Game Time

As the inimitable Yogi Berra once said “If you don't know where you're going, you might not get there.” I couldn’t agree more Yogi.

Recently, my attention was captured by study results from the Medical Research Council's Cognition and Brain Sciences Unit in Cambridge, England. The study looked at the effect of computer-based “brain training” games available on platforms ranging from personal computers to personal communication devices. The bottom line was that these games had no measurable effect on brain performance such as general memory or IQ.

Developing games and simulations for online learning is one of my passions, so I was initially quite discouraged by this information. However, as I looked into the study further, I was reassured that I have not been wasting learners’ time with learning games. Quite the opposite, in fact, is supported by the same study.

Participants played computer games based on commercially available games that promise improved brain power. IQs were measured before and after the study with no significant difference noted between the two tests. However, what caught my attention was that, while the participants did not get smarter overall, their ability to play the individual games improved notably.

What this tells me is that, like everything else about developing effective training, the key is identifying proper goals and objectives. If a learning game focuses on the specific knowledge or skill being taught, learners will (with repetition), get better at the game and thus more skillful or knowledgeable about the topic – even if the act of playing the game does not turn them into IQ brainiacs.

Games can be a very powerful tool for learning. They can also be effective at directing learner focus to specific skills and knowledge. The important thing is to be sure that the games target the proper objectives. That way, you’ll know where you’re going – and you’ll be able to measure that you’ve arrived.