interactivity, games and gamification creating engaged learners
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Karl Kapp's deck for Interactivity, Games and Gamification: Creating Engaged LearnersTRANSCRIPT
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Twitter:@kkapp
By Karl M. Kapp Bloomsburg University Gamification of Learning and Instruction August 7, 2012
Interactivity, Games and Gamification: Creating Engaged Learners
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Torn from the book… Torn from the book…
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Google “Kapp Notes”
Google “Kapp Notes”
September 2011 Training Quarterly Article Improving Training: Thinking Like a Game Developer
September 2011 Training Quarterly Article Improving Training: Thinking Like a Game Developer
July 2012 T&D Article Games, Gamification and the Quest for Interactive Learning
July 2012 T&D Article Games, Gamification and the Quest for Interactive Learning
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Agenda
What does research say about
games and game elements for
learning?
How do you apply game-based strategies
to the presentation of learning content?
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3 What elements from games can be
added to traditional e-learning?
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Let’s Play Fact or Fishy…
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How to Play
• I’ll make a statement.
• You decide if the statement is a “Fact” or if it’s not really true (false) “Fishy.”
• Use whiteboard feature to write your initials in the appropriate column.
• See how many you can get correct.
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Fact Fishy
Do you understand what to do for the Fact or Fishy Game?
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Let’s Play
Fact or Fishy
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Fact Fishy
When compared to traditional training, game/simulation training yields a 9% higher retention rate .
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Fact
Retention
Type of
Knowledge
% Higher
Retention 9%
Procedural 14%
Declarative 11%
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.”
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Retention
Type of
Knowledge
% Higher
Retention 9%
Procedural 14%
Declarative 11%
Percentages of Impact
It wasn’t the game, it was
level of activity in the game.
It wasn’t the game, it was
level of activity in the game.
In other words, the
engagement of the learner in
the game leads to learning.
In other words, the
engagement of the learner in
the game leads to learning.
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.”
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Fact Fishy
Game/Simulations must to be entertaining to be educational.
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Do simulation/games have to be entertaining to be educational?
Do simulation/games have to be entertaining to be educational?
FISHY, NO
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.”
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Fact Fishy
Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction.
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20% higher confidence levels.
20% higher confidence levels.
Fact: Simulation/games build more confidence for on the job application of learned knowledge
than classroom instruction.
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.”
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Fact Fishy
Instructional games are most effective when embedded in instructional programs that include debriefing and feedback.
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Engagement
Pedagogy Game
Educational Simulation
Fact: Instructional games should be embedded in instructional programs that include debriefing and feedback.
Fact: 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.
Instructional support to help learners understand how to use the game increases instructional effectiveness of the gaming experience.
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Chapter 4 “The Gamification of Learning and Instruction.”
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Chapter 4 “The Gamification of Learning and Instruction.”
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Enspire Learning: http://www.enspire.com/
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Enspire Learning: http://www.enspire.com/
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Enspire Learning: http://www.enspire.com/
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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.
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.
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Type of
Game Play (Customer
Development)
Level of Interactivity Type of
Knowledge Taught
Low Medium High
Exploration/Simulation Engine/Free Play Area
$25,000- $35,000
$35,000- $50,000
$50,000- $150,000
Problem-Solving
Branching story, On-Line Board Games
$10,000- $15,000
$15,000- $30,000
$30,000- $50,000
Conceptual Knowledge/
Rules
Matching, Trivia Games, Drag and Drop Games
$1,500- $3,000
$3,000- $5,000
$5,000- $20,000
Declarative Knowledge/ Fact/Jargon
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Use game-based mechanics, aesthetics and game thinking to engage people, motivate action,
promote learning, and solve problems.
Gamification Gamification
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Some people think Gamification is only about points, badges and rewards.
These are the least motivational and intrinsic elements of games and should not be the focus of the efforts of
learning designers.
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Elements of Games that Aid
Learning • Story • Character • Recognition • Levels • Challenges • Chance • Replayability • Aesthetics • Time • Continual Feedback
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Elements of Games that Aid
Learning • Story • Character • Recognition • Levels • Challenges • Chance • Replayability • Aesthetics • Time • Continual Feedback
NOT Enough Time
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Three Elements of
Games that Aid Learning
1. Characters 2. Story 3. Challenges
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We’ve Always Wanted Characters
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Fact Fishy
The use of on-screen characters to present information to a learner interferes with the learner’s performance more than just having text on the screen.
