Twitter:@kkapp
By Karl M. KappBloomsburg UniversityGamification of Learning and Instruction October 31, 2012
gamify01
Understanding the Value of Games and Gamification for Serious Learning
Google “Kapp Notes”Google “Kapp Notes”
2012 New Book:“The Gamification of Learning and Instruction”
2012 New Book:“The Gamification of Learning and Instruction”
September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer
September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer
September 2012 Training Quarterly ArticleFive Gaming Elements for Effective e‐LearningSeptember 2012 Training Quarterly Article
Five Gaming Elements for Effective e‐Learning
1Agenda
What does research say about games and game elements for learning?
How do you apply game-based strategies to the presentation of learning content?
2
3What elements from games can be added to traditional e-learning?
Are games/simulations effective for learning?
How does Gamification fit into all of this?
Simulation/games have to be fun 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.”
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!
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.”
Fact, 20% higher confidence levels.
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.”
In a Meta-Analysis…
Knowledge retention for game/simulation was 17% higher than a lecture.
Is that Fact or Fishy?
Fact!Delivery Method vs. Game/Simulation
% Higher
Lecture 17%Discussion 5%
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.”
Fact!Retention/Type of Knowledge
% Higher
Retention 9%Declarative 11%Procedural 14%
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.”
Effects on Learning Compared to Traditional Instruction
% of Studies
Positive Effect for Games 52%Mixed Results 25%No Difference 18%
Ke, F. (2009) A qualitative meta-analysis of computer games as learning tools. In R.E. Ferding (Ed.) , Effective electronic gaming in education (ol. 1, pp. 1-32). Hershey, PA: Information Science Reference. .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
*One Study‐Games better than traditional instruction.
Qualitative Analysis!
RetentionType of Knowledge
% Higher
Retention 9%Procedural 14%Declarative 11%
Fact!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.
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.”
Engagement
PedagogyGame
EducationalSimulation
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.
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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.
Image Courtesy of Enspire Learning
Transfer
The ability of simulations to teach skills that transfer to real‐life, on‐the‐job situations seems abundantly positive….
In 22 out of 26 studies, trainees demonstrated equal or superior transfer to the control group from simulations.
Shenan HahnADL Research and Evaluation Team Transfer of Training from Simulations in Civilian and Military Workforces:Perspectives from the Current Body of Literature
Evidence‐Based Recommendations
1) Use a game/simulation to provide a context for the learning.
2) Don’t focus on “fun.”
3) Craft the simulation/game to provide opportunities to increase engagement and interactivity to increase learning.
4) Embed the game within a larger curriculum (set up, debrief)
5) Provide unlimited access to game/simulation.
Use game-based mechanics, aesthetics and game thinking to engage people, motivate action,
promote learning, and solve problems.
Gamification
Whole Part
Gaming
Playing
(Serious ) Games
Simulations
Gamification
Course Hero
Toys
Legos
Playful Design
iPhone
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), CourseHeroreceived 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 • Recognition• Levels• Challenges • Chance• Replayability• Aesthetics• Time• Continual Feedback
NOT Enough Time
Elements of Games that Aid
Learning
1. Feedback2. Story3. Characters4. Fantasy
Feedback
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.
Story
Learners remember facts better…
When presented in a bulleted list as opposed to when presented in a story.
Is that Fact or Fishy?
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.
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.
• Use stories that are related to the context of the desired learning outcome.
We’ve Always Wanted Characters
An on-screen character is distracting to the learner..
Is that Fact or Fishy?
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 ofMultimedia Learning. New York: Pfeiffer. Pg. 194.
http://codebaby.com/elearning‐solutions/examples/
Research indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents
(characters) even when their functionality and adaptability are limited.
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, 2195-113.
Malone’s Theory of Intrinsically Motivating Instruction
Challenge Fantasy CuriosityMalone, T. (1981) . Toward a Theory of intrinsically Motivating Instruction. Cognitive Science, 4. 333-369.
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
Malone, T. (1981) . Toward a Theory of intrinsically Motivating Instruction. Cognitive Science, 4. 333-369.
Provide a challenge
g
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
Investigatory Training
• Course Objectives– Identify the Forms Required for an Investigation– Practice Interview Techniques– Describe and Follow the Investigation Model
How would you turn this into a challenge?
It is your first day on the job as an investigator andJane, an employee in Accounting, just accused her boss of embezzling $10,000.
What is the first thing you should do?
Curiosity– Game environments can evoke a learner’s curiosity by providing an optimal level of informational complexity and a novel and exciting game space. Cognitive curiosity is evoked by making learners believe their knowledge structures are inconsistent or incomplete. Provide surprising and constructive feedback.
Malone, T. (1981) . Toward a Theory of intrinsically Motivating Instruction. Cognitive Science, 4. 333-369.
Evidence‐Based Recommendations
• Use “Challenge” to engagement learners.
• Fantasy is an acceptable and positive element for instructional games
Games can influence people to behave in a positive manner.
Is that Fact or Fishy?
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211‐221.
Fact: Games can influence people to behave in a positive
manner.
28% helped to pick up pencils
33% helped to pick up pencils
67% helped to pick up pencils
22% intervened
56% intervened
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.
4) Embed the game /simulation into the curriculum. Provide “set‐up,” game‐time and debrief.
5) Embed facts to be learned in the context of stories.
6) Use stories that are related to the context of the desired outcome.
7) Use characters/agents to model desired behavior.
8) Use characters/agents to provide feedback and instruction to learners.
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