At the end of the The Quest for Learner Engagement: Games, Gamification, and the Future of Learning presentation, the participant should be able to: Differentiate among the different learning applications of games, gamification and stimulations. • Identify four game-elements appropriate for the gamification of learning.

1. By Karl M. Kapp
Bloomsburg University
Gamification of Learning &Instruction
EMAIL: kkapp@bloomu.edu
TWITTER: @kkapp
BLOG: http://karlkapp.com/kapp‐notes/
The Quest for Learner Engagement:
Games, Gamification, and the Future of
Learning
Image from “The Gamification of Learning and Instruction by Karl M. Kapp”

2. Brief history of…
The World

3. Image purchased for use
from iStockphoto

4. Image obtained from Microsoft Clipart

5. Image obtained from Microsoft Clipart

6. Image obtained from Microsoft Clipart

7. We’ve learned and struggled for a few
years here figuring out how to make a
decent phone. PC guys are not going
to just figure this out.
They’re not going to just walk in.
--Palm CEO Ed Colligan, 16 Nov 2006

8. This is our best iPhone launch yet — more than
9 million new iPhones sold — a new record for
first weekend sales—Tim Cook, 2013.
Palm sold to HP in 2010, by 2011
Palm was done.
Presenter’s iPhone Image, Screen Capture

9. ENIAC's main control panel
US Army Photo Located at http://en.wikipedia.org/wiki/File:Two_women_operating_ENIAC.gif

10. Image obtained from Microsoft Clipart

11. 4 23
Source: Atari Inc.

12. Source Midway, Inc.

13. Source: Brøderbund

14. What variables do I
balance to keep my
person happy?
How should I
manage my time?
Source: http://www.thesims.com/en‐us

15. What leadership
strategy should I
use?
Source: http://us.battle.net/wow/en/

16. Source:http://aa3.americasarmy.com/

17. Image obtained from Microsoft Clipart

18. Image obtained from Microsoft Clipart

19. Not another
online
lecture.
Image obtained from Microsoft Clipart

20. Sorry, had you
on mute, could
you repeat the
question.
Image obtained from Microsoft Clipart

21. I am going to
need more
coffee.
Image obtained from Microsoft Clipart

22. are Needed
New
Instructional
Approaches
are Needed
Image modified from Microsoft Clipart

23. Gamification

24. Gamification
Lots of Hype

25. Gartner Group predicts by 2015, 40 percent
of Global 1000 organizations will use
gamification as the primary mechanism to
transform business operations.

26. Gartner Group predicts 80 percent of
current gamified applications will fail to
meet business objectives, primarily due
to poor design.

27. Let’s Play
Fact or Fishy…
Image modified from Microsoft Clipart

28. Rules
• A statement is presented
– Choose the best response
• Text Keyword Response:
– To 37607
Take out
your text‐
machines
Standard Texting Fees
Apply!
Images obtained from Microsoft Clipart

29. Two Teams
teama teamb

30. How To Respond via Texting
1. Polleverywhere has no access to your phone number
2. Capitalization doesn’t matter, but spaces and spelling do
TIPS
Amaze
Inamaze
alright
Amaze
Image modified from PollEveryWhere
(free download with software purchase)

31. “Games” and “Gamification”
are the same thing.
Is that Fact or Fishy?

32. Image modified from Microsoft Clipart

33. Gamification is
the use of gaming
elements
integrated into a
training program
aligned with
training and/or
business goals to
promote change
in behavior
Game-based
Learning is the
use of a game to
teach knowledge,
skills and abilities
to learners using
a self-contained
space.
What is this “game” stuff?
Simulation
Learning is a
realistic, controlled-
risk environment
where learners can
practice specific
behaviors and
experience the
impacts of their
decisions.

34. • Gamification is to Learning Game as:
– Part is to Whole
– Piece is to Puzzle
– Slice is to Pie
– Steering Wheel is to Car
• Gamification uses elements of games but is not
a game in-and-of itself.
What is this “game” stuff?

