tu107 - zombie salesapocalypse: making an epic 3-d immersive sales video game

The Making of an Epic 3-D Immersive

Sales Video Game

By Karl M. Kapp Twitter: @kkapp Email: [email protected] ATD ICE May 24, 2016 Professor , Bloomsburg University Author: Gamification of Learning & Instruction

Related Resources… Follow on Twitter: @kkapp

Lynda.com Course: Gamification of Learning YouTube Channel

Web Site:www.karlkapp.com

Books

Related Resources… Follow on Twitter: @kkapp [email protected]

The Making of an Epic 3-D Immersive

Sales Video Game

Why NOT?

Write down the steps you would take to develop the game.

Steps to Develop Game

HO Page: 1-9

Listen for and list lesson’s learned.

In the Beginning…

8/13/2015

Justification: Reasons for 3D Immersive Sales Game

• Gain learner attention • Practice on-the-job skills

–Work under pressure –Quick thinking –Flexibility

Justification: Reasons for 3D Immersive Sales Game

• Gain learner attention • Practice on-the-job skills

– Work under pressure – Quick thinking – Flexibility

Justification

• Based on simulation/game research – 20% Higher confidence: On-the-job vs lecture

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”

Justification

• Reinforce sales skills • Measure behaviors against those skills • Ensure salesforce understood & applied sales

model

Justification

• 17% higher retention than lecture-based instruction

• Student 1.5 times more likely to fail with passive instruction

• Games more effective than traditional instruction when played multiple times. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games.

Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.” Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences)

Yeah, but…why zombies?

• Fantasy provides cognitive, emotional and motivational advantages for learning.

• Failure and experimentation are allowed and encouraged. – Humans learn from failure more than instant

success.

Lepper, M. R. (1988) Motivational considerations in the study of instruction. Cognition and Instruction. 5(4), 289-309. Malone, T. (1981) Toward a theory of intrinsically motivating instruction. Cognitive Science, 4. pp. 333-369.


• Fantasy: Natural constructive feedback in an uninhibited interaction.

• Learners are more open to receiving feedback in a fantasy world – Unfamiliar and they need feedback to

understand the new environment.


• In terms of emotional impact… – Fantasy provokes vivid images related to the

material being learned, thus improving the learner’s memory of the material.

– Breaks down defenses of a learner.

Plus… Zombies

Instructional Game Design Needs?

• Introduction of concepts – Advanced Organizer

• Practice of Behavior/Concepts – Making meaningful decisions

• Reflection on Actions – Thinking about why choices were made

Timeline

• Phase I – Client Hour Commitment: 40 hours – Wisdom Guild Hour Commitment: 50 hours – Time frame: February 2016- March, 2016

Task Description Responsibility WG/Client

Deliverable Date

Group Meeting Meeting to discuss project, can be done via Skype. Establishment of document sharing protocols, review process and project parameters.

WG and Client

February 12, 2016

Technical Requirements Assessment

Determine with team what the technical requirements and parameters are for the project.

WG and Client Email, voice calls if necessary

Current through to February 18 2016

Phase One Phase One Phase One Phase One Script One Development

Creation of sales script including the branching decisions, correct and incorrect responses and the flow of the conversation.

WG and Client Assumes 30 hours over 3 weeks for script.

February 15-March 7, 2016

Incorporation of Script into Game

This involves adding script and related elements into game shell.

WG March 7-14, 2016

Final Script/Game Review

Final review and sign-off of the scripts and how they interplay with the game elements.

Client 10 hours

March14-18, 2016

Timeline Phase II

• Client Hour Commitment: – Play testers 15-20 minutes to play game 30

minutes for debrief each – Pilot group 15-20 minutes to play game 30

minutes for debrief each • Leads approximately 20 hours to review and

playtest game and provide feedback. • Wisdom Guild Hour Commitment: 50 hours • Time frame: March 2016-May 2016

Phase Two Phase Two Phase Two Phase Two Alpha Release First rough playable version of the game is ready for

playtesting. Client Dev. Team 2 hours

March 21-March 25, 2016

Alpha Fixes Fixes, changes, modifications made to Alpha version of game based on feedback of Alpha release

WG March 28-April 1, 2016

Small Group Alpha Playtest

Once changes are made, small group of sales reps play game (5 reps)

Client 5 reps 1 hour each.

April 4-8, 2016 Any time during the week.

