Defining virtual worlds, simulations, serious games...

So I'm back from London and the Visual Web convention. I feel like there are a ton of things to write and reflect about, and I'll try to catch up over the next few days. Things are moving so quickly now, I think its becoming more difficult to keep up.

One of my key takeaways from the conference was quite simply that no one has settled on how to define virtual worlds, serious games, simulations, and gaming as separate entities. Well, that's not completely true--it was pretty well accepted that we weren't talking too much about gaming for entertainment, but actually, that was a big part of the first day. It's really mushy--what's the definition of a virtual world? how is a simulation different? what's the difference between a serious game and e-learning, or for that matter, a serious game and a simulation?

Far be it from me to think I can clear up the muddle, but I'm going to try to do it anyway. For me, for the rest of the Tandemites, and for the industry in general, I feel like we need to get our definitions and stories straight. So here goes...

E-Learning

Definition:
Any learning experience delivered via technology can be considered e-learning. I would propose that e-learning is the umbrella under which any of the learning experiences listed above could fall. Traditionally, however, e-learning is thought of as online tutorials delivered to individuals and structured similarly to print tutorials with the added benefit of optionally including multimedia.

Usefulness for Learning:

E-learning is useful in its portableness, scheduling flexibility, and opportunities to include rich multimedia experiences. User data can be tracked and assessments can be scored and recorded automatically.

Virtual World

Definition:

An online virtual "space" where participants can engage in a variety of activities in an unguided and unmonitored manner. A participant's presence is signified by the presence of their avatar, which is the virtual representation of themselves in the environment. Interactions can be first, second, or third person perspective.

Usefulness for Learning:

Virtual Worlds are perhap best at providing an opportunity for real-time communication. Learning activities such as group events, one-on-one coaching, and guided real-time debriefs or small group chats are probably best-suited for the virtual world environment.

Simulation

Definition:

Simulation can be defined as an immersive learning experience, providing real feedback, both immediate and over time, to decisions that the user makes. The perspective of the user is typically first person, although there may be opportunities to be a "fly on the wall" as a mechanism of providing feedback.

Usefulness for Learning:

Simulation was designed to provide a risk-free environment for complex decision-making. Model-based simulation, like a flight simulator or a financial simulation, can demonstrate how minute decisions can have immediate and long-term consequences. For scenario-based or soft skill simulations, interpersonal interactions are "scored" to provide feedback in the style of employee or client satisfaction. For any type of simulation, answers are not typically "right" or "wrong" but instead must be considered in context of the decision-making environment. Behavior change has been shown to increase in learners participating in simulations because they better understand the complexity and consequences of decisions.

Serious Games

Definition:
A Serious Game is a game developed to address a serious topic and with the goal of teaching the player something. Like simulations, there is scoring and some measure of success. Unlike simulations, serious games need not provide realistic immediate or long-term consequences for decision-making. Serious games may best address their learning objectives by exagerrating outcomes to make a point, or by taking a serious topic such as combat missions, and improve strategic decision-making by removing players from some of the realism.

Usefulness for Learning:

In contrast to simulations that try to add realistic complexity to situational decision-making, serious games focus learners on a single or just a few skills to be improved. This can be particularly useful for improving specific skill sets in a way that motivates the learner to participate in the learning activity. Also, serious games do typically simulate the real world environment. In this way, serious games allow for the type of application of skills that is also seen in simulation training.

Games

Definition:

This may go without saying, but for the sake of comparison, games are an entertainment experience for players, without an explicit goal of learning.

Usefulness for Learning:
Since there is no stated learning objective for games, the usefulness of them for learning is more in the subversive goals that can be accomplished. Players can often "learn" more about important topics, or learn skills, while they think they are just "playing." As such, games can be a powerful learning tool if used correctly for those purposes.

Obviously, these definitions are simplified and could certainly be expanded on to be more comprehensive. But there needs to be a place to start. Without a shared understanding of the definitions of these different learning experiences, it is almost impossible to have a meaning dialogue about their pros and cons, and their most valuable uses. I for one am ready to start having these conversations. Let's hear your ideas around the definitions and then let's get started.