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Pushed play refers to the demand that learners complete a game in order to progress through learning material. Open world learning is the opposite, entirely user-controlled access to content. Connect Play is the name of the working group under AGE-WELL, Canada’s National Center of Excellence on research in Aging and the hub of a lot of research on pushed play. In this post we are going to talk about the advantages of pushed play versus those of open world learning.
In this post we are going to discuss the idea of behavioral currency in training. Behavioral currency refers to designating specific action verbs in learning, such as demonstrate, list, identify or state, as a form of currency and then using this currency to effect behavioral change. Now, without careful differentiation from classic behavioral learning research, the nuances of this system are not readily visible. So we will do our best to explain this system and why we think it’s so important.
Part one of ten in a series on emerging L&D concepts from the fields of gamification and mlearning. In this post Dr. David Chandross discusses microlearning and intrinsic motivation.
In this post, I state that design in GBL is falling short because it is not combining the best elements of PBL and classroom best practices. Largely, we are creating fun ways to help students with rote content and not placing them in a serious, inter-dependent environment utilizing content.
Our latest infographic goes over some really great things video games are responsible for. It’s pretty surprising to find that genre to genre, games can do some remarkable things for your brain and body. While I’m not thrilled to find my kids three hours in to a Halo session, I’m certainly relieved to learn that some real good can come out of their gaming.
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