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Games, Gamification and the Need to
         Engage Learners




                    By Karl M. Kapp
                    Bloomsburg University



                     Twitter:@kkapp
Google “Kapp Notes”
                            www.kaplaneduneering.com/kappnotes




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

      September 2011 Training Quarterly Article
  Improving Training: Thinking Like a Game Developer

              July 2011 T&D Article
Matching the Right Instruction to the Right Content
Based on the Book.
Agenda

          1                                      2
                                  How do you apply game-based strategies
What does research say about      to the presentation of learning content?
games and game elements for
learning?




         3                                          4
                                         Ten tips for creating e-learning
What are 3 principles for adding         games and simulations to change
serious games to learning curriculums?   behavior.
10,000 hrs of
  Game play             13 hours
                        of console
                         games a
          87% of 8- to 17- week
              year olds
          play video games
          Digital divisions. Report by the Pew /Internet: Pew Internet & American Life.

              at home.
          US Department of Commerce
Almost 43% of the
                 gamers are female
                 and 26% of those
                  females are over
                        18.



                   Females play 5 hours a week of
                   console games. They make up the
                   majority of PC gamers at 63%.

Digital divisions. Report by the Pew /Internet: Pew Internet & American Life.
US Department of Commerce
Percentages of Impact
                               Type of     % Higher
                               Knowledge/
                               Retention
                               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
Percentages of Impact
    It wasn’t the game, it was level
                   Typegame.
        of activity in the
                           of                                             % Higher
                               Knowledge/
                               Retention
                               Declarative           11%
                                           In other words, the engagement
                               Procedural of the learner in the game leads
                                                     14%
                                                     to learning.
                               Retention              9%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness
of computer-based simulation games. Personnel Psychology .Review of 65 studies
Do simulation/games have to be entertaining to be
                 educational?
NO




Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness
of computer-based simulation games. Personnel Psychology .
Simulation/games build more confidence for
on the job application of learned knowledge
         than classroom instruction.


                                                                              20% higher
                                                                           confidence levels.




     Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness
     of computer-based simulation games. Personnel Psychology .
A math facts game deployed on a handled computer
     encouraged learners to complete greater number of
         problems at an increased level of difficulty.




           Learners playing the handheld game completed
          nearly 3 times the number of problems in 19 days
           and voluntarily increased the level of difficulty.


Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games:
Assessing the value of educational video games in the classroom. Paper presented at the CHI '04
Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.
..it’s the instructional methods and
not the delivery system that
provides the active ingredients for
learning…in a game/simulation.
                  --Jeanne Farrington
Engagement



                   Learning
     Game           Game
                                     Pedagogy




Adapted from Aldrich, C. Learning by Doing. Pfeiffer, page 80
Instructional games should be embedded
      in instructional programs that include
      debriefing and feedback.
                                        Engagement


                       Instructional support to help learners
                       understand Educational the game increases
                                   how to use
                       instructionalSimulation
                                     effectiveness of the gaming
                          Game
                       experience.                Pedagogy



Hays, R. T. (2005). The effectiveness of instructional games: A literature review and
discussion. Naval Air Warfare Center Training Systems Division (No 2005-004).


                                                Aldrich, C. Learning by Doing. Pfeiffer, page 80
Recommendations
1) 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.
Use game-based mechanics,
aesthetics and game thinking to
engage people, motivate action,
  promote learning, and solve
           problems.




 Gamification
Four
 Elements of
Games that Aid
   Learning
1. Avatars
2. Stories & Challenges
3. Levels
4. Feedback
We’ve Always Wanted
    Characters


       Avatars
Why be a Character at
                       All?



                                        Research indicates that human
                                       social models influence behavior,
                                              beliefs and attitudes.




Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
Avatar as Teacher




       Research indicates that learners perceive, interact
      socially with and are influenced by anthropomorphic
       agents (avatars) even when their functionality and
                     adaptability are limited.



Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical
Transactions of the Royal B Society. 364, 3559–3565
An experience as an avatar
                                                                                 can change a person's real
                                                                                 life perceptions. In a study
                                                                                 conducted by Yee and
                                                                                 Bailenson (2006), it was
                                                                                 found that negative
                                                                                 stereotyping of the elderly
                                                                                 was significantly reduced
                                                                                 when participants were
                                                                                 placed in avatars of old
                                                                                 people compared with those
                                                                                 participants placed in avatars
                                                                                 of young people.




Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The
Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual
International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA
Who is more likely to run 24 hours later?

A. Person who watched an avatar not like
   them running
B. Person who watch an avatar like them
   running
C. Person watching an avatar like them
   loitering
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.
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.
First Person View
Third Person View


“Seeing oneself as acting in a movie or a play is not
merely fantasy or indulgence; it is fundamental to
how people work out who it is they are, and may
become.” Ben Casey



 Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You
 are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288
 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual
 perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
Recommendations
• Use avatars to model desired behavior.

• Allow/encourage learners to craft avatars that look like
  themselves for maximum learning impact.

• Use two avatars in e-learning instead of one. One to
  provide knowledge, and one to provide motivation.

• Create the third-person perspective to allow learners to
  observe desired behavior.
Stories & Challenges
Provide a challenge


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
Re-design the Instruction to
   Start with a Challenge
Researchers have found that the                         Yep, People tend to remember facts
 human brain has a natural affinity for                     more accurately if they encounter
       narrative construction.                             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
Story Elements
1.Characters

2. Plot (something has to happen).
3. Tension

 4. Resolution
5. Conclusion
NikePlus Stats for Karl
Games, Gamification and the Need for Engaging Learners
Recommendations
• Embed facts to be learned in the context of stories.

• Start the learning process by providing a challenge to
  the learner.

• Provide a progression from simple to more difficult
  tasks.

• Use stories that are related to the context of the
  desired learning outcome.
Levels
Scaffolding: Process of controlling
the task elements that initially are
  beyond the learner’s capacity.



                                   Guided Practice. Step-by-step
                                  instructions and then fading of
                                            instruction
Once that task is accomplished, the
 learner is then led to accomplish
another goal which builds upon the
              previous.
Level One: Talking with the
       receptionist.
Level Two: Talking with the nurse
          gatekeeper.
Level Three: Talking with the
         physician.
Recommendations
• Provide different entry points into the
  instruction.

• Provide different learner experiences within
  the same e-learning module.

• Consider “leveling up” learner challenges.
Feedback
Games, Gamification and the Need for Engaging Learners
Games like The Sims provide feedback on
    many dimensions which provide
 opportunities to consider tradeoffs and
    higher level cognitive thinking.
Games, Gamification and the Need for Engaging Learners
Games, Gamification and the Need for Engaging Learners
Leaderboards provide
 opportunities for players to
receive feedback about their
performance as compared to
           others.
Games, Gamification and the Need for Engaging Learners
Games, Gamification and the Need for Engaging Learners
Games, Gamification and the Need for Engaging Learners
Recommendations
• Provide authentic and realistic feedback.

• Feedback should be continuous through out
  the learning.

• Feedback should be instructional and provide
  knowledge of learner’s performance.

• Allow learners to create their own social
  “leaderboard” of friends.
Fostering Pro-Social
                        Behavior




Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.
Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.
28% helped to
pick up pencils
33% helped to
pick up pencils
67% helped to
pick up pencils
Games, Gamification and the Need for Engaging Learners
22% intervened
56% intervened
Learned Procedure
Games, Gamification and the Need for Engaging Learners
Inventory Observation



Kapp, K. & O’Driscoll T. ( 2010) Learning in 3D: Adding a new dimension to enterrpise
learning and collaboration. Pfeffier. PP.416.
Games, Gamification and the Need for Engaging Learners
Games, Gamification and the Need for Engaging Learners
Games, Gamification and the Need for Engaging Learners
Learners journey through a
series of activities designed
 to synthesize conceptual
          learning.
Learning changes from being Disembodied and
Transactional to Embodied, Relational and Experiential.
Summary

           1                                         2
                                       Apply stories, avatars, feedback and
Games/Simulations are effective        levels as effective game elements to
for learning because of learner        learning.
engagement.




