Selecting and Designing Games

Trainers have long believed in the adage “live and learn.” Not surprisingly, they have always known that experience is often the best teacher. Experiential learning in the form of trainer-conducted games is frequently more effective than traditional classroom methods in increasing learning and retention. Research shows that adults learn more effectively by doing—by using their new knowledge and skills— than by passively listening or reading.

One study concluded that within one year, adults are likely to forget 50 percent of what they have learned through exclusively passive methods. Another study indicated that approximately half of one day's learning may be lost during the ensuing 24 hours. In two weeks, an additional 25 percent may be lost.

Games frequently provide the basis for successful training programs. They aid in program preparation, instruction, and evaluation. Their strongest feature is the element of fun that relaxes, motivates, and involves every participant from the outset, making learning enjoyable and productive. Games also use the five basic senses, particularly sight, sound, and touch, making for a more comprehensive and effective learning experience.

Strictly speaking, games are competitive activities governed by rules that define players' actions and determine outcomes. For the purposes of this discussion, we will employ a broad definition of games that includes the formalized, competitive activities and various exercises, activities, or demonstrations (also known as structured experiences or participative group exercises).

Other experiential exercises, such as simulation, role play, and simulation games, are addressed in other Info-lines. These exercises represent a number of either very simple or extremely sophisticated and complex activities. Role play and simulation exercises use real-life situations and applications. Simulation games are both reality based and competitive.

Simple games appeal to a large number of trainers for the following reasons: