by Michael May — Today, traditional forms of teaching (such as classroom-based) are being enriched by e-learning components. As new ways of learning have emerged, FM education programs have begun to incorporate games as teaching tools. Early adoptions include strategic board games to teach process-based work geared toward service management environments. In addition, some German universities have incorporated simulation-based approaches that include calculation schemes. However, there has not been an approach that integrates realistic FM scenarios with three-dimensional visual components into a true computer game — until now.
Game-based learning
Innovative computer gaming technologies offer rich potential as platforms for the creation of compelling immersive learning and training systems. Though there have been a number of game-based learning (GBL) applications developed in recent years, the entire field is still in its infancy. GBL provides playful experiences which lead to specific gains in knowledge and/or skills. GBL ranges from simple paper-and pencil games like word searches to complex structures such as massively multiplayer online and role-playing games. GBL strives to balance instructional goals with player motivation, creating synergy between instruction and engagement.
Serious games are developed not for pure entertainment but for solving specific problems. Though they contain elements of entertainment, the primary intent is goal oriented. Serious games are developed in order to provide experiences that result in improved knowledge and/or skills of the player. They contain a clear gaming character, function by GBL methodologies and are based on gaming technologies and principles. A good serious game needs to combine instructional goals with the goal of continuous player motivation.
The research project: PlayFM
The focus of the project was the application of serious game technology to provide instruction on FM. One of the major developmental challenges was the mapping of content, including scenarios from the real world, into a game environment. The game was intended to support different user groups and IT platforms in order to facilitate knowledge transfer. PlayFM was developed, tested and deployed in cooperation with project partners from the FM industry and consultancy as well as from academia and education. The project was supported by Germany’s Federal Ministry of Education and Research.
The game begins with the player entering a new company to begin his/her career as facility manager. They get acquainted with the company’s environment, staff and facilities, encounters problems and tasks along the way and makes decisions. The player can retrieve additional information from a knowledge base, which costs money and time; however this may help him/her make better decisions. The player maintains control of his/her progress throughout the game.
The game is comprised of different levels of complexity depending on the player’s knowledge base. Target players include FM students, specialists and service providers. The game context was intended to be customizable, allowing flexibility for further development.
Figure 1: Concept art of the playFM user interface
(Click on image to enlarge)
Serious game scenarios and FM processes
One of the main challenges was to map complex FM knowledge in game scenarios. FM is about supporting processes that enable a smooth core business. Some of the most common FM tasks, such as spatial planning, cleaning, energy, inventory and security management, were considered and modeled in UML (unified modeling language). After feedback from the project partners these processes were adjusted und implemented in the game.
PlayFM simulates typical FM activities. A three-dimensional multi-story building and related services are managed by the player. It is his/her job to fulfill typical FM tasks, which are posed by staff members and employees of the virtual company. The rules are simple: the player has time limits for every task, and each decision and action takes time and therefore costs money.
In the beginning, the game requires only basic FM knowledge. The player starts working as an FM in a virtual company called Green Water Solutions Ltd. (GWS), which produces green products such as water-processing units. The productivity of GWS is displayed by the velocity of machinery in the manufacturing hall. The GWS building was designed by using a BIM animation tool as well as a game engine to enhance the immersive character of the game.
In the initial phase of the game, the plot and some basics of FM are explained. There are more than 30 non-player characters (NPCs) working at GWS in different departments which are designed to act virtually as employees would in real life. Each NPC has his/her own character profile which is described by attributes such as name, productivity index, profile abstract and image. PlayFM uses a set of complex spreadsheets to model the behavior and character traits of the NPCs. The protagonist of playFM experiences scenarios by talking to the NPCs, interacting with game objects and making decisions. Every decision is rated directly, so the player receives immediate responses regarding the quality of his/her decisions.
The player’s required skills increase as the complexity of the tasks (game level) rises. The deeper the player probes into the game, the more specialized knowledge s/he acquires and needs in order to master the upper level.
Among others, some player responsibilities include:
- Improve awareness of FM in the company;
- Identify saving potential;
- Implement IT tools (CAFM software);
- Build structured documentation;
- Establish cost transparency and detect quality leaks;
- Analyze the status of FM processes;
- Improve work flows; and
- Control services.
