Twitter:@kkapp By Karl M. KappBloomsburg UniversityGamification of Learning &InstructionApril 23, 2013 

Gamification of Learning

Interactivity (I) + Immersion (I) = Sustained Engagement (E)Results in meaningful learning.

Interactivity (I) + Immersion (I) = Sustained Engagement (E)Results in meaningful learning.

Content ripped from the pages of“The Gamification of Learning and 

Instruction”

Content ripped from the pages of“The Gamification of Learning and 

Instruction”

Slides for This PresentationGoogle 

“Kapp Notes”Look for ASTD Mid NJ 2013 Presentation Resources

Slides for This PresentationGoogle 

“Kapp Notes”Look for ASTD Mid NJ 2013 Presentation Resources

1Agenda

What are three simple, low‐tech techniques for creating engaging learning experiences?

What are four instructional design methods that encourage immersive learning

2

3How do I, create learning experiences tied to interactivity, immersion and game‐based elements? 

Use game-based mechanics, aesthetics and game thinking to engage people, motivate action,

promote learning, and solve problems.

Gamification

• Gamification is to Learning Game as:– Part is to Whole– Piece is to Puzzle– Slice is to Pie– Steering Wheel is to Car

• Gamification uses parts of games but is not a game in-and-of itself.

What is this “game” stuff?

Gamification of Learning

Adding game elements to traditional learning. Structural: Points Badges Leaderboard

Content: Characters Challenge Feedback

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

What is this “game” stuff?

http://success.adobe.com/microsites/levelup/index.html

Some people think Gamification is only about points, badges and rewards…

… if it was, this would be the most engaging game in the world.

20% increase in profile completion.

… the possibilities of “gamification” are far larger than points, badges and rewards.

Two Examples of the Concepts of Games and Gamification

Malone’s Theory of Intrinsically Motivating Instruction 

Challenge Fantasy Curiosity

Challenge

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.”

Re‐design the Instruction to Start with a Challenge

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.

Challenge and Consolidation– Good games offer players a setof challenging problems and then let them solve these problemsuntil they have virtually routinized or automated their solutions.

Games then throw a new class of problem at the players requiringthem to rethink their now, taken-for-granted mastery, learnsomething new, and integrate this new learning into their old mastery.

James Paul Gee, University of Wisconsin-Madison

TransferThe ability of simulations to teach skills that transfer to real‐life, on‐the‐job situations seems abundantly positive… Computer‐based simulations—assessed as an alternative to other means of training, as a supplement to other means of training, as a device to combat skill decay in experienced trainees, and as a means of improving performance levels as they stand prior to training—show positive results for transfer a majority of the time.

In 22 out of 26 studies, trainees demonstrated equal or superior transfer to the control group from simulations.

Shenan HahnADL Research and Evaluation Team

Learners assume the role of an aspiring Venetian merchant in the late 15th century, 

an era when Venice was the center of commerce in the Mediterranean, and 

therefore the world. 6‐levels. 

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

2) Include Fantasy to overcome resistance, encourage generalization and invoke curiosity.  

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

4) Transfer of learning occurs when tasks are cognitively the same.

Story

Researchers have found that the human brain has a natural affinity for 

narrative construction.

Yep, People tend to remember facts more accurately if they encounter 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 http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and Instruction. 

1. Characters

Story Elements

5. Conclusion

2. Plot (something has to happen).

3. Tension

4. Resolution

NikePlus Stats for Karl

Recommendations 

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

• Start the learning process by providing a challenge to the learner.

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

We’ve Always Wanted Characters

Characters

Rosenberg, R.S. Baughman, S.L., Bailenson, J.N. (2013) Virtual Superheroes: Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. PLOS One., 8(1), 1‐9.

Flying around a virtual world as a superhero made subjects nicer in the real world. physical 

world

An experience as an avatar can change a person's real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people.

Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective‐Taking on TheReduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA

On tests involving different word problems, the group who had a character explain the problems generated 30% more correct answers than the group with  just 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 ofMultimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”

Guru

Carlo Vecchio

Recommendations • Use characters/agents to model desired behavior.

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

• Characters should  speak in a natural, conversational tone.

• Use two characters, one for coaching and one for expertise is better than just having one character trying to do both.

Feedback

Games like The Sims provide feedback on many dimensions which provide 

opportunities to consider tradeoffs and higher level cognitive thinking. 

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.

Embed into a larger Curriculum

E-learning

Training Manuals

Classroominstruction

Engagement

PedagogyGame

EducationalSimulation

Instructional games should be embedded in instructional programs that include debriefing and feedback. 

Instructional support to help learners understand how to use the game increases instructional effectiveness of the gaming experience.

g

Hays, R. T. (2005). The effectiveness of instructional games: A literature review anddiscussion. Naval Air Warfare Center Training Systems Division (No 2005‐004). Chapter 4 “The Gamification of Learning and Instruction.”

Example

“I can’t tell you how many people are coming to me wanting another game solution.” 

“The repetition of the different paths helped me retain the information.”

“I’m a pretty competitive person so challenging myself to get one of the top scores added a layer of fun to learning about the MobileConnect product.”

“The game was a fun way to learn about MobileConnect. I enjoyed the scenario‐type questions, which put it all into context.”

Player Results

Business Results

Average contract value 2x higher than for previous mobile product.

First call resolution ($35 a call/average) is up 45%

Of all the launches done in the previous two years to MobileConnect, the sales team has built the quickest pipeline for this product.

Player Results“I really had a good time with Merchants.  It’s original, fun, challenging, outside of the ordinary.  It hooks you!”

“This is the best online training I know of.  It has had a positive impact on our business.”

“It’s a very new and interesting program.  The lessons from the mentor and the readings are very beneficial.  You learn concepts to help you plan, and afterwards negotiate in situations that reflect real negotiations that you have with clients.”

“Very interesting cases.  You learn very efficiently and effectively.  Applicable to real life.”

“I found it very interesting, especially the lessons of the mentor.  The main concepts are completely applicable to our day‐to‐day.  I am already looking forward to the next course!”

Learning Results

Average course evaluation, to date:  9.4 out of 10

Average assessment of educational value:  9.3 out of 10

Percentage answering “Yes” to “I find it applicable to real life”:  98%

Percentage answering “Yes” to “I will recommend this course”:  99%

Percentage of learners who completed the course after starting it:  92%

The above results are aggregate averages from over 30,000 learners who have taken this course.

Special Thank You! 

• Game On! Learning– Bryan Austin– http://www.gameonlearning.com/

• The Knowledge Guru– Sharon Boller– https://www.theknowledgeguru.com/

1) Interactivity of games leads to higher knowledge.2) Fantasy, curiosity and challenge are key elements for 

instructional games.3) Embed facts to be learned in the context of stories. 4) On screen characters can enhance e‐learning.5) Use stories rather than bulleted lists to present facts.6) Present learners with a difficult challenge to engage and 

motivate them. 7) Use stories that are related to the context of the desired 

learning outcome. 8) Feedback needs to be targeted.9) Embedded the game into a larger curriculum. 

Takeaways

Contact Karl via Twitter or email

Twitter:@kkappkkapp@bloomu.eduTwitter:@kkappkkapp@bloomu.edu

Look for Fieldbook in 2014!