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By Karl M. KappBloomsburg UniversityGamification of Learning &Instruction EMAIL: [email protected]: @kkappBLOG: http://karlkapp.com/kapp‐notes/
Games, Interactivity and Gamification for Learning
Covert Takeaway Challenge
from the pages…Presentation Ripped from the pages…
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Additional Ideas
www.karlkapp.com/kapp-notes
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What variables do I balance to keep my
person happy? Work Life Harmony
How should I manage my time?
What leadershipstrategy should I
use?
I am going to need more coffee.
Not another online lecture.
Sorry, had you on mute, could you repeat the
question.
“Study of 2,300 people found only 6% of organizations are successful in influencing behavior change among employees.”
‐‐Al Switzler
Gamification is using game-based mechanics, aesthetics and game-thinking to engage people, motivate action promote learning, and solve problems.
Game-based Learning is the use of a game to teach knowledge, skills and abilities to learners using a self-contained game.
What is this “game” stuff?
Simulation Learning is a realistic, controlled-risk environment where learners can practice specific behaviors and experience the impacts of their decisions.
Designers
We need to think more like GameDesigners
The Dragon Slayer Mission
You are a game designer at SuperGameCorporation which has hit some hard times lately.
It is Friday at 4:55 PM and you only have two things on you mind…
Hey someone wants us to create a game about slaying dragons.
We are competing internally for the project. Winning team earns the right to work on the project.
Two Development Teams
teama teamb
Rules• A statement is presented
– Choose the best response
• Text Keyword Response:– To 37607
Take out your text‐machines
Standard Texting Fees Apply!
How To Respond via Texting
1. Polleverywhere has no access to your phone number2. Capitalization doesn’t matter, but spaces and spelling doTIPS
Amaze
Inamaze
alright
Amaze
Each team will be confronted with a series of questions. The team that correctly answers the questions wins
the work.
What about the other team?
Losers are assigned to “watching paint dry” game
development.
Wow, I heard about that project, its almost as fun as… never mind. Dragon Slaying is much better.
First decision about this dragon slaying game is how to start the game…what
should the players first in-game experience be?
You have two choices:
Tell the player three things he/she needs to know about slaying dragons.
or
Begin with a fight between the player and a small, dangerous dragon.
Why does this answer make sense?
Not Sure?
Good game designers know that games are engaging because they require action
right away.
Action draws in the player and encourages further engagement. Start
by battling a dragon.
Research indicates that learners who used interactive games for learning had the greater cognitive gains over learners provided with 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.
Too often instructional design is about the content and not about the actions
that need to occur.
Game Design is about action.
Ok, next decision.
Provide a map with the location of all the dragons.
or
Create a sense of mystery and curiosity concerning the location of
dragons.
It is always a good idea to build curiosity and mystery into a game. Reveal locations of dragons throughout the course of the player’s journey.
Here are some of my notes on the subject.
A sense of suspense, mystery and intrigue draws people into games and can draw them into
learning as well.
OK, next decision, should we:
Make the game easy so we don’t discourage the players.
or
Make the game challenging, knowing some players will fail the first few times.
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.
In fact, give them the Kobayashi Maru of challenges.
Harsh!
Look! Things that are too easy or too difficult will not pique a learner’s interest because they
lead to boredom or frustration.
Research has shown that challenge is correlated with both intrinsic motivation and motivation related to the desire to seek competence and
self confidence.
White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297‐333.
Well said!
Well, the next decision, should we:
Put the player at risk, they could die at any moment.
or
Let the player safely explore the environment.
Seriously, you are asking me this question. The player needs
to be at risk.
No risk, or danger equal no skin in the game.
Get the player emotionally involved by putting him or her at “mock”
risk.
In games, failing is allowed, it’s acceptable, and it’s part of the process. Games accommodate
failure with multiple lives, second chances and alternative methods of
success.
Do you punish failure in your learning design or do you allow and encourage the freedom to fail?
Last decision, should we:
Give player choices about what level to enter the game.
or
Create one path for every player.
Choices, players need choices. Look, let me tell you what motivates
people.
People are motivated when they have autonomy, mastery and relatedness.
Hey, isn’t that the Self-Determination Theory?
Why, yes…yes it is.
When given control over their learning, research has shown that learners invested more and attempted more complex strategies than when they had no control. So give learners control.
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
Lot of information, thanks. So let me ask one more question.
Ok, so which team won?
Well, there all winners to me….
Ugh….
How about a re-cap…
Slide courtesy of Angel Green of Allen Interactions Twitter: @LearnerAdvocate
Here are five tips to help an instructional designer to think like a
game designer:
1) Begin with activity2) Create curiosity, mystery, intrigue3) Create a challenge for the learner4) Put learners at “mock” risk5) Give learners meaningful choices
Covert Takeaway Challenge
Covert Takeaways
• Learning should be engaging.• Stories provide a context for learning.• It is ok for a learner to struggle.• Simply adding points, badges and leaderboards does not make learning effective.