35. Gamification + Simulation = Learning Game
What is this “game” stuff?

36. Gamification
Elements that
Aid Learning
1. Story
2. Challenge
3. Mystery
4. Characters/Avatar
5. Challenge
6. Levels
7. Feedback
8. Replayability
9. Freedom to Fail
10.Asethetics
11.Time
12.Rewards
Image modified from Microsoft Clipart

37. Gamification
Elements that
Aid Learning
1. Story
2. Challenge
3. Mystery
4. Characters/Avatar
5. Challenge
6. Levels
7. Feedback
8. Replayability
9. Freedom to Fail
10.Asethetics
11.Time
12.Rewards
NOT Enough Time 
Image modified from Microsoft Clipart

38. Elements of
Games
1. Reward Structures
2. Feedback
3. Story
4. Challenge
Image modified from Microsoft Clipart

39. Adding points, badges and
leaderboard to any training
makes it awesome!
Is that Fact or Fishy?

40. Fishy… if it was that easy…this would be the most engaging
game in the world.
Source: http://progresswars.com/

41. 20% increase in profile completion.
Source; http://linkedin.com

42. Use coins, points and rewards to provide feedback on
performance, updates on progress and level of
correctness.
Kapp, K. M. (2012) The Gamification of Learning and Instruction. New York: Pfeiffer. Chapter Four. Pages 89-98.
Source: http://www.nintendo.com/

43. Howard-Jones. P.A., & Demetriou, S. (2008, September 11). Uncertainty and engagement with learning games.
Instructional Science, 37, 519-536.
Image modified from “The Gamification of Learning and Instruction by Karl M. Kapp”
The value, or size, of an anticipated reward influences
the motivational signal sent to the brain only within
the contexts of the reward system.

44. Receiving a PREDICTABLE reward
releases one shot of dopamine.
Howard-Jones. P.A., & Demetriou, S. (2008, September 11). Uncertainty and engagement with learning games.
Instructional Science, 37, 519-536. Image from “The Gamification of Learning and Instruction by Karl M. Kapp”

45. Receiving an UNPREDICTABLE reward
releases two shots of dopamine.
Yeah, me!
Howard-Jones. P.A., & Demetriou, S. (2008, September 11). Uncertainty and engagement with learning games.
Instructional Science, 37, 519-536. Image from “The Gamification of Learning and Instruction by Karl M. Kapp”

46. What can you do?
Intelligently add game elements to
instruction. Use points, rewards
and badges to convey
meaning…not simply completion.

47. Feedback
Source: NAMCO BANDAI Games Inc.

48. Source: NAMCO BANDAI Games Inc.

49. The most effective feedback
focuses the learner's
attention on the correct
answer?
Is that Fact or Fishy?

50. 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.
Source: http://www.thesims.com/en‐us

51. Leaderboards provide
opportunities for players to
receive feedback about their
performance as compared to
others.
Image from “The Gamification of Learning and Instruction by Karl M. Kapp”

52. Garci, S., & Tor, A. (2009) The N‐Effect: More Competitors, Less Competition> Psychological Science, Volume 20—Number 7
Test scores fall as the
average number of test
takers at test‐taking venues
increases.
People finished a timed quiz
faster, trying to be in top
20%, if they believed they
were in a pool of 10 versus a
pool of 100.
Called the “N‐Effect”
Image from “The Gamification of Learning and Instruction by Karl M. Kapp”

53. What can you do?
Use feedback to inform learners of
errors in thinking and to focus them on
the task they are learning.
Create leaderboards by department
or group rather than individually.

54. Learners remember facts better…
When presented as bulleted
list rather than presented as
a story.
Is that Fact or Fishy?