Small Group Alpha Fixes

Based on feedback and discussion with client project leads small fixes and changes are made to improve gameplay, ensure learning outcomes.

WG April 11-15, 2016

Pilot of Game Pilot of game is conducted with a sub-group of sales representatives to work out any final issues with the game.

WG Client

April 18-22, 2016

Pilot Fixes Any final fixes are made to game. WG April 25-29, 2016 Release of Version 1.0

Game is released to target salesforce. Client May 1, 2016

Phase Two Phase Two Phase Two Phase Two Alpha Release First rough playable version of the game is ready for

playtesting. Client Dev. Team 2 hours

May 15, 2016

Alpha Fixes Fixes, changes, modifications made to Alpha version of game based on feedback of Alpha release

WG May 31, 2016

Small Group Alpha Playtest

Once changes are made, small group of sales reps play game (5 reps)

Client 5 reps 1 hour each.

June 1, 2016

Small Group Alpha Fixes

Based on feedback and discussion with Client project leads small fixes and changes are made to improve gameplay, ensure learning outcomes.

WG April 1-10, 2016

Pilot of Game Pilot of game is conducted with a sub-group of sales representatives to work out any final issues with the game.

WG Client

June 13-17, 2016

Pilot Fixes Any final fixes are made to game. WG June 20-24, 2016 Release of Version 1.0

Game is released to target salesforce. Client June 27, 2016

Zombie Story…

What does a story need?

HO Page: 1-9

1. Characters

Stories Need

5. Conclusion

2. Plot (something has to happen).

3. Tension

4. Resolution

1. Characters

Stories Need

5. Conclusion

2. Plot (something has to happen).

3. Tension

4. Resolution

Dialogue

Also need a sales model

Open Sale Witty Dialogue Close Sale

Sales Conversation

• Pre-call Collateral • Post Call Reflection Questions • Introduction Scenario

• (why is learner here?)

Decision 3 a,3b, or 3c

1a

Hello, Dirk, I am so glad we could meet this afternoon Thank you for seeing me on such a beautiful day! I bet you are anxious for spring to arrive so you can get your boat on the water!

I sure am! I am so busy in the office, I am not sure when that will happen though.

Sales Rep

Dirk

2b

3b

That sounds good. I am interested in hearing how we can replicate that satisfaction.

Sales Rep

4b

Dirk

In our last meeting you mentioned how pleased you were with the feedback you are getting about our PRODUCT ONE from your fully insured clients. Today, I want to make sure that you have everything you need to have a conversation with prospective and current clients about our PRODUCT TWO as a solutions a stand-alone wellness solution. + pts: opening includes topics and objective

In our last meeting you mentioned how pleased you were with the feedback you are getting about PRODUCT ONE from your clients. Today, I wanted to spend the next 60 minutes familiarizing you with the tools behind that feedback and specifically give you information on how you can replicate this satisfaction on a stand -alone basis for your clients. Does that sound like a good plan, is there anything you’d like to add to our agenda today? ++ pts: opening includes agenda, time, confirmation

You mentioned that idea last week and I’m glad we reconnected to talk about it. There is a lot of reasons I love working with your COMPANY and one of those is PRODUCT ONE. I know that medical isn’t the right fit 100% of the time so I might be interested in recommending stand-alone PRODUCT TWO to those clients in order to create the same positive effect that our medical clients are experiencing.

Dirk , as you know, your fully insured groups all have our PRODUCT ONE What’s keeping you from selling PRODUCT TWO? -pts Opening does not include agenda, or objective

That I am not sure what you mean

2b

decision 4 a,4b or 4c

3a 3c

4c

Sales Rep

5b

Dirk

In our last meeting you mentioned how pleased you were with the feedback you are getting about RRODUCT ONE from your clients. Today, I want to make sure that you have everything you need to have a conversation with prospective and current clients about PRODUCT TWO as a solutions a stand-alone wellness solution. + pt opening

In our last meeting you mentioned how pleased you were with the feedback you are getting about PRODUCT ONE from your clients.. Today, I wanted to spend the next 60 minutes familiarizing you with the tools behind that feedback and specifically give you information on how you can replicate this satisfaction on a stand -alone basis for your clients. Does that sound like a good plan, is there anything you’d like to add to our agenda today? ++ pt strongest opening

You mentioned that idea last week and I’m glad we are going to talk about it. There is a lot of reasons I love working with COMPANY and one of those is PRODUCT ONEI know that medical isn’t the right fit 100% of the time so I might be interested in recommending stand-alone PRODUCT TWO in order to create the same positive effect that our clients are experiencing.

