learning 3.0 training magazine presentation: gamification of learning & instruction

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Twitter:@kkapp By Karl M. Kapp Learning 3.0 Conference Bloomsburg University October 24, 2012 Gamification of Learning and Instruction

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Page 1: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Twitter:@kkapp

By Karl M. KappLearning 3.0 ConferenceBloomsburg UniversityOctober 24, 2012

Gamification of Learning and Instruction

Page 2: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Google “Kapp Notes”Google “Kapp Notes”

2012 New Book:“The Gamification of Learning and Instruction”

2012 New Book:“The Gamification of Learning and Instruction”

September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer

September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer

September 2012 Training Quarterly ArticleFive Gaming Elements for Effective e-Learning

September 2012 Training Quarterly ArticleFive Gaming Elements for Effective e-Learning

Page 3: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

1

Agenda

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?

Interactiv

ityGames

Gamificati

on

Page 4: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Are games/simulations effective for learning?

How does Gamification fit into all of this?

Page 5: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Let’s Play Fact or Fishy…

Page 6: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Rules• A statement is presented

– If “true” indicate: FactX– If “false” indicate: FishyX

• Text Response:

Take out your text-machines

Standard Texting Fees Apply!

Page 7: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Simulation/games have to be entertaining to be educational?

Simulation/games have to be entertaining 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.”

Page 8: Learning 3.0 Training Magazine Presentation: Gamification of Learning & 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.”

FISHY!

Page 9: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

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.”

Page 10: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Fact, 20% higher confidence levels.

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.”

Page 11: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

In a Meta-Analysis…

Knowledge retention for game/simulation was 17% higher than a lecture.

Is that Fact or Fishy?

Page 12: Learning 3.0 Training Magazine Presentation: Gamification of Learning & 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.”

Page 13: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

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.”

Page 14: Learning 3.0 Training Magazine Presentation: Gamification of Learning & 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.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.

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.”

Page 15: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Example

Image Courtesy of Enspire Learning

Page 16: Learning 3.0 Training Magazine Presentation: Gamification of Learning & 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.

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.

Page 17: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Type of Game Play(Customer

Development)

Level of InteractivityType of

Knowledge Taught

Low Medium High

Exploration/Simulation Engine/Free Play Area

$25,000-$35,000

$35,000-$50,000

$50,000-$150,000

Problem-Solving

Branching story, On-Line Board Games

$10,000-$15,000

$15,000-$30,000

$30,000-$50,000

Conceptual Knowledge/

Rules

Matching, 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.

Page 18: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Use game-based mechanics, aesthetics and game thinking to engage people, motivate

action, promote learning, and solve problems.

GamificationGamification

Page 19: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Whole Part

Gaming

Playing

(Serious ) Games

Simulations

Gamification

Course Hero

Toys

Legos

Playful Design

iPhone

From Game Design Elements to Gamefulness: Defining “Gamification”, Deterding, S. et. al

Page 20: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

http://www.coursehero.com/courses/

Page 21: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction
Page 22: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction
Page 23: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

2 weeks after launching Courses (powered by gamification), CourseHero received 350 suggested edits to existing courses and 122 requests for new courses.

Another 68 people offered to augment existing courses by creating their own course to be hosted on coursehero.com.

Page 24: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction
Page 25: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction
Page 26: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

For Gamified courses, the time on site for the Courses are nearly three times as long as time onsite for all of coursehero.com.

Social sharing of achievements increased nearly 400 percent in three months.

Page 27: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

… it’s not all about points, badges and progress bars.

Page 28: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

20% increase in profile completion.

Page 29: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Elements of Games that Aid Learning

• Story• Character • Recognition• Levels• Challenges • Chance• Replayability• Aesthetics• Time• Continual Feedback

Page 30: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Elements of Games that Aid Learning

• Story• Character • Recognition• Levels• Challenges • Chance• Replayability• Aesthetics• Time• Continual Feedback

NOT Enough Time

Page 31: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Elements of Games that Aid Learning

1. Feedback2. Story3. Characters4. Fantasy

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FeedbackFeedback

Page 33: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction
Page 34: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

The most helpful feedback provides specific comments about errors and suggestions for improvement. It also encourages learners to focus their attention thoughtfully on the task rather than on simply getting the right answer.

Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. J. Cody, & P. Vorderer (Eds.), Serious Games: Mechanisms and Effects. Philadelphia, PA: Routledge/LEA. 295-321.

Page 35: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Games like The Sims provide feedback on many dimensions which provide

opportunities to consider tradeoffs and higher level cognitive thinking.

Page 36: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction
Page 37: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Leaderboards provide opportunities for players to

receive feedback about their performance as compared to

others.

Comparative and relative feedback

Page 38: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Focused Feedback encourages activity.

Page 39: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

StoryStory

Page 40: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Learners remember facts better…

When presented in a bulleted list as opposed to when presented in a story.

Is that Fact or Fishy?

Page 41: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

FISHY: Researchers have found that the human brain has a natural

affinity for narrative construction.

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.

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.

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.

Page 42: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

1.Characters

Story Elements

5. Conclusion

2. Plot (something has to happen).

3. Tension

4. ResolutionCharacter encounters problem

Problem builds tension

A solution is offered

Results are presented/positive

Page 43: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

NikePlus Stats for Karl

Page 44: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction
Page 45: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Recommendations

• Embed facts to be learned in the context of stories.

• Use stories that are related to the context of the desired learning outcome.

• Embed facts to be learned in the context of stories.

• Use stories that are related to the context of the desired learning outcome.

Page 46: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

We’ve Always Wanted Characters

Page 47: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

An on-screen character is distracting to the learner..

Is that Fact or Fishy?

Page 48: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

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.

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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.

Page 50: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Who is more likely to run 24 hours later?

A.Person who watched an avatar that did not look like them runningB.Person who watched an avatar that looked like them runningC.Person watching an avatar that looked like them loitering /hanging out

Page 51: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

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.

Page 52: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

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.

Page 53: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Malone’s Theory of Intrinsically Motivating Instruction

Challenge Fantasy Curiosity

Page 54: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Fantasy– There are both cognitive and emotional reasons for evoking fantasy. 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.

Image courtesy of Game On! Learning

Page 55: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Evidence-Based Recommendations • Use characters/agents to model desired behavior.

• Use characters/agents to provide feedback and instruction to learners.

• Fantasy is an acceptable and positive element for instructional games

• Use characters/agents to model desired behavior.

• Use characters/agents to provide feedback and instruction to learners.

• Fantasy is an acceptable and positive element for instructional games

Page 56: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Games can influence people to behave in a positive manner.

Is that Fact or Fishy?

Page 57: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

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

Page 58: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

28% helped to pick up pencils

Page 59: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

33% helped to pick up pencils

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67% helped to pick up pencils

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22% intervened

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56% intervened

Page 64: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

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.

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.

Page 65: Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction

Contact Karl via Twitter or emailContact Karl via Twitter or email

Twitter:@[email protected]:@[email protected]

QUESTIONS?QUESTIONS?