Do it Once, Know it Well
Enough
For some time now, emergency personnel have been using live-action
role-play and computer simulation to drill emergency preparedness scenarios.
Indeed, first responder simulations for paramedics and firefighters are among
the most active area of serious games development.
For example, Virtual Heroes
has created HumanSim, a sophisticated
medical simulation for health professionals to try out unusual scenarios,
including responding to "rare conditions or events."
But these drills are complex and expensive, even if they are less
complex and expensive when simulated instead of carried out on real city
streets with real equipment. Indeed, cost effectiveness is one of the reasons
serious games appeal to the organizations and municipalities that use them for
this purpose.
Drill in games has traditionally been understood as the
digitization of skill exercises. Math
Blaster, Reader Rabbit, and other
edutainment titles are the obvious examples, with their chocolate-covered
broccoli approach to arithmetic or phonics.
The seat belt, the life vest, and the emergency exit represent a
type of task simpler and less challenging than the emergency response scenario,
yet a more complex, less boring sort than kiddie drill and skill. One doesn't
really need to practice seat buckling and life vest donning very often. Once
might be enough. But that one time sure is useful.
It's helpful to contrast HumanSim
with the Deltalina video with the muster drill. The first uses sophisticated
artificial intelligence to simulate the interrelated effects of split-second
decisions. The next uses understated naughtiness to earn empty-minded,
open-mouthed stares. And the last uses the nuisance of drill to get passengers
to figure out how to put on a life vest.
There is potential in this last kind of drill, the "do it
once, know it well enough" sort. It is an application domain we deal with
constantly: how would I get to the emergency exit? How do I operate my cruise
control? How do I pick my child up from summer day camp?
Most of these tasks are simple ones. But they are still complex
enough to recommend consideration as processes rather than as simple sets of
instructions. It might be raining when it's time to fetch junior, or one of the
nearest exits might be blocked with debris. This sort of drill doesn't just
mean rote practice, as in Math Blaster,
nor does it involve complex dynamics with unpredictable feedback loops and race
conditions, as in HumanSim. And
instead of doing whatever it is the task demands, we would simulate it.
Perhaps the best example of a game that does this sort of
simulated drill is Cooking Mama. Mama
helpfully guides the player through the steps involved in preparing a dish -- filleting
the fish, broiling it over charcoal, dressing the plate. And Mama chides and
berates the player when he does it wrong.
While I probably wouldn't want to eat
a meal prepared by someone who had only cooked in Cooking Mama, I would feel oddly more confident in such a chef's
ability in the kitchen than in the case of someone who had only ever watched
Rachel Ray.
Cooking Mama is a good
starting example of a drill game, although it aspires for more aesthetic ends,
goals beyond a simple tool. But as a conceptual model, it is instructive.
An
example closer to the spirit of a drill game is Drivers Ed Direct's Parallel Parking Game.
It does just what its title says: the player parallel parks a car, trying to
avoid collisions.
Sure, the keyboard controls are unlike those of a real car
and the game's physics are unrealistic, but the drill approach is very much
present: by trying the task in the game, one gets a preliminary sense of what
it involves, how to approach success, and how to avoid failure.
There aren't many games like this, but there could be. Think of
all the other things you would benefit from trying out once before having to do
them in earnest: changing a diaper, threading a needle, negotiating a car
purchase, hiring an escort, loading a dishwasher, carving a turkey, waxing a
sports car, ironing a shirt, wrapping a gift, tasting a wine, assembling a
bookshelf, staging a pick up, scolding a child, recording a television program.
None of these are terribly monumental or interesting acts; indeed many are
about as banal as it gets. But almost anything is challenging once.
Consider the commercial airliner once more. Every seat on every
flight I take has a personal video display on which I watch Katherine Lee wag
her finger and pout her lips at me. Each screen is also a terminal running a
little Linux distribution, and I can already play trivia and blackjack and Zuma on it. It even knows the location
of my seat and, presumably, the type of aircraft that is about to hurtle me
across the ocean at 500 mph.
What if I could choose to run a little practice
drill, following those white emergency lights amidst the darkness and smoke and
chaos, to one of those eight emergency exits, whose door I might have to shimmy
open and whose raft I might have to deploy, in order that I might defy those 1
in 20,000 odds and survive. Wouldn't that be a better use of a few minutes of
my life than lusting after Katherine Lee?
After all, there's another name for a "water landing,"
even if it is an "unlikely event." Most of us call it a crash.
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Now, tell me that won't be a fun game to play, learning how trashing luggage will increase costs for the company.
As someone who learned math through Math Blaster, I definitely see what you're saying. But I don't think it's a matter of going back to the "good ol' days". According to wikipedia, the Blaster series are still very much alive and kicking.
The problem is that they're geared towards kids. Maybe it's just me, but I feel like there are a good deal of educational games for young children, but once you hit high school and up, educational games suddenly become extinct. Why is that?
I think what Mark's suggesting is that there were other games during the MathBlaster era that were more along the lines of the sort that I'm suggesting. I have vague memories of them too, but I can't put my finger on it. Time to go search the archives.
Ian, yeah I was saying a game about customer service has benefits. Not a new idea, but your article about airlines and the case with United breaking the guitar made me think of it.
Players who dally to pick up their luggage, or who head for the wrong exit, end up dragged to a watery grave.
I'm not sure this would have precisely the desired effect, but nevertheless I wish someone would make it. Isn't there a PyWeek and Ludum Dare coming up next month?
Let's face it, a lot of human beings are panicky, stupid, and have little emotional discipline. If you're the kind of person who actually wants to survive a plane crash, I guarantee you've read the safety card dozens of times, and gone through your exit check. Most people are not wired that way, and in a plane crash they're just gonna have to die. You'd be well advised to worry about keeping your own wits, help anyone you can to escape, and be prepared to punch the lights out of that obstreperous jerk who's just climbing over everyone to save his own hide.
[Great, the May 2011 edition of "Serious Game News" listed this as a featured article, but it was written almost 2 years ago. Oh well.]
I asked myself if BrainAge was a drill game but concluded that it's not, because the drills are just anonymous content to noodle. No reason it has to be that way.
@Ludum Ludo
You put your finger on an issue with games like this: we tend to think people don't want to be reminded of the possibility of bad things happening. But the muster drill is a good counterpoint to this argument. It is actually a comforting process, precisely because one acts it out.
I'm leading a new class in the Fall...using Second Life as the platform...(I hear the gamers groaning...but I'm using SL because the Edu folks have become more comfortable there and I see it as an opportunity to help them take another step). The course focuses on helping educators understand the basic elements of game design...what makes a good game a good game...and then apply some of those concepts to instructional re-design of their traditional learning materials. The result may or may not be a "game"...but it certainly ought to be more engaging and interesting...like what you describe in the post. We're currently focusing on things like meaningful decision-making, the use of failure (getting fragged in Algebra), and embedded and authentic assessment...to name a few directions.
I'd love to hear from anyone who might want to provide their personal thoughts about what makes a "good game", and what educators/trainers might need to know to recreate some of the more traditional learning activities into what you think would be more engaging. I've been talking with several game developers, game program instructors...and others from my own background in game development....but am interested in hearing from anyone else out that who wants to add to the mix.
If you're interested...drop me a note....
Thanks for the time!
John