Enablers and Barriers of Integrating Game-Based Learning in Professional Development Programmes: Case Study of Child Witness Interview Simulation in the Police Sector

Introduction And Study Context

Police training is traditionally based on empirical and experiential knowledge (HMIC 2015; HMCPSI/HMIC, 2014). Whilst there is empirical evidence and procedural guidance for the topic of taking a first account from children, there is no direct training provided. In addition, evaluations of existing training only broadly relate to police practice e.g., training in taking accounts from vulnerable witnesses. These limitations were reported nationally as an ‘area of concern’ (HMIC, 2015) and identified the need for all police officers to improve their ability to listen and communicate with children, especially when taking an ‘initial response’ witness account upon their first arrival to a scene. The report (HMIC. 2015) went on to highlight the current reliance on simplistic online training that was deemed ‘ineffective’, as it ‘does not provide any opportunity for reflection’ (p.67, HMIC. 2015). Further insights for the evaluation of this project were provided by internal police reports, such as the ‘Achieving Best Practice’ (ABP) guidelines, which provided procedural direction on safeguarding children’s welfare whilst collecting high-quality evidence (Binsubaih, et al., 2006., Blandford, 2013, HMIC. 2015, HMCPSI/HMIC, 2014).

The proposed solution by the team of researchers is to embed the gamed-based learning (GBL) module “Child Witness Interview Simulation” (CWIS) in the Learning and Development (L&D) programme for police officers in order to develop the newly recruited police officers’ skills in interviewing a child that has witnessed a crime. With a GBL module, learners are expected to make decisions and problem solve in increasingly difficult circumstances (Backlund and Hendrix, 2013; Boyle et al., 2016). CWIS is a solution to complement existing interview training for new recruits and early career front-line police officers (Adams et al., 2019). This simulation/ game addresses gaps in the knowledge and skills of new recruits and serving officers when interviewing child witnesses to develop their communication skills (HMIC, 2015). CWIS incorporates triggers for emotional recognition to support the training of rapport building of police officers when interviewing children.

Prior to the implementation of CWIS in L&D, development and dissemination of CWIS went through 3 stages: (1) co-design, (2) co-evaluation and, (3) commercialisation. Within these stages (which will be explained later in this chapter), the team of researchers explored the opportunities and barriers to implementing gamification in Continuing Professional Development (CPD) programmes to enhance the provision of appropriate and effective Technology-Enhanced Learning (TEL) learning through CPD initiatives.

This book chapter starts with introduction and study context to explain the background behind the research study and the main terminology used. Then, the literature review focuses on the main discussed topics about the study includes, TEL, GBL, CPD and police organisational culture. Next, the methodology section includes the design and evaluation of CWIS, followed by findings and analysis of commercialising the CWIS. The discussion section highlights the significant issues in embedding GBL in the police sector (enablers and barriers). The study concludes with recommendations and future work.