games, gamification and the quest for engagement:
DESCRIPTION
Presentation provides information on how to engage learners using elements of games. It provides an example of the elements in action.TRANSCRIPT
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Twitter:@kkapp
By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction May 18, 2014
Games, Gamification and the Quest
for Engagement:
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Design Takeaway Challenge
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Rules
• A statement is presented
– Type in “Code word”
• Text Response:
Take out your text-machines
Standard Texting Fees Apply!
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How To Participate via Texting
1. Polleverywhere has no access to your phone number 2. Capitalization doesn’t matter, but spaces and spelling do
AMZ01
IAMZ02
ALRIGHT01
AMZ01
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How To Vote via PollEv.com/karlkapp
Capitalization doesn’t matter, but spaces and spelling do TIP
AMZ01
IAMZ02
ALRIGHT01
PollEv.com/karlkapp
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Observe the process, take notes for debrief.
-What design techniques are used? -What elements add to experience?
-What instructional design principles are being followed or broken?
How To Participate via Observation
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Notes Slides
Additional Ideas
www.karlkapp.com/kapp-notes
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GII Theatre
and
Karl M. Kapp
Present:
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Games, Gamification
and the
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t was a quiet Monday morning, very quiet, really quiet… almost too…
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Then, out of nowhere, she flew into my office, like a boss who had a problem that needed solved …
Hi Boss.
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I have a problem that needs to be solved.
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We need more engagement.
She wanted to increase learner engagement and have more interactive learning for career training and services.
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You came to the right guy that’s what I do…
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Yeah, I know…that’s why I hired you. Ugh..
Now take the new person here and go ask Clyde, he went to a
conference on the subject.
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For some reason, she didn’t seem bothered by the fact that she was breaking the organization’s no smoking policy…
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Here’s where you come in. Help me figure out the clues …and fast.
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Choose your disguise…
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Stakes are high……
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First stop…Clyde’s office…look for clues
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Game Thinking
B)
Teaching knowledge, skills & abilities using a self-contained game.
A)
Using game-based techniques to engage people, motivate action promote learning & solve problems.
C)
Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment.
D)
Application of different types of game-elements to propel a learner through content with no changes to the content.
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I found three things written on one of Clyde’s notebooks.
Could be a lead…or
…it could be this session’s learning objectives
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Let’s get going.
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Now we need to find Ivan…the Informant... I knew one of his old haunts.
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He was about as friendly as a fly at a fly strip convention.
Hello, Clueless…
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Look I am going to ask you some questions, the right answer gives you
a clue to interactive learning.
He was about as friendly as a fly at a fly strip convention.
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What do you and your lackies here have to say about this?
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Are Game-based Learning and Gamification are the same thing? Games and Gamification are the same thing?
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Enter Question Text Next clue, how many types of gamification are there?
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There are two types of gamification.
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He grabbed his typewriter and made some notes to explain to me the difference between the two types of gamification.
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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
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Content
Gamification use
of game thinking
to alter content
to make it more
game-like but
doesn’t turn the
content into a
game.
Content:
Challenge
Story
Characters
Missions
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Ivan then grabbed his laptop to show me a demonstration of the two types.
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First Structural Gamification….
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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….
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Then he demonstrated content gamification....
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It was a little like déjá vu ….this content gamification…..
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It has elements of story, characters and content that was altered to be more game-like…
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Ivan had another question for me…I was the one who was supposed to be ask’n questions….
Do learners remember facts better when presented in a bulleted list or
when presented in a story?
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This mystery of interactive learning was starting to take shape…
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Thanks, Ivan.
Get out of here….
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Let’s brief the boss on what we know so far…
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So what have we learned?
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So far, so good. Follow the next clue on the matchbook I found in my desk drawer….
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I arrived at the place on the matchbook, as shady as a clump of oaks caught in an eclipse…
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Enter Question Text Hmm… What could this location and clue mean??? Tell me. Does engaging instruction start with:
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Action draws in the learner and encourages further engagement.
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Too often instructional design is about the content and not about the actions that
need to occur.
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Make the learner do something
Answer a question
Identify a procedure.
Make a decision.
Solve a mystery.
Confront a challenge.
Pick a team.
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Just as I was leaving, I found another matchbook.
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Seems like a clue…should
Learning be easy so we don’t discourage the learners? or Challenging where some learners will struggle?
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Look! Things that are too easy or too difficult will not pique a learner’s interest because they lead to
boredom or frustration.
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Let me show you Clyde’s folder on this subject.
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Do you know what elements contribute to
flow?
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Achievable Task
Clear Goals
Control Over Actions (Autonomy)
Concentration
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You can also add elements such as …
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You can also add elements such as … Novelty
Inconsistency
Complexity
Surprise Incomplete information
Unpredictable Future
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In fact, Clyde says…give them the Kobayashi Maru of challenges.
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Suddenly, a voice appeared out of nowhere…the mysterious Learning Lady
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Challenge, Curiosity, Control, Fantasy, Cooperation, Competition and Recognition.
I saw her eyes in the shadows of the alley and she simply said…to motivate learners add …
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Hey, I know that’s Malone’s Theory of Intrinsically Motivating Instruction.
Yes, it is …. Ya’h sure about this “fantasy” thing?
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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
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Then, suddenly, she emerged from the shadows.
I pictured you differently…
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Here are some more matches for your boss. She
smokes a lot.
She shouldn’t smoke.
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Well, here is the next clue, do we :
Put the learner at risk. or Let the learner safely explore the environment.
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No risk, or danger equal no skin in the game.
Get the learner emotionally involved by putting him or her at “mock” risk.
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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
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In games, failing is allowed, it’s acceptable, and it’s part of the
process.
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Also, failure or earned success can lead to emotion which can contribute
to Episodic Memory.
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Time for a recap with the boss…she looked a little frantic…she wanted to know one more thing.
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I want to know one more thing.
What game elements can engage learners?
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What game elements did we encounter today that can
engage learners?
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Any Others?
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Great stuff, you folks really seemed to have cracked the case as to what makes engaging
learning.
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Back to Clyde’s office, which note is right?
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Game Thinking
B)
Teaching knowledge, skills & abilities using a self-contained game.
A)
Using game-based techniques to engage people, motivate action promote learning & solve problems.
C)
Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment.
D)
Application of different types of game-elements to propel a learner through content with no changes to the content.
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To sum it up, what have you learned today?
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Anything else you noticed?
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I thought my work was done but then….I found another pack of matches on my way home…
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But we’ll have to leave that mystery for another presentation….
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One last thing…Design Takeaway Challenge.
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1) Story/Genre
2) Polling/Audience Input
3) Points/Winners/Teams
4) Mystery/Curiosity
5) Pre/Post Test
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QUESTIONS?
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The End
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Credits:
Detective Artwork Courtesy of Vanessa Bailey
Flow Diagram by Kristin Bittner
Typewriter and Mysterious Eyes are Clip Art
Audience Response Devices by TurningTechnologies
Demo of Gamification Software by MindTickle