games and gamification of college course content: examples and best practices
DESCRIPTION
This presentation starts with three "Do's" in terms of using games within a classroom and then provides a number of example games from a variety of disciplines.TRANSCRIPT
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By Karl M. KappBloomsburg UniversityGamification of Learning &InstructionFebruary 28, 2014EMAIL: [email protected]: @kkappBLOG: http://karlkapp.com/kapp‐notes/
Gamification of College Course Content: Examples and Best Practices
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Agenda
What isGamification?
Should I Embed GamesInto My Courses?
Are GamesEffective for Learning?
Why Play in Groups andMultiple Times?
5
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Use game-based mechanics, aesthetics and game thinking to engage people, motivate action,
promote learning, and solve problems.
Gamification
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Instruction with seriousgames yields higher learning gains than conventional
instruction.
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Type of Knowledge/Retention
% Higher
Declarative 11%Procedural 14%Retention 9%
Percentages of Impact OverTraditional Training
17% Higher than Lectures
5% Higher than Discussion
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
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FactType of Knowledge/Retention
% Higher
Declarative 11%Procedural 14%Retention 9%
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. Review of 39 studies 54% conducted in the last year.
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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
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.
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Games are more effective than traditional instruction when multiple sessions are
involved.
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Conventional instruction for a one‐off is better vs. one game session
Multiple game sessions better thanmultiple 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.
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Games are more effective than traditional instruction when players work in groups.
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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/a003131139 Studies.
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Games Must be Embedded into the Curriculum to be Effective for Learning.
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Example.
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Examples
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Business: Proposal Writing
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Learning to Write a Proposal
• Form students into companies (teams)• Provide Request for Proposal• Students develop:
– 40 page proposal– Working Prototype– Sales Presentation
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Science:Heat Flow and Thermal Conductivity
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GroupGroup Results by AssessmentPre Post Final
Game Mean .378
5 .447 .5136
Std. Deviation .167 .168 .169N 140 125 100
TaskMean RatingBefore
Mean RatingAfter
DifferenceAfter-Before
Calculate volume of 3-D shape 2.83 4.00 1.17
Calculate surface area of 3-D shape 2.33 3.83 1.50
Understand concept of conductivity and heat flow 1.50 3.82 2.32
Understand relationship between conductivity & heat flow. 1.17 3.17 2.00
Apply heat flow formula 1.00 3.33 2.33
Understand difference between dead and live load 1.50 3.33 1.83
Preliminary Survival Master Results
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Teaching Algebra
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http://www.forbes.com/sites/jordanshapiro/2013/07/01/it‐only‐takes‐about‐42‐minutes‐to‐learn‐algebra‐with‐video‐games/
Dragon Box 2
Students who played at least 1.5 hours, 92.9% achieved mastery. Of those students who played at least 1 hour, 83.8% achieved mastery. Of those students who played at
least 45 minutes, 73.4% achieved mastery.
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Grammar
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Grading Game
http://www.gradinggame.com/
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Literature
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Political Science: Elections
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Political Science: Geopolitical
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Working with People: Decision Making
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Working with People: Ethics
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Resources• Survival Master; Heatflow and Conductivity
– http://gaming2learn.org/survival_master/ft2014/
• DragonBox Algebra Game– http://www.dragonboxapp.com/
• The Grading Game– http://www.gradinggame.com/
• Win the Whitehouse– http://www.gamesforchange.org/play/win-the-white-house/
• eLECTIONS: Your Adventure in Politics– http://www.ciconline.org/Resource/elections-your-adventure-in-politics
• Quandry Game– http://www.quandarygame.org/play
• Research Ethics– http://ori.hhs.gov/TheLab/TheLab.shtml
• Lord of the Flies Game– http://www.nobelprize.org/educational/literature/golding/index.html
• English as a Second Language– http://traceeffects.state.gov/
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Finding Educational Games
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Resources• List of Games and Simulations
– http://www.clarkchart.com/
• Political Science Related Games– https://www.icivics.org/
• Science and Medical Related Games– http://edheads.org/– http://www.nobelprize.org/educational/
• Games with an Agenda– http://www.gamesforchange.org/