55. 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.
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. Image from Microsoft Clipart

56. NikePlus Stats for Karl
Source: www.nikeplus.com, Presenter’s account

57. Source: https://www.zombiesrungame.com/

58. What can you do?
Use meaningful stories. Provide the
context for the learning.

59. One way to engage learners is to…
Present them with a difficult
challenge.
Is that Fact or Fishy?

60. Fact.
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-Basss.
Source: http://us.battle.net/wow/en/

61. Re-design the Instruction to
Start with a Challenge
Image from Microsoft Clipart

62. Nurse Assistant Training
• Course Objectives
– Describe the nursing assistant’s legal and
ethical responsibilities regarding medical
records.
– List basic rules for recording medical
information.
– Identify who is able to receive patient
information.

63. It is your first day on the job as a nurse’s
assistant and you have just witnessed a
senior nurse appear to provide medical
information to a dear friend of a terminally
ill patient.
What should you do?
Image from Microsoft Clipart

64. What can you do?
Give your learners the “Kobayashi
Maru” equivalent.

65. “Kobayashi Maru” is a no win,
difficult situation designed to
teach “thinking.”

66. Putting it All Together

67. Source: https://www.blueshieldca.com/

68. Blue Shield of California, an independent
member of the Blue Shield Association, is a
not-for-profit health plan dedicated to
providing Californians with access to high-
quality health care at an affordable price.
Source: https://www.blueshieldca.com/

69. Wanted to serve as a model of how an
organization can successfully implement a
wellness program that benefits employees
and the organization.
Source: https://www.blueshieldca.com/

70. Daily program focusing on physical, mental
and emotional health using gamification
techniques.
Source: https://challenge.meyouhealth.com/signup

71. Source: https://challenge.meyouhealth.com/signup

72. Source: https://challenge.meyouhealth.com/signup

73. Source: https://challenge.meyouhealth.com/signup

74. Gamification is part of an over all effort that has resulted in…
80% of Blue Shield Employees participate in at least one wellness
program.
The incidence of hypertension has fallen by two-thirds.
Disability claims are down.
50% drop in smoking prevalence and a similar increase in regular
physical activity among employees
Health Results
Source: https://challenge.meyouhealth.com/signup

75. Business Results
Wellness program participants are paying $3 million a year less in their share of
insurance premiums.
The company benefited by cutting annual health cost growth for its employees from
double to single digits.
Blue Shield expects a 3:1 ROI for its wellness program‐and gets it.
The company has seen its annual medical and lost‐productivity costs drop by $5 million.
Source: https://challenge.meyouhealth.com/signup

76. Content References
• The Gamification of Wellness
– http://www.hfma.org/Content.aspx?id=14030
• Pharmville: Applying Gamification to
Healthcare
– http://3blmedia.com/blog/Hale-Advisors/Health/Pharmville-
Applying-Gamification-Healthcare
• Gamification Boosts Employee Health
Behavior, Blue Shield Argues
– http://www.informationweek.com/healthcare/patient/gamification-
boosts-employee-health-beha/232900572

77. Retention benefits
between 35% and 61%,
with average of 41%.
Subject matter was
Anatomy and Physiology.
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
Spaced Retrieval and Retrieval Practice
Image from Microsoft Clipart

78. Working Indian men (aged 35—55 years) with impaired
glucose tolerance were randomly assigned to either a
mobile phone messaging intervention or standard care.
A study using a randomized control group conducted a
trial between Aug 10, 2009, and Nov 30, 2012, at ten
sites in southeast India with over 500 subjects.
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
Image from Microsoft Clipart

79. 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
“Use stairs instead of an
elevator”
“Avoid snacks while watching TV;
you may overeat. “
Image from Microsoft Clipart

80. 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%.
Image from Microsoft Clipart

81. 1) Games and Gamification are not the same thing but
both are powerful from a learning perspective.
2) Gamification is more than adding points, badges and
leaderboards.
3) Use stories rather than bulleted lists to present facts.
4) Use stories that are related to the context of the desired
learning outcome.
5) Present learners with a difficult challenge to engage
and motivate them.
6) Feedback should be targeted to learner needs.
7) Keep leaderboards relatively small, by department or
region—not by individual.
Takeaways

82. Copy of Slides and Notes available at
www.karlkapp.com
Contact Karl at:
karlkapp@gmail.com