Gamification should be thought of as a design sensibility and not merely a digital tool. It is a thought process and a methodology to think about engaging and motivating learners. While a result of gamification is often fun, the ultimate outcome behind developing a gamified approach is increased engagement and motivation. In this webinar, explore several methods for applying game-thinking to your own online and classroom learning designs.
Twitter:@kkapp By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction July 28, 2014 www.karlkapp.com www.linkedin.com/in/karlkapp/ Engaging Learners Through Game-Thinking
was standing on the street corner, minding my own business
When out of nowhere, trouble pulled up in the form of a convertible. hen trouble showed up in the form of a convertible
Hiya boss. I see you found me on my lunch hour.
I need your help and I need it fast.
Do you like my new convertible? Ahh, yeah but whats your problem?
She wanted to increase learner engagement and have more interactive learning within the company We need more engagement.
On my lunch hour? We need more interactivity.
Form a cross-functional team and figure out how to get more learner engagement by EOD.
EOD-End of Decade? UGH-End of Day, really?
Heres where you come in. Help me figure out the clues and fast. Open a separate window with a web browser and go to: www.polleverywhere.com/karlkapp
When a question is active, click on the answer you believe is correct. New questions will appear when the slides change. Stay on: www.polleverywhere.com/karlkapp You may need to refresh your browser when a new question appears. Youll be told when its time to vote.
Observe the process: -What design techniques are used? -What elements add to the experience? -What instructional design principles are being followed or broken? How To Participate via Observation
Ok, first assignment/question.
Choose your disguise
Good job, no one will recognize you. First stop is my co- worker, Clydes office.
Clydes officelook for clues
Game Thinking A) Teaching knowledge, skills & abilities using a self-contained game. B) Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment. C) Application of different types of game-elements to propel a learner through content.
I found three things written on one of Clydes notebooks. Could be a leador it could be this sessions learning objectives
Lets get going.
Now we need to find Ivanthe Informant... I knew one of his old haunts.
Look I am going to ask you some questions, the right answer gives you a clue to game-thinking. He was about as friendly as a fly at a fly strip convention. Hello, Clueless
What do you and your lackies here have to say about this?
Action draws in the learner and encourages further engagement.
Too often instructional design is about the content and not about the actions that need to occur.
Make the learner do something Answer a question Identify a procedure. Make a decision. Solve a mystery. Confront a challenge. Pick a team.
Thanks, Ivan.Get out of here.
Take these matches with you
I arrived at the place on the matchbook, as shady as a clump of oaks caught in an eclipse
Seems like a clueshould Learning be easy so we dont discourage the learners? or Challenging where some learners will struggle?
Look! Things that are too easy or too difficult will not pique a learners interest because they lead to boredom or frustration.
Let me show you Clydes folder on this subject.
Do you know what elements contribute to flow?
Achievable Task Clear Goals Control Over Actions (Autonomy) Concentration
You can also add elements such as Novelty Inconsistency Complexity SurpriseIncomplete information Unpredictable Future
Law & Order Create Open Loops Think of my favorite show! No, not Dragnet.
Lets brief the boss on what we know so far
So what have we learned?
So far, so good. Follow the next clue on the matchbook I found in my desk drawer.
I was starting to think it was a dead end when she emerged from the shadows.
Well, here is the next clue, do we : Put the learner at risk. or Let the learner safely explore the environment.
No risk, or danger equal no skin in the game. Get the learner emotionally involved by putting him or her at mock risk.
Losing Not Solving the Problem Social Credibility Recognition Then they mysterious stranger started talking about what learners can risk Starting Over Multiple Lives
In games, failing is allowed, its acceptable, and its part of the process.
Also, failure or earned success can lead to emotion which can contribute to learner recall of content.
Time for a recap with the bossshe looked a little franticshe wanted to know one more thing.
I want to know one more thing. What game elements can engage learners?
What game elements did we encounter today?
Great stuff, you detectives really seemed to have cracked the case as to how game-thinking can lead to engaging learning. And before the End of Day.
Back to Clydes office, which note is right?
Game Thinking A) Teaching knowledge, skills & abilities using a self- contained game. C) Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment. B) Application of different types of game-elements to propel a learner through content with no changes to the content.
Mystery solved, just in time for the weekend. I was anxious to get some rest
Butto my surprise as the Boss was driving away, she threw yet another matchbook.
Unfortunately, well have to leave that mystery for another webinar.
Bring this engaging learning presentation to your organization and have Karl Kapp present to your team or conduct a workshop or consult on a project. Contact Karl Kapp at email@example.com or on his web site www.karlkapp.com.
Learn morebooks available at: http://tinyurl.com/ASTDgambook and http://tinyurl.com/ASTDfieldbk Or Amazon.com
Credits: Detective, People Artwork Courtesy:Vanessa Bailey Flow Diagram by Kristin Bittner Cityscapes are Clip Art Audience Response by Poll Everywhere