Oh come on! You have been working with my COMPANY long enough to know how beneficial it is ! -pt poor response

I guess so, but I don’t know much about PRODUCT TWO. Os there someone who can help me with my questions?

3a

Scenario ends- review materials on how to open a meeting and start over

4A 4B 4C

Sales Rep

5b

Dirk

In our last meeting you mentioned how pleased you were with the feedback you are getting about RRODUCT ONE from your fully insured clients. Today, I want to make sure that you have everything you need to have a conversation with prospective and current clients about PRODUCT TWO as a solutions a stand-alone wellness solution. + pt opening

In our last meeting you mentioned how pleased you were with the feedback you are getting about PRODUCT ONE from your clients.. Today, I wanted to spend the next 60 minutes familiarizing you with the tools behind that feedback and specifically give you information on how you can replicate this satisfaction on a stand -alone basis for your clients. Does that sound like a good plan, is there anything you’d like to add to our agenda today? ++ pt strongest opening

You mentioned that idea last week and I’m glad we are going to talk about it. There is a lot of reasons I love working with COMPANY and one of those is PRODUCT ONEI know that medical isn’t the right fit 100% of the time so I might be interested in recommending stand-alone PRODUCT TWO in order to create the same positive effect that our medical clients are experiencing.

Oh come on! You have been working with my COMPANY long enough to know how beneficial it is ! -pt poor response

I guess so, but I don’t know much about PRODUCT TWO. Os there someone who can help me with my questions?

3a

Scenario ends- review materials on how to open a meeting and start over

4A 4B 4C

Chat Mapper

Abandoned

Game

Game

gamification Game Gamification

Development Process

Team

• Level Designer (me), PA • Programmer in CA • Two Art Students local community college

in PA • Developer-Games/Simulation program

local community college, PA

Needed Game Stuff

• Artwork – Office Building – People – Zombies – Props

Early Versions

Sprint Methodology

Make Change

Test

Discuss

Revise

Retest

E

Error Log

Character is “way” too big compared to Dirk

Character goes through wall.

Current Version

Not Royalty Free

Royalty Free

But I don’t like zombies…

Robot Sales Uprising

Lessons Learned

HO Page: 1-9

Related Resources… Follow on Twitter: @kkapp [email protected]

Lynda.com Course: Gamification of Learning YouTube Channel

Web Site:www.karlkapp.com

Books

The Wisdom Learning Group, LLC

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Zombie Sales Apocalypse! An Epic Sales Training Tool The Zombie Sales Apocalypse© is a flexible, interactive sales training tool that immerses the learner in an environment focused on building sales skills. The sales training tool is built from the ground up on a foundation of solid academic research. The result of this evidence-based approach is a tool that motivates and engages the learner while simultaneously meeting the desired behavioral and performance goals of the organization. Research indicates that the engaging elements of games make them effective tools for learning (Sitzmann, 2011) and when properly designed and incorporated into a curriculum provide improvements in learner performance (Sitzman, 2011; Ke, 2009; Hays, 2005).

Learning Elements

Zombie Sales Apocalypse© uses evidence-based best practices as they relate to game-based learning. Research has shown that games are effective for learning because they actively engage learners in the course material as opposed to passively conveying it during a lecture, assigned readings or a watching a video (Sitzmann, 2011; Wouter et al, 2013). When a learner makes a decision in a game, he or she receives immediate feedback either reinforcing or correcting the decision. Zombie Sales Apocalypse© consists of three parts designed to increase learning. First is a pre-call process where the learner indicates a strategy for the call and determines collateral to bring on the sales call. This uses a process called Advanced Organizer which focuses the learners attention on what he or she is about to learn. It stimulates thinking about the subject matter.

Figure One: Learner must complete pre-call sales strategy and determine appropriate collateral material to bring on the call.


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After the sales representative completes the section asking them to relate a specific sales strategy to an element of the sales model, the sales representative then begins playing the game where he or she must execute a successful sales call.

During the call, the learner encounters a series of sales conversations with different individuals. These individuals include a receptionist, a nurse and a physician but can vary depending on the sales process of the organization. The learner interacts with these characters reinforcing and practicing the skills associated with the organization’s sales model and process.

