been given proportional representation and that no 'phantom' issues are given undue emphasis. | More advanced functionality - moving around between rooms. As content is created, put into game engine and review. For example Passive dialogue system developed to show 'set' conversations. | |
| 7 - BETA | BETA TESTING - bug finding - test the gameplay for enjoyability, user interface, navigation, engagement. | Following input of scripts into game environment, these are reviewed and edited in context. Testing coherence of the scenarios - does the story make sense? Is the application viable as a learning experience? | BETA TESTING - bug fixing |
Technical design was led by the multimedia development manager with his team, content was led by the business school academic with the assistance of e-learning editors, game design was led by the academic and multimedia developer together with the support of a instructional designer. Beta testing was conducted with the support of student volunteers, academic deliverers and IT helpdesk staff.
Blended learning delivery was developed with the academic delivery team.
How did you implement and embed this e-learning approach?
The first stage of implementation took place through beta testing, which gave IT Support staff the opportunity to both assist with bug testing and to fully experience the tool while noting potential problem areas where students might require support.
After agreeing how the tool would be embedded within the module teaching schedule, all academic delivery staff were fully briefed about the ways in which the blended learning experience could be led and integrated into the course. Academic staff were also given the opportunity to try out the tool themselves and ask questions.
Academic staff introduced the tool during teaching sessions and tutorial question papers gave full details of the tutorial requirements and contact details for IT Support staff.
A training level had been developed within the tool to help students learn how to play through the e-learning tool and this was demonstrated in a teaching session before students were instructed to play through themselves. Concerns about student motivation did not materialise and the only problems for students were related to individual access issues that were resolved by IT helpdesk staff. Academic staff were comfortable with the blended learning approach developed.
An evaluation process was developed to capture student feedback through quantitative and qualitative methods following their completion of the blended learning experience.
