Designing Games for Internal Training Is Not Child's Play
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Designing Games for Internal Training Is Not Child’s Play Guidelines for Designing Games at Ericsson Packet Core Master’s thesis in Interaction Design & Technologies JENNIFER PANDITHA ISAK STRÅVIK Department of Applied IT CHALMERS UNIVERSITY OF TECHNOLOGY Gothenburg, Sweden 2015 Master’s thesis 2015:117 Designing Games for Internal Training Is Not Child’s Play Guidelines for Designing Games at Ericsson Packet Core JENNIFER PANDITHA ISAK STRÅVIK Department of Applied IT Chalmers University of Technology Gothenburg, Sweden 2015 Designing Games for Internal Training Is Not Child’s Play Guidelines for Designing Games at Ericsson Packet Core JENNIFER PANDITHA ISAK STRÅVIK © JENNIFER PANDITHA, 2015. © ISAK STRÅVIK, 2015. Master’s Thesis 2015:117 Department of Applied IT Chalmers University of Technology SE-412 96 Gothenburg Telephone +46 31 772 1000 Cover: The three game concepts developed in this project, refer to section 7.2 for more details. Gothenburg, Sweden 2015 Abstract The aim of this project was to investigate how games can be designed for training purposes at Ericsson Packet Core. A set of 37 guidelines, three game concepts and a prototype were created to investigate how games could be used and implemented. The project was carried out in an iterative manner and feedback was received throughout the project. The guidelines are based on an extensive research study performed in the beginning of the project. To test and evaluate the guidelines, game concepts were created. The guidelines and game concepts were developed in parallel during four iterations. A prototype was developed for one of the games to get hands-on experience and to perform tests with learners from the target group. The guidelines, the game concepts and the prototype have been developed and tested inclose collaboration with Ericsson Packet Core and Ericsson Global Services. Even though they are still in the early stages of development, they could be used for further development of internal training games at Ericsson. Acknowledgements We want to extend our sincere gratitude to Lars Samuelsson at Ericsson Packet Core for propos- ing the project and making this project a reality. A special thanks to our supervisor Anna Pettersson at Ericsson Packet Core and our academic supervisor Staffan Björk atChalmers University of Technology for their guidance and support. We want to express our gratitude towards the employees at Ericsson Packet Core for welcom- ing us to the team, participating in user tests and providing us with valuable feedback and suggestions throughout the project. We would also like to thank Ericsson Global Services, es- pecially Maria Skanselid and Lars Andel, for their feedback on the guidelines and for sharing their expertise in instructional design. Last but not least, we are very grateful for the sup- port B-O Hertz at Ericsson Packet Core and Linus Eriksson at Ericsson Global Services have provided us with. Contents 1 Introduction 1 1.1 Research question .................................. 1 1.2 Delimitations ..................................... 2 1.3 Reading directions .................................. 2 2 Theory 3 2.1 E-learning ...................................... 3 2.2 Games and education ................................ 3 2.3 Critique to games and education .......................... 4 2.4 What is a game? ................................... 5 2.5 Categories of games in education ......................... 7 2.5.1 Game-based learning ............................ 7 2.5.2 Serious games ................................ 7 2.5.3 Gamification ................................ 8 2.5.4 Pervasive games .............................. 9 2.5.5 Edutainment ................................ 9 2.5.6 Comparison of game categories ...................... 9 2.6 Interaction design .................................. 10 2.7 Instructional design ................................. 10 2.8 Game design ..................................... 10 2.8.1 Player types ................................. 11 2.8.2 Game genres ................................ 11 2.9 Emotional design .................................. 11 2.10 Motivational theories ................................ 12 2.11 Learning theories in games ............................. 13 3 Background 15 3.1 Ericsson ....................................... 15 3.2 Games inside of Ericsson .............................. 16 3.3 Games outside of Ericsson ............................. 17 4 Methodology 19 4.1 Design Processes .................................. 19 4.1.1 Jones’ design model ............................ 19 4.1.2 Interaction design lifecycle model ..................... 20 4.1.3 Design thinking ............................... 