Figure Two: Learner must make choices during the call based

on proper application of the organization’s sales model.

Each interaction leads to a branching scenario, some branches will be correct and others incorrect. Feedback guides learners to appropriate learning outcomes and reinforces the desired sales behaviors.

The focus on quick decision making and immediate consequences for incorrect answers provides authentic cognitive practice for the skills you want your sales representatives to possess. Each decision is scored against the sales model. At the end of every level, learner performance is compared to the ideal sales process.


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The third learning element comes into play when the learner reflects on the experience and how they executed against the sales model. This helps the learner to focus on the experience and highlight what he or she did well and identify areas for improvement. This is accomplished through a series of summary questions.

Figure Three: Learner is asked questions to force reflection upon the learning experience.

Reflecting upon a learning experience is a high effective methodology for achieving the desired results using game/simulation-based learning tools (Stefano et al, 2014).

Customization

The game comes “out of the box” 80% complete. Your organization along with the team at Zombie Sales Apocalypse© completes the game to your exact needs using your sales model. This means there is a template and general functionality, like questioning, zombie actions and gameplay that are standard in any version of the game.


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However, to make the game work for your sales team, your own sales model and sales conversation are added to the game. When the customizations are finished, your sales team receives a fully functional sales game at a price far less than building the entire game from scratch.

The opportunity for customization ensures that the game objectives align with your curriculum and performance objectives. Ke (2009) found that the learning outcomes achieved through computer games depend largely on how designers of the instruction align learning (i.e., learning subject areas and learning purposes), learner characteristics, and game-based pedagogy with the design of the instructional game.

In other words, when the game objectives match the curriculum and performance objectives, disjunctions are avoided between the game design and performance goals (Schifter, 2013). This is the exact process undertaken by the Wisdom Learning Group team to ensure your implementation of the game is successful.

The more closely aligned curriculum goals and game goals, the more likely the learning outcomes of the game will match the desired learning outcomes of the trainee. The team at The Wisdom Learning Group, LLC works with your organization to ensure that the sales conversation and the associated assessments of the learning against the sales model are properly coordinated.

The power of this sales training tool is that the conversational actions are aligned with the sales model used by your organization. This ensures that the learning is transferable to in-the-field sales situations.

Zombie Sales Apocalypse© is designed to align your sales model goals and sales conversations with an evaluation of learner performance. This alignment allows you to determine which elements of the sales model are understood by your salesforce and which areas are not.


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Performance Tracking

The program tracks the sales representative’s responses to each interaction with the receptionist, nurse(s) and doctor. The answers are presented in a dashboard for viewing by the player and by a regional or district sales manager in aggregated form across all sales representatives as selected by the manager. This allows managers to gain a high level view of the performance of the sales team within the simulated selling environment.

Figure Three: Visual feedback is provided outlining learner’s ability to

apply the sales model to the sales conversations encountered in the game.

The sales strategy and objectives written by the sales representatives at the beginning of the game are compared to the decisions the learners made during the game. This allows managers as well as learners to evaluate how they prepared for the call and their intended outcome of the call with the actual activities and events they conducted during the call.


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The learning tool also provides a Target Chart which maps every learner’s performance in the game to the elements of the sales model. This chart allows a DM or RM to view the performance of the learners and identify any outliers or any areas that are a gap for the entire sales team.

Figure Four: Visual feedback is provided outlining learner’s ability to apply the sales model to the sales conversations encountered in the game.

The Game/Simulation

Here is a synopsis of the zombie version of the game. Other versions are available. A powerful virus has been striking people throughout the city turning infected individuals into zombies. Several blocks have been cordoned off and the player has been volunteered to enter into a zombie infested office building and attempt to save the people with a zombie anecdote.

The learner must carefully “sell” the anecdote using his or her organization’s trusted sales model. The learner will have to use all of their wits, wisdom and experience to convince the


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person they speaking with to buy what they are selling—not unlike a sales person’s day job. In fact, to throw the zombies off, the sales person will attempt to sell your organization’s product and sneak the anecdote to them in the sale.

The learner must be careful because infected individuals are erratic and become especially agitated then they are given a wrong answer or if the learner doesn’t properly apply the organization’s sales model.