The game includes some dynamic elements, such as the aging of materials or the increasing dirtiness of areas or components over time. The FM is responsible for responding appropriately in order to prevent further damage.
The player interacts with the game via a mouse and keyboard and can explore the facility using simple keystrokes. They can observe progress and communicate with virtual colleagues such as the CEO, external service providers and other NPCs. Information related to these characters is displayed inside particular dialogue boxes. Th e player uses a virtual smart pad (PDA) in the game. This gadget is used to call the employees in the company, contact and delegate service providers and capture facility data. It provides a Web-driven knowledge base, a log of actions and the configuration menu.
Figure 1 shows the concept art and Figure 2 shows a screenshot from the final game.
Figure 2: Final user interface
(Click on image to enlarge)
Implementation concept
Before starting the computer implementation, a paper version of the game was created in order for various project partners to evaluate the concept. When the project progressed to the development phase, the team worked to select the game engine software. The main criterion considered in the selection process was rapid prototyping features so that it would be possible to implement customizable contents in playFM. After analyzing several game engines, the team selected Unity3D as the development platform for playFM. This platform allows parts of the virtual company, their logo and even FM knowledge to be adapted to the end user.
In order to insert XML-based FM content into the game engine, a Web-based interface was implemented. Because the playFM server (see Figure 3) provides a Web-based configuration panel, contents such as high scores, saved games, textures, configuration parameters and files are stored in the form of XML data. This created a high degree of flexibility for both the game developers and the end user.
An important key to success was the development of a dialog “engine,” which allows for separation of the process of generating necessary dialogs/interactions from their implementation. This means that dialog configuration can be accomplished even by non-IT-specialists, such as students.
Pedagogical concept
There are a number of elements that are important for successful learning within the serious game structure. Among others, the following didactical concepts were incorporated in the development of playFM:
- Exploration;
- Feedback and self-reflection;
- Iteration;
- Rising complexity;
- Continued motivation;
- Free choice of learning site; and
- Self-controlled learning (individual learning speed).
The explorative nature of the game encourages the student to keep playing and supports episodic memory. PlayFM is a typical example of inquiry learning (also called discovery learning). The player not only has to explore the virtual company’s environment but must also become familiar with the individual behaviors of the staff (NPCs).
Continual feedback is a very important element to allow the player to assess his/ her success. PlayFM includes a scoring system, a budget and an indicator showing the satisfaction of the player’s customers (NPCs). By performing the right action the player can increase the degree of customer satisfaction, thereby contributing to the performance of the organization. In addition, the player has the ability to select the place and time for the learning experience, which allows each person to acquire knowledge at his/her own pace.
Figure 3: Architecture of the computer game
(Click on image to enlarge)
Testing
PlayFM underwent a testing phase, which included both students and skilled FMs, prior to release. Evaluations indicated that testers liked the supplement of playful knowledge acquisition to traditional forms of learning. In particular, younger players needed little introduction to the game’s basic mechanics.
Some players suggested the technology might be adapted to related topics, such as assessment centers, training of security- and sustainability-relevant issues or training for fire-protection missions. Furthermore, playFM could be incorporated into established educational programs.
Flexibility for future development
Games are highly conducive to knowledge transfer and acquisition. Serious games combine the playful elements of games and the focus needed for learning with modern teaching methods.
Within the playFM research project, serious game and game-based learning methods and technologies were applied for the first time to knowledge transfer in FM. The game was designed to include flexibility that will allow relatively easy adaptation to other gaming scenarios and target groups. Working together, experts from various fields such as FM, educational science, human performance assessment, story-based training, media production, simulation based training, graphic design, entertainment, intelligent tutoring systems, game engine/agile software development and systems integration can continue to find innovative ways to make training and education in FM more appealing and effective. FMJ
The game is available at http://playfm.htw-berlin.de/en/.
Author biography
Michael May, Ph.D., has been a professor of computer sciences and facility management at the University of Applied Sciences (HTW) Berlin since 1994. He is a board member of the German Facility Management Association (GEFMA) and is head of GEFMA’s IT (CAFM) workgroup. May represents GEFMA at the international level and is a member of IFMA. His current research and lecturing is in the field of IT and FM.