the gamification of learning: what research says …...animated pedagogical agents (characters) can...

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.

Contact Karl via Twitter or email

Twitter:@kkappkkapp@bloomu.eduTwitter:@kkappkkapp@bloomu.edu

QUESTIONS?