20 4.1.4 ADDIE .................................... 20 4.1.5 Game development process ........................ 20 4.2 Methods for gathering requirements and expectations .............. 20 4.2.1 Interviews .................................. 21 4.2.2 Focus groups ................................ 21 4.2.3 Questionnaires ............................... 21 4.3 Methods for idea generation ............................ 21 4.3.1 Brainstorming ................................ 22 4.3.2 KJ analysis .................................. 22 4.4 Methods and tools for designing concepts ..................... 22 4.4.1 Sketching .................................. 22 4.4.2 Mediating tool ............................... 23 4.4.3 Participatory design ............................ 23 4.4.4 Guidelines .................................. 23 4.5 Methods for prototyping .............................. 23 4.6 Methods for evaluation ............................... 24 4.6.1 Usability testing ............................... 24 4.6.2 Cognitive walkthrough ........................... 24 5 Planning 25 6 Procedure 26 6.1 Pre-study ....................................... 26 6.1.1 Research of Ericsson ............................ 26 6.1.2 Research of literature ............................ 28 6.1.3 Game definition ............................... 28 6.1.4 First replanning ............................... 30 6.1.5 Target groups ................................ 31 6.1.6 The purpose of the project ......................... 32 6.1.7 Focus on engaging rather than learning ................. 33 6.1.8 Choice of courses to focus on ....................... 34 6.2 First iteration of guidelines ............................. 34 6.3 Second replanning .................................. 36 6.4 First iteration of concepts .............................. 37 6.4.1 Result from the brainstorming sessions .................. 39 6.4.2 First version of overview course ...................... 41 6.4.3 First version of VoLTE course ....................... 57 6.5 Second iteration of guidelines ........................... 59 6.6 Feedback workshop ................................. 60 6.6.1 Planning the workshop ........................... 61 6.6.2 Result of the workshop ........................... 63 6.7 Second iteration of concepts ............................ 64 6.8 Workshop follow-up ................................. 65 6.9 Third replanning ................................... 66 6.10 Third iteration of guidelines ............................ 67 6.11 Third iteration of concepts ............................. 68 6.11.1 Save the city ................................. 68 6.11.2 Super Packet ................................ 68 6.11.3 Call of VoLTE ................................ 69 6.12 Hackathon ...................................... 71 6.13 Developing a working prototype .......................... 71 6.14 User test of prototype ................................ 73 6.14.1 Result of user testing ............................ 74 6.14.2 Our observations and reflections ..................... 75 6.15 Fourth iteration of guidelines ............................ 75 6.16 Presentation at Ericsson ............................... 76 6.17 Summary of the design process .......................... 76 7 Result 78 7.1 Guidelines ...................................... 78 7.2 Game concepts .................................... 94 8 Discussion 122 8.1 Guidelines ...................................... 122 8.1.1 Validity of the guidelines .......................... 123 8.2 Game concepts .................................... 124 8.2.1 Test vs learning ............................... 125 8.2.2 Design dilemmas .............................. 126 8.3 Prototype ....................................... 127 8.4 Design process .................................... 128 8.5 Ethical issues ..................................... 129 8.6 Future work ..................................... 129 9 Conclusions 131 Bibliography 133 Appendices 141 A First iteration of guidelines 142 B Second iteration of guidelines 149 C Third iteration of guidelines 157 D Complete list of game ideas 170 E Usability Testing 176 1 Introduction As of 2015, the game industry was estimated to 22 billion dollars (ESA 2015), and in 2013 games engaged more than one billion people around the world (Spilgames 2013). This has made researchers consider ways to utilize the power that games have to motivate people to learn. Research in the field of Game-based learning has shown that games promote learning (Van Eck 2006) and have positive effect on the player’s development of a number of skills(Kirriemuir & McFarlane 2004, Squire & Jenkins 2003). According to a national study conducted in the United States of 500 teachers who use digital games in the classroom, 70 percent of them said that games increased the students’ motivation and engagement