You know that playing games as a child is a powerful and effective way to learn the basics of life: walking, talking, eating, running, sitting.
Later in life, you learned the alphabet through play and song. You wrote letters and painted pictures.
You placed blocks in holes, caught a ball and learned to ride a bike.
Your most memorable learning experiences were play.
Then, at school, everything became more serious, and you had to sit still and listen to a teacher telling you what you needed to know.
At college or university, you had to sit in lecture halls as some old fart at the front of the room droned on and on about… well something.
Even training events you attend at work, are more likely to be someone reading a powerpoint deck at you as you secretly play candy crush.
Back in 1991, we started something of a revolution. We took ‘serious’ subjects like finance, strategy and marketing and turned their learning into games and simulations.
We continue to do the same today. Everything we do has an element of game or simulation or perhaps simply ‘play’.
Why? Because we know what helps you learn and develop. Back in 2002, John Kenworthy set out to prove why games and simulations were more effective that traditional lectures or case studies. It was the first time that such an experiment had been conducted outside academic walls and in the ‘real world’.
The results speak for themselves:
But it is not enough to simply pluck a chart from somewhere to show you why you should be using games and simulations in your training and development. Was the study robust? How reliable are these results? How valid are they?
We can’t give you the answers in a short post, so why not download the full paper. It was published in the proceedings of the ABSEL conference in 2004.
If you have any questions about simulations or games in learning and development, please contact Dr John Kenworthy – who will happily share his vast experience in this field.