Gamification: Creating Engaged Learners: LTEN Keynote Slides
Here are my slides for the LTEN Keynote (Life Sciences Trainers & Educators Network ) address.
<ul><li> 1. Follow on Twitter:@kkapp for updates, slides & additional ideas. By Karl M. Kapp Bloomsburg University Author of Gamification of Learning &Instruction Download Slides & Notes at: www.karlkapp.com/kapp-notes June 12, 2014 Gamification: Creating Engaged Learners </li></ul>
<p> 2. For: Notes Slides Additional Ideas www.karlkapp.com www.karlkapp.com/kapp-notes 3. Check out Karls Books on Gamification http://tinyurl.com/KappbookG1 http://tinyurl.com/KappbookG2 4. Bring Karl to speak to your organization for a workshop or keynote. Contact him at firstname.lastname@example.org Or on his web site at: http://karlkapp.com/contact/ 5. Karl M. Kapp Presents: 6. Design Takeaway Challenge 7. t was a quiet Monday morning, very quiet, really quiet almost too 8. Then, out of nowhere, she flew into my office, like a Boss who had a problem that needed solved Hi Boss. 9. I have a problem that needs to be solved. 10. We need more engagement. She wanted to increase learner engagement and have more interactive learning in our Life Sciences company. 11. You came to the right guy thats what I do 12. Yeah, I knowthats why I hired you. Ugh.. Now take the new person here and go ask Clyde, he went to a SPBT session on the subject. Dont you mean LTEN???? 13. For some reason, she didnt seem bothered by the fact that she was breaking the companys strict no smoking policy 14. Heres where you come in. Help me figure out the clues and fast. 15. Instructions A statement is presented Type in Code word Text Response: Take out your text- machines Standard Texting Fees Apply! 16. How To Participate via Texting 1. Polleverywhere has no access to your phone number 2. Capitalization doesnt matter, but spaces and spelling do AMZ01 IAMZ02 ALRIGHT01 AMZ01 17. How To Vote via PollEv.com/karlkapp Capitalization doesnt matter, but spaces and spelling doTIP AMZ01 IAMZ02 ALRIGHT01 PollEv.com/karlkapp 18. 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 19. Choose your disguise 20. Stakes are high 21. First stopClydes officelook for clues 22. Games and Gamification are the Same thing? 23. LookI found some things written on one of Clydes notebooks. Could be a leador it could be this sessions learning objectives 24. Lets get going. 25. Now we need to find Ivanthe Informant... I knew one of his old haunts. 26. He was about as friendly as a fly at a fly strip convention. Hello, Clueless 27. Look I am going to ask you some questions, the right answer gives you a clue to gamification and interactive learning. He was about as friendly as a fly at a fly strip convention. 28. What do you and your lackies here have to say about this? 29. How many types of gamification are there? 30. There are two types of gamification. 31. He grabbed his typewriter and made some notes to explain to me the difference between the two types of gamification. 32. Structural Gamification is use of game- elements to propel a learner through content with no alteration or changes to the content. Structural: Points Badges Leaderboard 33. Content Gamification use of game thinking to alter content to make it more game-like but doesnt turn the content into a game. Content: Challenge Story Characters Missions 34. Ivan then grabbed his laptop to show me a demonstration of the two types. 35. First Structural Gamification. 36. Gamification The concept of gamification Consists of many different elements. These elements can include: Story Character Mystery Curiosity Curve of Interest Surprise Chance Points Badges Screen captures courtesy of MindTickle. 37. Then he demonstrated content gamification.... 38. It was a little like dj vu .this content gamification.. 39. It has elements of story, characters and content that was altered to be more game-like 40. This mystery of interactive learning was starting to take shape 41. Twittermission 42. Enter Question TextOk, now lets get into the research! 43. Riddle me thiswhich is a better way to learn, studying a little bit of content at a time or learning it all in one big chunk of time? 44. Content Content Content Time Time 45. The spacing promotes deeper processing of the learned material. 46. HaI know this! Space learning out in small chunks over time, 24 hours is the optimal spacing. Some call it drip learning. Break up content in classroom every 8-10 minutes. 47. In fact, a study using a randomized control group conducted a trial at ten sites in southeast India with over 500 subjects. Working Indian men (aged 3555 years) with impaired glucose tolerance were randomly assigned to either a mobile phone messaging intervention or standard care.. Ramachandran, A. et. al. Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6 48. Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6 Avoid snacks while watching TV; you may overeat. Use stairs instead of an Elevator 49. Lowered risk of developing Type 2 diabetes by 36%. Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6 50. Let me show you something. 51. What is the new name of SPBT Submit What? The name has changed? Life Sciences & Educators Network. Super People, Better Trainers 52. Congratulations!! Youve Unlocked Level Two. 53. Wow, Im almost impressed with your knowledge. Here is another question. Is testing yourself is a better way to learn than re-reading or re-listening to material? 