mission possible: creating learner engagement
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Lynda.com Courses: Gamification of LearningYouTube Video
Web Site:www.karlkapp.com
Bookswww.karlkapp.comEmail: [email protected]: @kkappBooks: Play to Learn, GamificationLynda.com: 6 Courses
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Challenge
Action
Fantasy
FunkadelicSoundwaves
No FailureLearning
Objectives
Cramming
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X XX X
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XStoryX
XRiskX XChoicesX
XMysteryX
Look, there is a clue written on the wall. Let me
see what is says.
Wow, it’s a lot bigger in inside than it looks from
outside.
Hmm, it says: When creating engaging learning should you
Make it easy so we don’t discourage the learners.
or
Make it challenging, knowing some will fail the first few times.
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2 “The Gamification of Learning and Instruction.”
It needs to be challenging.
Look! Good games give players a set of challenging problems and let them solve those problems until they can do it automatically.
Then those same games throw a new class of problem at the players requiring them to re-think, their now—taken for granted—mastery. They must learn something new and integrate
into their old mastery.
Carolina Jane, a world explorer, I’ll help you solve
this mystery.
And, help you learn about creating engaging instruction.
So, keep in mind things that are too easy or too difficult will not pique a learner’s interest
because they lead to boredom or frustration.
Research has shown that challenge is correlated with both intrinsic motivation and motivation related to the desire to seek competence and self confidence.
White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
Found a clue, when creating engaging instruction, should you start with
Written instructions and explanations of terms and concepts.
or
The learner taking action right away before any explanations.
Good game designers know that games are engaging because they require action
right away.
Action draws in the player and encourages further engagement.
Instruction needs to be the same.
Make the learner do something
Answer a questionIdentify a procedure.
Solve a mystery.
Confront a challenge.
Pick a team.
Make a decision.
Hands on.
Active learning increases student performance in science, engineering, and mathematicsScott 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)
Check out my folder on this topic.
Look a clue written on the wall.
Provide didactic, step-by-step, prescriptive instruction.
orCreate a sense of mystery and curiosity about the instruction.
Check out my notebook on the topic.
It is always a good idea to build curiosity and mystery into instruction. It draws in the learner
and provides motivation.
I see, a sense of suspense, mystery and
intrigue draws people into games and can draw them
into learning as well.
It says, when creating a game should you…
Put the player at risk, they could die at any moment.
or
Let the player safely explore the environment.
No risk, or danger equal no skin in the game.
Get the player emotionally involved by putting him or her at “mock”
risk.
They are over here, genius.
It says, when creating a game should you…
Encourage activities that might lead to failure.
or
Create an environment where failure is not possible.
In games, failing is allowed, it’s acceptable, and it’s part of the process. Games accommodate
failure with multiple lives, second chances and alternative methods of
success.
Research indicates that our brains grow when we make a mistake because it is a time
of struggle.
Our brains react with greater electrical activity when we make a mistake than when we are correct.
Moser, J. Schroder, H.S., Heeter, C., C., Moran, T.P., & Lee, Y.H. (2011) Mind your errors: Evidence for a neu mechanism linking growth mindset to adaptive post error adjustments. Psychological Science, 22, 1284-1
Challenge, Curiosity, Control, Fantasy, Cooperation, Competition and Recognition.
What motivates learners is...
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
You are now one step closer to finding your professor and solving the case of
what makes engaging instruction.
When creating a game, do you…
Give players choices about what level to enter the game.
or
Create one path for every player.
When given control over their learning, research has shown that learners invested more and attempted more complex strategies than when they had no control. So give learners control.
Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects o contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730
Let them choose levels, where to enter the content, what questions they would like answered.
Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730
Do learners remember facts better when…
Presented in a bulleted list
or
Presented as part of a story?
People tend to remember facts more accurately if they
encounter them in a story rather than in a list.
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.
And they rate legal arguments as more convincing when built
into narrative tales rather than on legal precedent.
Researchers have found that the human brain has a natural affinity
for narrative construction.
Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading Stories Activates Neural Representations of Visual and Motor Experiences.Psychological Science, 20(8), 989–999. doi:10.1111/j.1467-9280.2009.02397.x
When a person reads about certain activities in a story, the areas of the brain associated
with those activities are activated.
Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading Stories Activates Neural Representations of Visual and Motor Experiences.Psychological Science, 20(8), 989–999. doi:10.1111/j.1467-9280.2009.02397.x
The research found that different brain regions track different aspects of a story. If the character moved, the corresponding region of the brain for physical movement
became active.
It’s a research report conducted in India. With the words “spaced
repetition” and “retrieval practice” written in the margins.
Let me tell you about the study. It used a randomized control group in a trial at ten sites in southeast India with over 500 subjects.
Working Indian men (aged 35—55 years) with impaired glucose tolerance were randomly assigned to either a mobile phone messaging intervention or standard care..
Ramachandran, A. et. al. Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6
Lowered risk of developing Type 2 diabetes by 36%.
Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6
Hey, no spoiler alert?
Where did you come from.
Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6
I know, it’s called Spaced Repetition.
“Retrieval Practice” alone can provide improved recall performance by as much as 10-20%.
Require students to recall content to enhance learning.
In other words, use testing to reinforce learning—not just for
evaluation.
Yes, combining Spaced Retrieval and Retrieval Practice is really
powerful.
One study in the subject of Anatomy and Physiology revealed retention
benefits of between 35% and 61% with average of 41%.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012
In fact, most gamification platforms use both “Spaced Repetition” and “Retrieval
Practice” to reinforce learning.
Never, mind, let me read it.
To focus the learner’s attention when starting instruction is it better to use…
Behaviorally defined objectives
or
Questions posed to the learner
I’m cracking the whip on this one…don’t use behaviorally
defined instructional objectives to begin instruction.
What?
Ok, so we solved the mystery of engaging instruction but
where is the professor?
The professor has been here all along, guiding us toward
engaging instruction.
1) Story2) Audience Input3) Questions4) Mystery/Curiosity5) Characters6) Action7) Feedback8) Fantasy
Lynda.com Courses: Gamification of LearningYouTube Video
Web Site:www.karlkapp.com
Bookswww.karlkapp.comEmail: [email protected]: @kkappBooks: Play to Learn, GamificationLynda.com: 6 Courses