Proceedings of the 12th European Conference on Knowledge ...

Albena Antonova and Anandasivakumar Ekambaram
Knowledge sharing functions: SG can improve all major knowledge processes within companies.
SG can facilitate formation <strong>of</strong> communities <strong>of</strong> practice, knowledge sharing and teamwork, visibility
<strong>of</strong> <strong>the</strong> learning process, training systems and networking within and across companies.
4. Discussion
Serious games can be successfully employed in order to support various knowledge management
practices in organizations. They can enhance organizations to overcome some <strong>of</strong> <strong>the</strong> main barriers to
KM; improve KM processes on individual and organizational level, enable better identification <strong>of</strong>
knowledge assets and knowledge flows, and facilitate KM in different organizational business
functions.
Lohmann & Niesenhaus (2008) discuss in details <strong>the</strong> knowledge management processes in <strong>the</strong>
construction <strong>of</strong> digital games, presenting different stages <strong>of</strong> game development. In practice, it is
difficult to develop or implement a single game that can perform all KM tasks that are mentioned
above. However, in <strong>the</strong> present research, we have identified that SG can address different aspects <strong>of</strong>
practical knowledge management in companies.
Here are some possible recommendations for developing or adopting SG for KM purposes:
Context <strong>of</strong> <strong>the</strong> game: In order to create more enjoyable game, <strong>the</strong> game environment could adopt
unexpected place, time, culture, species, objects and perspective <strong>of</strong> <strong>the</strong> activities. The game
should not recreate <strong>the</strong> same company environment. In this way, <strong>the</strong> employee or <strong>the</strong> learner will
act more freely, and will immerse better with his / her role, position and tasks.
Story <strong>of</strong> <strong>the</strong> games: Different stories could be developed. But, <strong>the</strong> important factor is to include
real lessons-learned, best cases and failure cases <strong>of</strong> <strong>the</strong> company. Thus, SG can transfer
organizational experience and culture to new employees in an appealing manner. Adequate
background information should be provided with narratives.
Knowledge domains: The explicit knowledge domains should be carefully identified and
addressed.
Objectives <strong>of</strong> <strong>the</strong> game: As presented in <strong>the</strong> description above, SG can successfully improve
different knowledge management processes. Careful analysis <strong>of</strong> <strong>the</strong> concrete needs associated
with both individual and organizational level can lead to define SG objectives.
Characters: The game characters should be complex and believable. Therefore, <strong>the</strong>y are to be
fur<strong>the</strong>r described, including <strong>the</strong>ir competences and skills as well as <strong>the</strong>ir personal histories and
motivations. The characters can have different positions and roles in <strong>the</strong> game play, supporting or
hindering success <strong>of</strong> <strong>the</strong> player.
Challenge: The challenge should be meaningful for <strong>the</strong> player. Challenge should be defined as
opportunity for research, taking risks, trying different approaches, forming alliances, stimulating
decision making and investigating fur<strong>the</strong>r strategies. The game should lead to different knowledge
acquisition options, identification <strong>of</strong> knowledge flows and motivation for fur<strong>the</strong>r learning.
Knowledge flows and knowledge assets: The game design should explicitly show what knowledge
is necessary for achieving <strong>the</strong> intended objectives, and how this knowledge will evolve during <strong>the</strong>
scenario(s). Knowledge assets (explicit and tacit) and knowledge flows should be mapped or
simulated in order to improve player capabilities.
Complexity and game control: SG can provide very complex and perplexing information-rich
environment. It has to be taken into account that learners should confront with different facts,
textual, visual and audio information, animations and task signals for limited time. As <strong>the</strong>re can be
different kinds <strong>of</strong> players – with respect to age, game experience, mentality, cognitive skills – it
will be advisable that SG provide options for user control, including speed, complexity (media
channels) and difficulty (cognitive level) regulation.
Feedback: SG should improve learning and <strong>the</strong>refore improve visibility <strong>of</strong> player performance. SG
can easily map player performance and compare it with general statistics. But, it is important that
SG should highlight strengths and weaknesses <strong>of</strong> <strong>the</strong> player’s performance, <strong>the</strong> players’
knowledge gaps and his / her preferred knowledge functions.
Technologies for SG continue to develop and provide even more sophisticated functionality, extended
dynamics and immersive effects. As it is highlighted in <strong>the</strong> report “Trend Universe 2012”, computer
games are among <strong>the</strong> key 15 technology trends to be paid attention to for <strong>the</strong> next few years.
Emerging or developing technologies include among o<strong>the</strong>r things <strong>the</strong> following types <strong>of</strong> games:
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