54. Enter Question Text Its a fact: Retrieval Practice alone can provide improved recall performance by as much as 10-20%. 55. Require students to recall content to enhance learning. In other words, use testing to reinforce learningnot just for evaluation. 56. Combining Spaced Retrieval and Retrieval Practice is really powerful. One study in the subject of Anatomy and Physiology revealed retention benefits of between 35% and 61% with average of 41%. Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances in Physiology Education 37: 184191, 2013; doi:10.1152/advan.00174.2012 57. Ivan had another question for meI was the one who was supposed to be askn questions. Do learners remember facts better when presented in a bulleted list or when presented in a story? 58. Researchers have found that the human brain has a natural affinity for narrative construction. People tend to remember facts more accurately if they encounter them in a story rather than in a list. 59. Again with the computer. 60. Thanks, Ivan.One more thing 61. Add characters to your learning designs 62. In tests involving word problems, the group who had a character explain the problems generated 30% more correct answers than the group with just on-screen text. 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 63. 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 Animated pedagogical agents (characters) can be aids to learning. A realistic character did not facilitate learning any better than a cartoon- like character. 64. Now get out of here 65. This mystery of interactive learning was starting to take shape 66. Lets brief the boss on what we know so far 67. So what have we learned? 68. So far, so good. Follow the next clue on the matchbook I found in my desk drawer. 69. I arrived at the place on the matchbook, as shady as a clump of oaks caught in an eclipse 70. Enter Question TextHmm What could this location and clue mean??? Tell me. Does engaging instruction start with 71. Action draws in the learner and encourages further engagement. 72. Make the learner do something Answer a question Identify a procedure. Make a decision. Solve a mystery. Confront a challenge. Solve a Problem. Write a proposal Hands On 73. Law & Order Create Open Loops Think of my favorite show! 74. Just as I was leaving, I found another matchbook. 75. Seems like a clueshould Learning be easy so we dont discourage the learners? or Challenging where some learners will struggle? 76. Look! Things that are too easy or too difficult will not pique a learners interest because they lead to boredom or frustration. 77. Let me show you Clydes folder on this subject. 78. Do you know what elements contribute to flow? 79. Achievable Task Clear Goals Control Over Actions (Autonomy) Concentration 80. You can also add elements such as 81. You can also add elements such as Novelty Inconsistency Complexity SurpriseIncomplete information Unpredictable Future 82. In fact, Clyde saysgive them the Kobayashi Maru of challenges. 83. Suddenly, a voice appeared out of nowherethe mysterious Learning Lady 84. I saw her eyes in the shadows of the alley and she simply said Consider the use of fantasy in constructing learning events. 85. Yah sure about this fantasy thing? This make believe stuff? 86. Fantasy provides two learning benefits... 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. 87. Then, suddenly, she emerged from the shadows. I pictured you differently 88. Here are some more matches for your boss. She smokes a lot. She shouldnt smoke. 89. Well, here is the next clue, do we : Put the learner at risk. or Let the learner safely explore the environment. 90. No risk, or danger equal no skin in the game. Get the learner emotionally involved by putting him or her at mock risk. 91. Losing (points, game) Not Solving the Problem Social Credibility Recognition Then they mysterious stranger started talking about what learners can risk Starting Over Multiple Lives 92. In games, failing is allowed, its acceptable, and its part of the process. 93. Time for a recap with the boss she looked a little frazlledshe needed to know one more thing. 94. I want to know one more thing. What did you detectives learn about gamification? 95. What are some gamification practices that can engage learners? 96. Any Others? 97. Heres my short list. 1) Story/Characters 2) Polling/Audience Input 3) Points/Winners/Teams 4) Mystery/Curiosity 5) Open Loop 98. Great stuff, you LTEN folks really seemed to have cracked the case as to what makes engaging learning. 99. So what detective team was the most helpful in solving the mystery? Who were the winners? 100. Ugh There all winners to me. 101. Mystery solved, just in time for the weekend. I was anxious to get some rest 102. Butto my surprise as the Boss was driving away, she threw yet another matchbook. 103. Unfortunately, well have to leave that mystery for another keynote. 104. The End 105. Credits: Detective Artwork Courtesy of Vanessa Bailey Flow Diagram by Kristin Bittner Typewriter and Mysterious Eyes are Clip Art Audience Response by Poll Everywhere Demo of Gamification Software by MindTickle 106. QUESTIONS? </p>