Game Flexibility

Because the interactive sales training experience is built upon a flexible game engine and environment, zombies are not the only foes that are possible. If an organization would like to “swap out” an environment filled with zombies for an environment filled with robots or aliens or some other creature that is entirely possible. It is also possible to swap out environments, if an office environment is not appropriate; perhaps a lab environment or a retail environment is more appropriate. Those options are available with the game because the underlying game engine does not change, only the “skin” or appearance of the game.

Figure Five below shows a biotech lab with a robot as a foe to illustrate an alternative environments.

Figure Five: Interactive learning game shown with robots in a biotech lab environment

. The environments and the foes within the game are interchangeable. .


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Fantasy

Why zombies or robots? Why include a fantasy element and not just a serious branching-simulation with no gameplay. The use of fantasy is a purposeful design decision having a direct positive impact on learning. In fact, research indicates that fantasy provides cognitive emotional and motivational advantages for learning (Malone, 1981).

In terms of the cognitive benefits, the issues confronted and successfully resolved in the fantasy world provide the learners with natural constructive feedback in an uninhibited interaction. The learner is often more open to receiving feedback in a fantasy world because it is unfamiliar and they need feedback to understand the new environment. (Lepper, 1988)

Feedback is conveyed in a safe environment with specific, but not catastrophic, consequences for failure. The fantasy of dealing with the zombies means that failure and experimentation are allowed and encouraged. Humans learn from failure more than instant success. The fantasy environment allows for failure and re-engagement with the content again and again which leads to mastery.

We also know that if a simulation provides the same cognitive activities as the real-life situation, the skills are transferable to the actual in-the-field situation. In the Zombie game, the sales model is the exact model used in the field. The different environment actually helps with generalizing of the knowledge and creates, in the mind of the learner, a set of heuristics to deal with sales situation rather than creating a rigid set of algorithms that are difficult to generalize.

In terms of emotional impact, fantasy provokes vivid images related to the material being learned, thus improving the learner’s memory of the material. Emotionally, fantasy also helps to break down the defenses of a learner. When confronted with many sales situations, the learner may feel he or she is already well versed in their subject viewing the training process as a waste of time. Fantasy helps to break down that resistance because the environment is new, novel and different. The learner doesn’t know how to deal with zombies or the new environment; it makes them more open to exploring the learning environment and less defensive (Lepper, 1988; Malone, 1981).

Finally, games can be highly motivational. While not everyone loves to play games, a large portion of most populations like to play games and enjoy the opportunity to gain mastery of the game environment. Games provide an immersive learning environment because they require continual vigilance, provide constant feedback, correct incorrect activities and reinforce correct performance which eventually leads to mastery of content.


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Conclusion

On the surface, the Zombie Sales Apocalypse© game seems unconventional. It is a 3D game that includes running from zombies or fleeing from robots, blasting through walls and finding hidden items in the envrionment. But don’t let that fool you, underneath the surface is a robust sales training tool built on sound learning principles backed by 40 years of research about how people learn through games. Created by a team lead by an expert game designer and a game researcher and academician who has consulted and advised in the life sciences industry for over 20 years.

The immersive aspects of the game, the focus on constructive feedback, the use of zombies to provide tension and pressure, the need to think quickly and even the inclusion of fantasy all combine to make an effective tool for reinforcing your sales process. The administrative features of being able to see how an individual or entire sales team performed against each aspect of the module provides insights into the preparedness and identifies possible knowledge and performance gaps in the sales team.


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References:

Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare

Center Training Systems Division, Patuxent River, MD, (No 2005-004). Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Effective

electronic gaming in education (Vol. 1, pp. 1–32). Hershey, PA: Information Science Reference. Lepper, M. R. (1988) Motivational considerations in the study of instruction. Cognition and Instruction. 5(4), 289-

309.

Malone, T. (1981) Toward a theory of intrinsically motivating instruction. Cognitive Science, 4. pp. 333-369.

Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489–528.

Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive

and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. Schifter, C. C. (2013). Games in learning, design, and motivation. In M. Murphy, S. Redding, &. Twyman (Eds.),

Handbook on innovations in learning (pp. 149–164). Philadelphia, PA: Center on Innovations in Learning, Temple University; Charlotte, NC: Information Age Publishing. Retrieved from http://www.centeril.org/.

Stefano, G. D., Gino, F., Pisano, G. & Staats, B. (2014) Learning by Thinking: How Reflection Aids Performance,

Harvard Business School, Working Paper. 14-093.