10 Things We Know about Games for Learning From Research

Karl Kapp Professor, Bloomsbug University

September 2014 @kkapp

For: Notes Slides

Additional Ideas www.karlkapp.com

www.karlkapp.com/kapp-notes

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Lectures are NOT effective for fostering higher level thinking?

Gibbs, G., (1981). Twenty Terrible Reasons for Lecturing, SCED Occasional Paper No. 8, Birmingham. http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html and Bligh, D., (1972). What’s the Use of Lectures? Penguin.

Bloom, B. S., (1953). “Thought Processes in Lectures and Discussions.” Journal of General Education Vol. 7. Isaacs, G., (1994). “Lecturing Practices and Note-taking Purposes.” Studies in Higher Education, 19:2.

During lectures students'

thoughts involved attempting to solve

problems, or synthesize information 1% of the

time.

78% of the lecture is spent in ‘passive thoughts about the subject’ and ‘irrelevant thoughts’.

21 studies found lecturing to be less

effective than: discussion, reading

and individual work in class.

Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences) Aoproved April 15, 2014

“Study of 2,300 people found only 6% of organizations are successful in influencing

behavior change among employees.” --Al Switzler

10. Games Can Influence People to Behave in a Pro-

social Manner

First Experiment indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information.

Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

Second Experiment indicated that playing the game Darfur is Dying resulted in a greater role taking and willingness to help than either game watching or text reading.

Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

Rosenberg, R.S. Baughman, S.L., Bailenson, J.N. (2013) Virtual Superheroes: Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. PLOS One., 8(1), 1-9.

Flying around a virtual world as a superhero made subjects nicer in the real world. physical

world

Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.

28% helped to pick up pencils

33% helped to pick up pencils

67% helped to pick up pencils

22% intervened

56% intervened

9. Games Must be Embedded into the Curriculum to be

Effective for Learning.

Engagement

Pedagogy Game

Educational Simulation

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.

Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005-004). 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

Example

Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Sek E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

8. Games are more effective than traditional instruction when multiple sessions are

involved.

Conventional instruction for a one-off is better vs. one game session

Multiple game sessions better than multiple conventional sessions

Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

7. Games are more effective than traditional instruction

when players work in groups.

With serious games, both learners playing individually and those playing in a group learn more than the comparison group, but learners who play serious games in a group learn more

Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

6. Instruction with serious games yields higher learning

gains than conventional instruction.

Type of Knowledge/Retention

% Higher

Declarative 11% Procedural 14% Retention 9%

Percentages of Impact

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies

Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

Twittermission

First Person

Third Person

5. Third person view in a game is better for changing a person’s behavior than first

person.

First Person

Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.

Third Person

Third Person View

Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.

“Seeing oneself as acting in a movie or a play is not merely fantasy or indulgence; it is fundamental to how people work out who it is they are, and may become.” Ben Casey

5. While playing a game, learners will voluntarily do

harder problems.

A math facts game deployed on a handled computer encouraged learners to complete greater number of

problems at an increased level of difficulty.

Learners playing the handheld game completed nearly 3 times the number of problems in 19 days

and voluntarily increased the level of difficulty.

Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games: Assessing the value of educational video games in the classroom. Paper presented at the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.

Who is more likely to run 24 hours later? A. Person who watched an avatar not like

them running B. Person who watch an avatar like them

running C. Person watching an avatar like them

loitering

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, 21 (3), 95-113.

4. An experience as an avatar can change a person's real life

perceptions.

An experience as an avatar can change a person's real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people.

Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA

3. 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 .

20% higher confidence levels.

Simulation/games build more confidence for on the job application of learned knowledge

than classroom instruction.

2. Games don’t have to be considered “entertaining” to be

instructional.

Games do not have to be entertaining to be instructional.

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .

1. An instructional game will only be effective if it is designed to

meet specific instructional objectives and was designed as it

was intended.

Focusing on non-instructional elements will make the game “fun” but not necessarily educational. Clear instructional objectives must be met in the game. Game must be designed to meet the objectives.

Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Chapter 4 “The Gamification of Learning and Instruction.”

1) An instructional game will only be effective if it is designed to meet specific instructional objectives and was designed as it was intended.

2) Games don’t have to be considered “entertaining” to be instructional. 3) Simulation/games build more confidence for on the job application of

learned knowledge than classroom instruction 4) An experience as an avatar can change a person's real life perceptions. 5) While playing a game, learners will voluntarily do harder problems and

work. 6) Instruction with serious games yields higher learning gains than

conventional instruction. 7) Games are more effective than traditional instruction when players work

in groups. 8) Games are more effective than traditional instruction when multiple

sessions are involved. 9) Games Must be Embedded into the Curriculum to be Effective for

Learning. 10) Games can influence people to behave in a pro-social manner.

Take-Away

Questions/More Information

• Email: kkapp@bloomu.edu • Email: karlkapp@gmail.com • Twitter: @kkapp • Pinterest: Gamification Happenings • Facebook: http://www.facebook.com/gamificationLI