Session Description:
Game designers think about action, adventure, and engagement. In contrast, instructional designers tend to think about objectives, content, and quizzes. As a result, most games are fun, intriguing, and immersive, while most instruction tends to be predictable, boring, and perfunctory. Change your mindset from an instructional designer to a game designer and immediately begin creating engaging and effective instruction. Learn methods to help you think like a game designer and change stale training into an exciting and interesting experience for learners.
21. Actually, there are a
number of benefits to
card games.
They build learner
engagement, are a social
accelerant and provide a
tangible take-away from
a learning experience.
33. Solve a mystery.
Make the learners do something.
Answer a question.
Work a problem.
Make a decision.
Escape a room.
Play a card game.
34. Learners who played
interactive games had
greater cognitive gains
over learners in
traditional classroom
training.
Vogel, J. J., Vogel D.S., Cannon-Bowers, J., Bowers, C.A., Muse, K., & Wright, M. (2006). Computer gaming and
Interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243.
49. Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology
for educational reform. North Central Regional Educational Laboratory. [Online]. Available:
http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing
better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2
“The Gamification of Learning and Instruction.”
It needs to be challenging.
50. Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology
for educational reform. North Central Regional Educational Laboratory. [Online]. Available:
http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing
better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2
“The Gamification of Learning and Instruction.”
Humans respond to challenges
because they are engaging.
51. Challenge is
correlated with
intrinsic motivation.
White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
52. It is also correlated with
the desire to seek
competence & self
confidence.
White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
56. Research indicates that our
brains grow when we make a
mistake because it is a time of
struggle.
Moser, J. Schroder, H.S., Heeter, C., C., Moran, T.P., & Lee, Y.H. (2011) Mind your errors: Evidence for
a neural mechanism linking growth mindset to adaptive post error adjustments. Psychological
Science, 22, 1284-1489.
61. Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of
contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730
When given control over
their learning, learners
invested more and attempted
more complex strategies than
when they had no control.
67. Tips
1) Begin with activity
2) Create curiosity
3) Create a challenge
4) Give meaningful choices
68. What game elements are
in this presentation?
Magna characters with outfit
changes
wrapped narrative around
characters
mystery and competition
timing
69. 1) Story
2) Character
3) Competition/teams
4) Real-time feedback
5) Meaningful Decisions
6) Uncertain ending