Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Gamification of Learning
and Instruction

By Karl M. Kapp
Learning 3.0 Conference
Bloomsburg University
Twitter:@kkapp October 24, 2012

Google “Kapp Notes”

2012 New Book:
“The Gamification of Learning and Instruction”

September 2011 Training Quarterly Article
Improving Training: Thinking Like a Game Developer

September 2012 Training Quarterly Article
Five Gaming Elements for Effective e-Learning

Agenda

1 2
How do you apply game-based strategies
What does research say about to the presentation of learning content?
games and game elements for
learning?

ractivit
3 Inte
y
Games
What elements from games can be
added to traditional e-learning? Gam ificati
on

Are games/simulations
effective for learning?

How does Gamification fit
into all of this?

Rules Take out
• A statement is presented your text-
– If “true” indicate: FactX machines
– If “false” indicate: FishyX
• Text Response:

Standard Texting Fees
Apply!

Simulation/games have to be entertaining to be
educational?

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

FISHY!

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games.
Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”

Simulation/games build more confidence for
on the job application of learned knowledge
than classroom instruction.

Instruction.”

Fact, 20% higher
confidence levels.

Instruction.”

In a Meta-Analysis…

Knowledge retention for
game/simulation was 17%
higher than a lecture.

Is that Fact or Fishy?

Fact!
Delivery Method vs. % Higher
Game/Simulation
Lecture 17%
Discussion 5%

Instruction.”

Fact!
Retention/ % Higher
Type of
Knowledge
Retention 9%
Declarative 11%
Procedural 14%
Instruction.”

Fact!
Retention
It wasn’t the game, it was % Higher
level of activity in the game.
Type of
Knowledge
Retention 9%
In other words, the
Procedural engagement of the learner in
14%
the game leads to learning.
Declarative 11%
Instruction.”

Example

Image Courtesy of Enspire Learning

Evidence-Based Recommendations
1) Use a game/simulation to provide a context for the
learning.

2) Don’t focus on “entertainment.”

3) Carefully craft the simulation/game to provide
opportunities to increase engagement and interactivity to
increase learning.

Wait a minute,
games can be
expensive. Level of Interactivity
Type of Low Medium High Type of
Game Play Knowledge
(Customer Taught
Development)

Exploration/Simulation $25,000- $35,000- $50,000- Problem-
Engine/Free Play Area $35,000 $50,000 $150,000 Solving
Branching story, On-Line $10,000- $15,000- $30,000- Conceptual
Board Games $15,000 $30,000 $50,000 Knowledge/
Rules
Matching, Trivia Games, $1,500- $3,000- $5,000- Declarative
Drag and Drop Games $3,000 $5,000 $20,000 Knowledge/
Fact/Jargon

Use game-based mechanics,
aesthetics and game thinking to
engage people, motivate action,
promote learning, and solve
problems.

Gamificatio
n

Gaming

(Serious ) Games Gamification

Simulations Course Hero
Whole Part

Toys Playful Design

Legos iPhone

Playing
From Game Design Elements to Gamefulness: Defining “Gamification”, Deterding, S. et. al

http://www.coursehero.com/courses/

2 weeks after launching Courses (powered by gamification), CourseHero
received 350 suggested edits to existing courses and 122 requests for new
courses.

Another 68 people offered to augment existing courses by creating their
own course to be hosted on coursehero.com.

For Gamified courses, the time on site for the Courses are nearly
three times as long as time onsite for all of coursehero.com.

Social sharing of achievements increased nearly 400 percent in
three months.

… it’s not all about points, badges and progress bars.

20% increase in profile completion.

Elements of
Games that Aid
Learning
• Story
• Character
• Recognition
• Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback

Elements of
Games that Aid
Learning
• Story
• Character
•
•
NOT Enough Time 
Recognition
Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback

Elements of
Games that Aid
Learning

1. Feedback
2. Story
3. Characters
4. Fantasy

The most helpful feedback provides specific
comments about errors and suggestions for
improvement. It also encourages learners to
focus their attention thoughtfully on the task
rather than on simply getting the right answer.

Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and
embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. J. Cody, & P.
Vorderer (Eds.), Serious Games: Mechanisms and Effects. Philadelphia, PA: Routledge/LEA. 295-321.

Games like The Sims provide feedback on
many dimensions which provide
opportunities to consider tradeoffs and
higher level cognitive thinking.