         3                                              4
                                           Four motivational aspects of games
Provide support materials as part of       that improve learning recall
curriculum, “fun” doesn’t need             and application are: interactivity,
to be the goal.                            context, challenge, and story.
Questions/More Information
• http://www.kaplaneduneering.com/kappnotes/
   – Recommended books
   – Samples and Examples
• Learning in 3D
   – www.learningin3d.info
• Gadgets, Games and Gizmos for Learning
   – www.gadgetsgamesandgizmos.com

• Email: kkapp@bloomu.edu
• Email: karlkapp@gmail.com

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Games, Gamification and the Need for Engaging Learners

  • 1. Games, Gamification and the Need to Engage Learners By Karl M. Kapp Bloomsburg University Twitter:@kkapp
  • 2. Google “Kapp Notes” www.kaplaneduneering.com/kappnotes 2012 New Book: “The Gamification of Learning and Instruction” September 2011 Training Quarterly Article Improving Training: Thinking Like a Game Developer July 2011 T&D Article Matching the Right Instruction to the Right Content
  • 3. Based on the Book.
  • 4. Agenda 1 2 How do you apply game-based strategies What does research say about to the presentation of learning content? games and game elements for learning? 3 4 Ten tips for creating e-learning What are 3 principles for adding games and simulations to change serious games to learning curriculums? behavior.
  • 5. 10,000 hrs of Game play 13 hours of console games a 87% of 8- to 17- week year olds play video games Digital divisions. Report by the Pew /Internet: Pew Internet & American Life. at home. US Department of Commerce
  • 6. Almost 43% of the gamers are female and 26% of those females are over 18. Females play 5 hours a week of console games. They make up the majority of PC gamers at 63%. Digital divisions. Report by the Pew /Internet: Pew Internet & American Life. US Department of Commerce
  • 7. Percentages of Impact Type of % Higher Knowledge/ Retention 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
  • 8. Percentages of Impact It wasn’t the game, it was level Typegame. of activity in the of % Higher Knowledge/ Retention Declarative 11% In other words, the engagement Procedural of the learner in the game leads 14% to learning. Retention 9% Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
  • 9. Do simulation/games have to be entertaining to be educational?
  • 10. NO Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
  • 11. Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction. 20% higher confidence levels. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
  • 12. A math facts game deployed on a handled computer encouraged learners to complete greater number of problems at an increased level of difficulty. Learners playing the handheld game completed nearly 3 times the number of problems in 19 days and voluntarily increased the level of difficulty. Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games: Assessing the value of educational video games in the classroom. Paper presented at the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.
  • 13. ..it’s the instructional methods and not the delivery system that provides the active ingredients for learning…in a game/simulation. --Jeanne Farrington
  • 14. Engagement Learning Game Game Pedagogy Adapted from Aldrich, C. Learning by Doing. Pfeiffer, page 80
  • 15. Instructional games should be embedded in instructional programs that include debriefing and feedback. Engagement Instructional support to help learners understand Educational the game increases how to use instructionalSimulation effectiveness of the gaming Game experience. Pedagogy Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Aldrich, C. Learning by Doing. Pfeiffer, page 80
  • 16. Recommendations 1) 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.
  • 17. Use game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems. Gamification
  • 18. Four Elements of Games that Aid Learning 1. Avatars 2. Stories & Challenges 3. Levels 4. Feedback
  • 19. We’ve Always Wanted Characters Avatars
  • 20. Why be a Character at All? Research indicates that human social models influence behavior, beliefs and attitudes. Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
  • 21. Avatar as Teacher Research indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) even when their functionality and adaptability are limited. Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B Society. 364, 3559–3565
  • 22. An experience as an avatar can change a person's real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people. Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA
  • 23. Who is more likely to run 24 hours later? A. Person who watched an avatar not like them running B. Person who watch an avatar like them running C. Person watching an avatar like them loitering
  • 24. 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.
  • 25. 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.
  • 27. Third Person View “Seeing oneself as acting in a movie or a play is not merely fantasy or indulgence; it is fundamental to how people work out who it is they are, and may become.” Ben Casey Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
