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Keynote address from The Medical Device & Diagnostic Trainers Summit held in Princeton, NJ by the Socieyt of Pharmaceutical & Biotech Trainers
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Twitter:@kkapp
By Karl M. KappBloomsburg UniversityOctober 2, 2012
The Gamification of Learning:What Research Says About Simulations &
Serious Games
Are games/simulations effective for learning?
Let’s Play
Fact or Fishy…
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?
Rules• A statement is presented
– If “true” indicate: FactX– If “false” indicate: FishyX
• Text Response:
Take out your text‐machines
Standard Texting Fees Apply!
Games/simulations must 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.”
Image Courtesy of http://www.designingdigitally.com/
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!
Image Courtesy of http://www.designingdigitally.com/
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 9% higher than for traditional instruction.
Is that Fact or Fishy?
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.”
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.”
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.”
Evidence‐Based 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.
Type of Game Play(Customer
Development)
Level of InteractivityType of
Knowledge Taught
Low Medium High
Exploration/SimulationEngine/Free Play Area
$25,000‐$35,000
$35,000‐$50,000
$50,000‐$150,000
Problem‐Solving
Branching story, On‐LineBoard Games
$10,000‐$15,000
$15,000‐$30,000
$30,000‐$50,000
ConceptualKnowledge/
RulesMatching, Trivia Games, Drag and Drop Games
$1,500‐$3,000
$3,000‐$5,000
$5,000‐$20,000
Declarative Knowledge/Fact/Jargon
Wait a minute, games can be expensive.
Use game-based mechanics, aesthetics and game thinking to engage people, motivate action,
promote learning, and solve problems.
Gamification
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
Two Elements of Games that Aid Learning
1. Story2. Characters
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.
Evidence‐Based Recommendations
• Use characters/agents to model desired behavior.
• Use characters/agents to provide feedback and instruction to learners.
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.