Leaderboards provide
opportunities for players to
receive feedback about their
performance as compared to
others.

Comparative and
relative feedback

Focused Feedback encourages activity.

Learners remember facts better…

When presented in a bulleted
list as opposed to when
presented in a story.


FISHY: Researchers have found that
FISHY: Researchers have found that Yep, People tend to remember facts
Yep, People tend to remember facts
the human brain has a natural
the human brain has a natural more accurately if they encounter
more accurately if they encounter
affinity for narrative construction.
affinity for narrative construction. them in a story rather than in a list.
them in a story rather than in a list.

And they rate legal arguments as
more convincing when built into
narrative tales rather than on legal
precedent.

Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green
http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and
http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and
Instruction.
Instruction.

Story Elements
1. Characters

2. Plot (something has to happen).
3. Ten s ion

4. Resolution
te rs pr ob le m
C ha ra ct er en co u n
n si on
5. Conclusion Pr ob le m bu il ds te
re d
A so lu ti on is of fe
te d /p os it iv e
R es u lt s ar e pr es en

Recommendations
• Embed facts to be learned in the context of stories.

• Use stories that are related to the context of the
desired learning outcome.

We’ve Always W anted
Characters

An on-screen character is
distracting to the learner..


FISHY: On transfer tests involving different word problems,
the group who had a character generated 30% more
correct answers than the group with on-screen text.

Animated pedagogical agents (characters) can be
aids to learning. A “realistic” character did not
facilitate learning any better than a “cartoon-like”
character.

Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 194.

Research indicates that learners perceive, interact socially
with and are influenced by anthropomorphic agents
(characters) even when their functionality and
adaptability are limited.

http://codebaby.com/elearning-solutions/examples/

Who is more likely to run 24 hours later?

A.Person who watched an avatar that did not
look like them running
B.Person who watched an avatar that looked
like them running
C.Person watching an avatar that looked like
them loitering /hanging out

Within 24 hours of watching an avatar like
themselves run, learners were more likely to
run than watching an avatar not like them
or watching an avatar like them loitering .

Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology,
21 (3), 95-113.

If learners watch an avatar that looks
like them exercising & losing weight,
they will subsequently exercise more
in the real world as compared to a
control group.

Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 2
(3), 95-113.

Malone’s Theory of Intrinsically
Motivating Instruction

Challenge Fantasy Curiosity

Fantasy– There are both cognitive and emotional reasons for
evoking fantasy. Cognitively a fantasy can help a learner apply
old knowledge to understand new things and help them
remember the content. Emotionally, a person can connect with
the experiences and not bring with it “real-world” concerns or
fears.

Image courtesy of Game On! Learning

Evidence-Based Recommendations
• Use characters/agents to model desired behavior.

• Use characters/agents to provide feedback and
instruction to learners.

• Fantasy is an acceptable and positive element for
instructional games

Games can influence
people to behave in a
positive manner.


Fact: Games can influence
people to behave in a positive
manner.

Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.
Journal of Personality and Social Psychology. Vol. 98 .. No. 2., 211-221.
Journal of Personality and Social Psychology. Vol. 98 No. 2., 211-221.

1) Use a game/simulation to provide a context for the learning.
1) Use a game/simulation to provide a context for the learning.


3) Carefully craft the simulation/game to provide opportunities to increase
3) Carefully craft the simulation/game to provide opportunities to increase
engagement and interactivity to increase learning.
engagement and interactivity to increase learning.

4) Embed the game /simulation into the curriculum. Provide “set-up,”
4) Embed the game /simulation into the curriculum. Provide “set-up,”
game-time and debrief.
game-time and debrief.

5) Embed facts to be learned in the context of stories.
5) Embed facts to be learned in the context of stories.

6) Use stories that are related to the context of the desired outcome.
6) Use stories that are related to the context of the desired outcome.

7) Use characters/agents to model desired behavior.
7) Use characters/agents to model desired behavior.

8) Use characters/agents to provide feedback and instruction to learners.
8) Use characters/agents to provide feedback and instruction to learners.

QUESTIONS?

Contact Karl via
Twitter or email
Twitter:@kkapp
kkapp@bloomu.edu

Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Ähnlich wie Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction (20)

Mehr von Karl Kapp

Mehr von Karl Kapp (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Hinweis der Redaktion