national registry summit keynote

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Follow on Twitter:@kkapp for updates, slides & additional ideas. By Karl M. Kapp Bloomsburg University Author of Gamification of Learning &Instruction Gamification: Creating Engaged Learners

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This presentation provides an interactive presentation modeling activities that can be used in the classroom to engage learners. The goal is to provide an overview of how games, game elements and game design can drive the learners toward greater understanding, retention and learning through interactive classroom activities. Come prepared to participate in interactive games and learn how to apply games and gamification to the instructional process!

TRANSCRIPT

Page 1: National Registry Summit  Keynote

Follow on Twitter:@kkapp for updates, slides & additional ideas.

By Karl M. Kapp Bloomsburg University Author of Gamification of Learning &Instruction

Gamification: Creating Engaged Learners

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For: Notes Slides

Additional Ideas www.karlkapp.com

www.karlkapp.com/kapp-notes

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Covert Challenge…name five design decisions that impact this presentation.

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NASBA

and Karl M. Kapp

Presents:

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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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Do you know what percent of the time lectures involve

problem solving or attempting to synthesis

information>.

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We need more learner

engagement.

She wanted to increase learner engagement.

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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 NASBA session on the subject.

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For some reason, she didn’t seem bothered by the fact that she was breaking the company’s strict 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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Instructions • 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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Observe the process:

-What design techniques are used?

-What elements add to the experience?

-What instructional design principles are being followed or broken?

How To Participate via Observation

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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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Games and Gamification are the Same thing?

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Look…I found some 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 gamification and interactive learning.

He was about as friendly as a fly at a fly strip convention.

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What do you and your detectives here have to say about this?

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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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This mystery of interactive learning was starting to take shape…

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Twittermission

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Enter Question Text Ok, now let’s get into the research!

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Riddle me this…which is a better way to learn,

studying a little bit of content at a time or learning it all in one big chunk of time?

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Content Content Content

Time Time

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The spacing promotes deeper processing of the learned

material.

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Ha…I know this! Space learning out in small chunks over time, 24 hours is the optimal spacing.

Some call it “drip learning.”

Break up content in classroom every 8-10 minutes.

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In fact, a study using a randomized control group conducted 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

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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

“Avoid snacks while watching TV; you may

overeat.”

“Use stairs instead of an Elevator”

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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

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Wow, I’m almost impressed with your knowledge. Here is another question….

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Is testing yourself is a better way to learn than re-reading or re-listening to

material?

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Enter Question Text

It’s a fact: “Retrieval Practice” alone can provide improved recall performance by as

much as 10-20%.

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Require students to recall content to enhance learning.

In other words, use testing to reinforce learning—not just for

evaluation.

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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

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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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Researchers have found that the human brain has a natural affinity for narrative

construction.

People tend to remember facts more accurately if they encounter them in a

story rather than in a list.

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Again with the computer….

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One more thing…

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Add character’s to your learning designs…

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In tests involving word problems, the group who had a character explain the problems generated 30% more correct answers than the group with just on-screen text.

Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”

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Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”

Animated pedagogical agents (characters) can be aids to learning. A “realistic” character did not facilitate learning any better than a “cartoon-like” character.

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Now get out of here…

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This mystery of interactive learning was starting to take shape…

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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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Make the learner do something

Answer a question

Identify a procedure.

Make a decision.

Solve a mystery.

Confront a challenge.

Solve a Problem.

Write a proposal

Hands On

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Law & Order

Create Open Loops

Think of my favorite show!

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Just as I was leaving, I found another matchbook.

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I found the diner named on the matchbook. It was empty. But the name “Go with the Flow?”

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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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On my walk back to the office, a voice appeared out of nowhere…the notorious Learning Lady

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I saw her eyes in the shadows of the alley and she simply said…

Consider the use of fantasy in constructing learning events….

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Ya’h sure about this “fantasy” thing? This make believe stuff?

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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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Time for a recap with the boss… she looked a little frazlled…she needed to know one more thing.

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I want to know one more thing.

What did you detectives learn about gamification?

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What are some gamification practices 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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So what detective team was the most helpful in solving the mystery? Who were the winners?

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Ugh There all winners

to me.

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Mystery solved, just in time for the weekend. I was anxious to get some rest…

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But…to my surprise as the Boss was driving away, she threw yet another matchbook….

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Unfortunately, we’ll have to leave that mystery for another keynote….

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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 by Poll Everywhere

Demo of Gamification Software by MindTickle

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Covert Takeaway

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Covert Takeaway

1) Story/Characters2) Polling/Audience Input3) Points/Winners/Teams4) Mystery/Curiosity5) Open Loop

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QUESTIONS?