AGES tells us that learners need to be attentive, share their original insights, establish an emotional connection to the material, and have the necessary space to sort it all out. AGES helps us avoid subjecting learners to cognitive overload.
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Let’s dive into why game-based training isn’t the same as gamification, how games improve learning outcomes and why your non-millennial employees will not only tolerate game-based training but might even use it more than the millennials.
We all know that, even with the best training, learning isn’t always applied back on the job. An investigative approach can help us expand our skill set and ensure that learning is a success for learners and companies.
Training delivery has grown from traditional, in-class, instructor-led courses to dynamic, agile learning methods that encompass webinar, VR and AI models. These changes mean that instructors are now students on a journey to prepare for the future.
Game-based training makes learning more enjoyable — but it’s also specifically designed to get employees job-ready in less time. Here are three ways that game-based training improves learning outcomes.
Everywhere from the exhibition halls to workshop rooms to the main conference hall, TICE 2019 was alive and buzzing with excitement as learning professionals and thought leaders from across the globe converged in Raleigh, North Carolina.
If your employees’ performance needs to improve, it will help if learners are on the same page and have a clear picture of what they should aim for. That’s why a critical part of the learning program design process is to set effective goals.
The reason most of our training programs do not have an impact on the learners is that we don’t know who our learners are. To determine which learning content suits our audience, we first need to determine who our audience is.
We all know that manager involvement in learning makes a difference, which is why managers are often seen as central to solving learning transfer problems. What the research doesn’t tell us is how managers feel about being involved.
Why is it so difficult to achieve the same level of engagement in a virtual classroom as it is in person? Most people say, “I can’t see the participants” and, “I don’t know how to use and manage the technology.”