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FISHY: 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 of
Multimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”
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Avatar as Teacher
Research indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (characters) even when their functionality and
adaptability are limited.
Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B Society. 364, 3559–3565. Chapter 4 “The Gamification of Learning and Instruction”
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Fact Fishy
When audio is used and a character talks to the learner, the tone and conversational style needs to be formal.
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www.karlkapp.com
FISHY: When audio is used and a character talks to the learner, the tone and conversational style needs to be INFORMAL and conversational.
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. 195.
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Fact Fishy
The use of two characters, one as a coach and one as an expert is better than just having one a character (mentor).
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Mentor
Motivator
Expert
Yes, two avatars are better than one.
Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through
pedagogical agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115. Chapter 4 “The Gamification of Learning and
Instruction”
Fact
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http://codebaby.com/elearning-solutions/examples/
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http://codebaby.com/elearning-solutions/examples/
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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.
• 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.
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Story
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Fact Fishy
Learners tend to remember facts more accurately if they encounter them in a bulleted list rather than in a story.
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FISHY: Researchers have found that the human brain has a natural affinity for
narrative construction.
FISHY: 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.
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.
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.
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1. Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution
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NikePlus Stats for Karl
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Fact Fishy
Presenting learners with a challenging task is not a good technique for generating learner engagement.
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FISHY: Provide a 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.”
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.”
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Re-design the Instruction to Start with a Challenge
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Investigatory Training
• Course Objectives
– Identify the Forms Required for an Investigation
– Practice Interview Techniques
– Describe and Follow the Investigation Model
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It is your first day on the job as an investigator and
Jane, an employee in Accounting, just accused her
boss of embezzling $10,000.
What is the first thing you should do?
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Challenge and Consolidation– Good games offer players a set
of challenging problems and then let them solve these problems
until they have virtually routinized or automated their solutions.
Games then throw a new class of problem at the players requiring
them to rethink their now, taken-for-granted mastery, learn
something new, and integrate this new learning into their old
mastery.
James Paul Gee, University of Wisconsin-Madison
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Recommendations
• Embed facts to be learned in the context of stories.
• Start the learning process by providing a challenge to the learner.
• Provide a progression from simple to more difficult tasks.
• Use stories that are related to the context of the desired learning outcome.
• Embed facts to be learned in the context of stories.
• Start the learning process by providing a challenge to the learner.
• Provide a progression from simple to more difficult tasks.
• Use stories that are related to the context of the desired learning outcome.
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First Experiment indicated that playing the
game Darfur is Dying resulted in a greater
willingness to help the Darfurian people than
reading a text conveying same information.
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
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Second Experiment indicated that playing
the game Darfur is Dying resulted in a
greater role taking and willingness to help
than either game watching or text reading.
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
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1) Interactivity of games leads to higher knowledge retention for declarative and procedural knowledge.
2) Embed facts to be learned in the context of stories. 3) Games/Simulations do not need to be fun to be educational. 4) On screen characters can enhance e-learning. 5) Two on screen characters (mentor and expert) are better
then one. 6) Use stories rather than bulleted lists to present facts. 7) Present learners with a difficult challenge to engage and
motivate them. 8) Use stories that are related to the context of the desired
learning outcome. 9) Games can be more influential than reading about a subject. 10) (What did you take away?...write in chat.)
1) Interactivity of games leads to higher knowledge retention for declarative and procedural knowledge.
2) Embed facts to be learned in the context of stories. 3) Games/Simulations do not need to be fun to be educational. 4) On screen characters can enhance e-learning. 5) Two on screen characters (mentor and expert) are better
then one. 6) Use stories rather than bulleted lists to present facts. 7) Present learners with a difficult challenge to engage and
motivate them. 8) Use stories that are related to the context of the desired
learning outcome. 9) Games can be more influential than reading about a subject. 10) (What did you take away?...write in chat.)
Take-Away
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Questions ?
Questions ?
Twitter:@kkapp [email protected] Twitter:@kkapp [email protected]