An article about Simulations and Serious Games from a historical perspective and discussing the role of Caspian Learning's Thinking Worlds Platform and their partnership with Milan-based Serious Games specialists, Imaginary

1. Simulations and Serious Games
Vocational Training Evolution or Revolution?
In recent years, “Serious Games” and computer-based simulations have increasingly been
used to enrich learning and development in both commercial and academic sectors. Whilst
only 50 years ago there were no electronic devices used in schools or vocational training,
iPads and computers are today replacing or augmenting text books, and so called
“Infotainment” applications are revolutionising media in our modern society.
As computer-based simulations and serious games become more pervasive in everyday
life, they are gaining increasing credibility and significance in advanced learning and
development strategies and in areas such as aircraft pilot training they are now regarded
as essential and an integral part of staff development.
This article seeks to explore whether these emerging and maturing technologies represent
a revolutionary change in conventional learning processes or simply an evolution of well
tried ideas and concepts adapted to the needs of today’s Information Society
The use of games and simulations for learning and development is certainly not new. They
have been an essential part of the development of human beings and even animals since
the dawn of time. These very early simulations were essentially role playing games in
which people, especially children, could learn without the risks associated with the real-
world activities e.g. play fighting by playing “cowboys and Indians”.
The use of technology to support simulations and serious games is also not new. In the
Middle Ages, knights would train for upcoming fights with special wooden dolls, and in the
20th century, early flight simulators were initially operated by hand and later by pneumatic
motors. As technology developed sufficiently, these early simulator platforms found their
way into amusement parks where they made it possible for the “man in the street” to be
entertained by experiences that were previously only accessible to professionals in the
aviation industry.
It was probably the flight simulator that acted as the biggest catalyst for the development
of simulation and serious games in other sectors where there could be issues of risk, cost
and practicality in traditional training. Areas such as fire fighting, emergency response and
disaster management and even truck driving lent themselves to the use of simulation and
serious games because they made it possible for people to learn in a safe environment at
a reasonable cost in conditions that might be impractical to replicate in real-world
situations.
The term “Serious Games” has now been associated closely with video game technologies
and it is generally accepted that the very first serious game was developed for the
American Military in 2002. "America's Army: Operations RECON" was aimed at recruiting
young adults to join the American Army by giving them a taste of army life in combat. It
was soon realised that the use of a computer or games-console platform could also be
used to train and prepare soldiers for combat conditions in a highly cost effective way.
There is a lot of confusion over the difference between Serious Games and computer-
based simulations. Indeed, both terms could justifiably be used to describe many of the
training applications being used or developed today. Many serious games use role playing