  • 28. Recommendations • Use avatars to model desired behavior. • Allow/encourage learners to craft avatars that look like themselves for maximum learning impact. • Use two avatars in e-learning instead of one. One to provide knowledge, and one to provide motivation. • Create the third-person perspective to allow learners to observe desired behavior.
  • 30. Provide a challenge 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
  • 31. Re-design the Instruction to Start with a Challenge
  • 32. Researchers have found that the Yep, People tend to remember facts human brain has a natural affinity for more accurately if they encounter narrative construction. 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
  • 33. Story Elements 1.Characters 2. Plot (something has to happen). 3. Tension 4. Resolution 5. Conclusion
  • 36. Recommendations • Embed facts to be learned in the context of stories. • Start the learning process by providing a challenge to the learner. • Provide a progression from simple to more difficult tasks. • Use stories that are related to the context of the desired learning outcome.
  • 38. Scaffolding: Process of controlling the task elements that initially are beyond the learner’s capacity. Guided Practice. Step-by-step instructions and then fading of instruction
  • 39. Once that task is accomplished, the learner is then led to accomplish another goal which builds upon the previous.
  • 40. Level One: Talking with the receptionist.
  • 41. Level Two: Talking with the nurse gatekeeper.
  • 42. Level Three: Talking with the physician.
  • 43. Recommendations • Provide different entry points into the instruction. • Provide different learner experiences within the same e-learning module. • Consider “leveling up” learner challenges.
  • 46. Games like The Sims provide feedback on many dimensions which provide opportunities to consider tradeoffs and higher level cognitive thinking.
  • 49. Leaderboards provide opportunities for players to receive feedback about their performance as compared to others.
  • 53. Recommendations • Provide authentic and realistic feedback. • Feedback should be continuous through out the learning. • Feedback should be instructional and provide knowledge of learner’s performance. • Allow learners to create their own social “leaderboard” of friends.
  • 54. Fostering Pro-Social Behavior Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.
  • 55. 28% helped to pick up pencils
  • 56. 33% helped to pick up pencils
  • 57. 67% helped to pick up pencils
  • 63. Inventory Observation Kapp, K. & O’Driscoll T. ( 2010) Learning in 3D: Adding a new dimension to enterrpise learning and collaboration. Pfeffier. PP.416.
  • 67. Learners journey through a series of activities designed to synthesize conceptual learning.
  • 68. Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.
  • 69. Summary 1 2 Apply stories, avatars, feedback and Games/Simulations are effective levels as effective game elements to for learning because of learner learning. engagement. 3 4 Four motivational aspects of games Provide support materials as part of that improve learning recall curriculum, “fun” doesn’t need and application are: interactivity, to be the goal. context, challenge, and story.
  • 70. Questions/More Information • http://www.kaplaneduneering.com/kappnotes/ – Recommended books – Samples and Examples • Learning in 3D – www.learningin3d.info • Gadgets, Games and Gizmos for Learning – www.gadgetsgamesandgizmos.com • Email: kkapp@bloomu.edu • Email: karlkapp@gmail.com

Notas do Editor

  1. TED Talk by Jane McGonigal, author of Reality is Broken
  2. Digital divisions. Report by the Pew /Internet: Pew Internet & American Life. US Department of Commerce
  3. Lee, Luchini, Michael, Norris, and Soloway (2004) found that a math facts game for second graders deployed on handheld computers encouraged learners to complete a greater number of problems at an increased degree of difficulty. Learners playing the handheld game completed nearly three times the number of problems in 19 days as those using paper worksheets. Learners using the handheld game also voluntarily increased the level of difficulty in the game as they continued to play.Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games: Assessing the value of educational video games in the classroom. Paper presented at the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.
  4. So let’s look at 4 elements that make games effective for learning.
  5. This study is ademonstration that fiction can influence our self-perceptions, implying that our identification with characters can change the way we see ourselves.Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288.Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior.  Psychological Science. Vol. 18: 199-203.
  6. One element of engaged learning is challenging tasks. Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional ducational 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.
  7. Cognitive, Behavioral, Affective
  8. http://www.youtube.com/watch?v=uLzTMU79UH8Paxton Galvanek