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Douglas Seifert, PhD

Doug leads a team at Syandus that combines cognitive science with virtual game technology to create rapid skill acquisition. The company has won several awards from the National Science Foundation’s Education Division.

Recent Posts

Virtual Worlds and VR in Training: Part I

By Douglas Seifert, PhD on Oct 24, 2018 3:09:42 PM

When is VR a Great Fit?

There’s a lot of pressure on corporate training organizations to include virtual reality (VR) in their training. In Part I of this series, we will distinguish between virtual experiences and VR in training. Then we’ll illustrate when VR’s a great fit in training, and what to do when it’s not.

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Virtual Worlds and VR in Training: Part II

By Douglas Seifert, PhD on Oct 24, 2018 3:09:13 PM

What to Look for When Adopting Technology

Experiential learning in 3D worlds is an exciting, highly effective way for learners to practice skills through virtual experience. As described in Part I, your learning goals should determine which technology you choose in order to create those virtual experiences.

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Sales Performance: Tactical vs Strategic Initiatives…What’s the Difference?

By Douglas Seifert, PhD on Aug 23, 2018 4:25:08 PM

 

What’s the difference between tactical and strategic sales performance initiatives?

Tactical initiatives typically solve pressing needs, such industry updates, breaking news on the competition, or the latest product information.

Strategic initiatives maximize the significant investments made by an organization in training, sales processes, and coaching. Strategic needs lurk below the radar and often go unnoticed, yet when strategic needs are addressed, they can create significant performance gains for the company.

Here we will explore three strategic needs to improve sales performance. They are hard to solve, and I will describe how new technology offers a promising solution to all three.

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Improving Clinical Outcomes with Virtual Practice

By Douglas Seifert, PhD on Aug 13, 2018 9:00:33 PM

Dr. Britt Andreatta, a learning and leadership development expert and author of The Neuroscience of Learning, emphasizes that professional learning can be broken down into three phases: Learn, Remember, and Do. She also asserts that learning programs should focus more on the “Do” phase since that is what makes the learning stick – where competence and behavior change occurs.

This message resonates in continuing medical education (CME), where the goal is to effectively change the competency and behavior of physicians based on new medical evidence. In CME, the “Do” phase means delivering educational opportunities for physicians to personally practice applying the “Learned” information in realistic situations, so that they’ll “Remember” it. 

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What to Look for in a Virtual Immersive Learning Technology Platform

By Douglas Seifert, PhD on May 10, 2018 12:13:38 PM


Learning and training does not end with acquiring knowledge, but with its successful application in real-world settings. How do we achieve this? Learners need to practice how and when to apply what they know – before they forget it! Fortunately, exciting virtual learning environments can be assembled into a platform to uniquely accomplish this important task.

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Game Technology (Not Games) Can Transform Your Training Program

By Douglas Seifert, PhD on May 1, 2018 4:34:00 PM

 


 

This article was published in e-Learning Industry on January 11, 2018 (link here

Learn how to use virtual game technology to enable your learners to practice in realistic situations and more rapidly learn optimal decision making. A 4-step process is described to create an effective, scalable, digital learning solution to improve performance using 3D game technology.

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How and When to Use VR, AR, and Game Technology for Training

By Douglas Seifert, PhD on Apr 26, 2018 12:26:52 PM

 


Do you want to add immersive learning technologies to your training solutions? These technologies are not one-size-fits-all, and it’s not always clear what is practical and effective for specific learning goals. Here’s a fun little exercise to illustrate the differences. Ready?

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4 Ways to Transform Your Training Program with Expert Mental Models

By Douglas Seifert, PhD on Nov 17, 2017 11:18:34 AM


How do we know what we know? It’s because we construct mental models that interrelate information in a sensible way, that we can test and refine with our experience. Learning requires that we assemble a new mental model, or integrate it into one we already have. These models can be completely wrong, flawed, suboptimal; or emulate the mental models of experts. Yikes! It seems we should care about mental models!

The mental models a learner constructs can directly impact the rate at which they achieve optimal performance, if at all. Let’s dive in...

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Virtual One-On-One Coaching + Role-Playing in a Realistic Environment = Increased Sales Performance

By Douglas Seifert, PhD on Oct 20, 2017 4:14:31 PM


Want to know a great way to squander a sales opportunity? Let your salespeople practice proper sales techniques and good decision-making, in front of prospects. Yes, you can teach salespeople in a classroom, or through meeting-style role-plays, but is your sales training and sales process translating into real performance gains? These common problems stem from the same source — and there is a solution.


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Can’t Clone Your Best Sales Coach? Try Virtual Coaching Technology.

By Douglas Seifert, PhD on Oct 11, 2017 2:56:01 PM


Great performance requires great coaching. Sales is no different. It’s a situational-thinking game.

Optimal performance requires both practice and expert coaching from those who’ve mastered your sales processes. We all know this, but acting on it isn’t easy: Setting up one-on-one, expert sales coaching is difficult, and expensive to scale. And sales managers often lack the aptitude to be great coaches.

Technology can help! We’re not proposing a mad scientist’s experiment to clone your best sales coaches here... the real solution is better! There is a realistic, optimal coaching strategy that can be implemented in a scalable way.


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