GAMIFICATION
The use of educational games in training was introduced as early as the 1980s, and every trainer knows that active experience through play can be a catalytic experience that can subsequently lead to reflection.
With the GAMIFICATION training becomes aengaging adventure: challenges, levels, and rewards that transform learning, through a simulation that is easily transferable to real-world, work-related contexts.
In the classroom, experiential methods are used, and the learning process takes place through action and experimentation with situations, tasks, and roles in which the protagonist puts his or her skills into practice.
Metaphorical games are used to study the dynamics inherent in soft skills.
Physical and emotional distance from the workplace allows you to reflect on your skills in a detached way.
In e-learning we need to change our perspective slightly:
- the time of reflection is reduced,
- we introduce a simulation that is easily transferable to the real context,
- the emotional closeness of the training context to the workplace is exploited as a lever,
- the participant is involved in a highly motivating experience,
- the elaboration of reflections can be easily transferred independently to the working world.
Gamification is not just an engagement method.
It is a training methodology with a complex design structure.
We can make it happen increasingly complex experiences, semi-structured, and with a gallery of characters and possibilities of alternative actions.
But simple technological development is not enough. GAMIFICATION It requires above all a high-profile educational design system.
Innovative and unconventional simulation tools that are often usefully employed in management training.
They are training toolsintuitive, dynamic and engaging, which best represent the method of the "learning by doing". They can reproduce, in a simulated environment, the real dynamics and logic of a given economic scenario.
Through the simulation, participants – divided into teams – are involved in a competition within a virtual market, where the dynamics present in the real situation are reproduced.
At the end of each simulation round, the trainer/facilitator analyzes the results together with the teams, triggering a feedback and debriefing mechanism that represents the “added value”.
BUSINESS GAME CATALOG
The Business Game Catalogue is offered by Piazza Copernico by virtue of a proven partnership agreement with Artemat.
Through this partnership, we provide a series of Business Games that are already directly accessible, as well as the possibility of quickly requesting, on demand, other Business Games specifically designed for particular sectors and/or businesses.
They contain elements borrowed from games, such as awarding points or reaching levels, but have a purpose other than pure entertainment.
This category includes all games that are normally defined as “Educational games".
It is an application particularly suitable for transversal formation on the soft skills.
This typology also includes the Roleplaying, An emotionally engaging simulation technique that provides learning stimuli through imitation, action, and observation of one's own behavior and that of others.
The game promotes engagement, tests acquired knowledge, enlivens the flow of a theoretical course, and ensures interactivity.
For these reasons it can be used in a teaching program as a case study, or as an exercise, or it can constitute the final exam.
The user is challenged on the topics covered through interactions of varying levels of complexity, anchored to predefined learning objectives. To support this, an in-depth learning project (for example, through the construction of metaphorical contexts) and graphics are developed.
An example of Game are the courses for learning how to use computer procedures (Procedural) based on a interactive simulation.
Another example are i Summary, summary modules within and / or at the end of a course, in which the user is asked to verify the knowledge acquired through a test (intermediate or final) borrowed from games.
Model of GAMIFICATION developed in partnership with Artemat, from which this teaching methodology was born, aimed at activating digital learning processes experience-driven, to be used in training projects both Online both in Classroom.
The teaching model involves the use of a Digital Training Gym (PFD), which, through the metaphor of sports training, allows skills to be put into play in a simulated environment.
This is a complex business case set within a plausible scenario, which places organizational figures in realistic work situations in order to trigger – and analyze – certain behaviors.
Depending on your needs, each PFDs it can be oriented on a grid of skills linked to the development objectives of a specific role, such as: leadership, resource management, result orientation, etc.
What they say about the Digital Training Gym
blog
The Virtual Training Gyms were also the subject of the intervention of our Research and Development Manager Daniela Pellegrini during the First eLearningPoint 2019 online conference of 30-31 October 2019.
Il Virtual Training Gym project "Training managerial talent" issued for INAIL and presented at IV edition of the AIf Adriano Olivetti award was 1st classified in 3 areas: Research & Innovation Area, Methodological Section New Technology and Digital, Small and medium-sized enterprises.