2. in a simulated environment as a mechanism for training and development and the
simulation of situations and environments is a common component in nearly all serious
games. Simulations generally refer to an industry or job specific application in which
technology has been custom developed for that specific training need, with an implication
that the equipment and software could be quite expensive. Serious Games, on the other
hand, carry with them an implication of fun, enjoyment and entertainment as well the use
of standard “off the shelf” consumer technology.
However, largely driven by innovations in the video games for entertainment industry,
developments in interface technologies such as the wii and Kinect as well as mobile, 3D
and graphics display technologies have meant that there is a convergence of high-end
simulation technologies and consumer serious games technologies that is blurring any
differences between simulations and serious games even further. This has meant that the
visual quality, fidelity and immersiveness of serious games is fast approaching that of high-
end simulations
Caspian Learning, a UK based award winning company with almost 10 years of
experience in the field, are pioneers in the development of serious games and simulations
in highly developed 3D environments. Amongst their diverse range of serious games
applications is a mobile virtual training application for NATO maritime forces, a sales
simulation for Siemens and a European Union commissioned customs border crossing
simulation.
There have been very few properly researched studies into the advantages of these new
technologies and how they can best enhance the learning experience. The early serious
games which focused on training in hazardous situations which are costly or impractical to
reproduce in the real world provide obvious benefits and there is research evidence from
paramedic training that confirms that serious games provide a more effective learning
platform because of the immersive nature of the environments in engaging the learner.
Independent research has also been carried out on Caspian Learning’s “Rome in Danger”
serious game which was commissioned by Bertelsmann AG to challenge the very strict
learning methods in Germany. “Rome in Danger” won a prestigious large-scale multimedia
applications competition against 90 other applications in a competition which evaluated the
applications in three categories: the motivation of learners, the learning experience, and
the learning outcome. "Rome in Danger", which was the only 3D game amongst many
other games developed in Adobe Flash and multimedia applications, got the highest score
in all three categories. This illustrates that, especially for the younger generation of “Digital
Natives”, serious games can produce very effective learning outcomes
One of the big challenges of simulations and serious games is to make it possible for
subject matter experts, teachers and training professionals to take advantage of the power
of games-based learning in their own environment, whether that be academic or
commercial. Caspian addresses these challenges through its authoring tool for 3D
simulations, “Thinking Worlds”, which produces high quality results with low costs and
minimal time expenditure.
With the help of "Thinking Worlds”, the Milan-based Italian enterprise, Imaginary, which
has been specialising in the production of Serious Games and simulations for 8 years, was
able to develop several professional Serious Games. Among these applications was a
serious game about the sustainability of public open spaces. Its objective was to augment
citizen awareness of the topic and to give teachers and professors a tool that they could

3. use through the "learning by doing" principle. It was designed as a part of the European
project "ASPIS - Auditing the Sustainability of Public Spaces”.
Another example to illustrate both the functionality and advantages of computer-based
simulations and Serious Games is the project "iSpectrum", which is also co-funded by the
European Commission. Imaginary used the graphical elements of "Thinking Worlds"
within their own proprietary serious games technology framework to develop a Serious
Game based on this project's objective of integrating autistic people into everyday working
life. This allows the target learners to virtually experience some specific and characteristic
working situations, helping them become familiar with the environment of the workplace
without exposing them to real-world situations.
In all these and similar cases, user feedback has been very positive and helps to reinforce
the argument that computer games can deliver real-world outcomes beyond simple
entertainment. Their immersive nature and the emotional engagement of the player not
only significantly support practical learning but also can influence the attitudes, behaviour
and awareness of the users.
In summary, the use of modern technology for simulations and serious games does
represent an evolutionary development of proven learning and development practices,
further enhanced by the extra dimension that these immersive technologies can bring to
learning environments. It is also arguable that computer-based simulations and serious
games are revolutionary because of the way in which they shift the focus away from
teacher-centric dissemination of existing knowledge towards learner-centric, peer to peer
discovery and sharing of new knowledge
Caspian Learning as undoubted leaders in both the evolution and revolution of vocational
training and Imaginary, as one of Europe’s most experienced and successful serious
games companies, have decided to work closer together in the future on large-scale
projects as well as with the dissemination of "Thinking Worlds" and its utilisation.
Links to the websites and demovideos of the single projects:
NATO Mobile Virtual Training: http://www.caspianlearning.co.uk/customer-resources/case-
studies/military-training-case-study-nato-introduces-mobile-
virtual-training.htm
Aspis: http://www.aspis-learn.eu/intro.html
http://www.youtube.com/watch?v=lvFf45gEfLU
iSpectrum: http://ispectrum.eu/
http://www.caspianlearning.co.uk/
http://www.thinkingworlds.com/
http://www.i-maginary.it/
Contact: Vanessa Bauer
Vanessa.bauer@i-maginary.it

4. Screenshot of the "Boarders Ahoy" Serious Game, which was developed by Caspian for the NATO
maritim forces
Screenshot of the prizewinning Serious Game "Rome in Danger"

5. Screenshot of the Serious Game "ASPIS" which was produced by Imaginary
Screenshot of the "ISpectrum" Serious Game, which Imaginary designed in order to support the
integration of autistic people into a working environment