Game Type Slides from DeveLearn 2012 workshop. Matching game types to content type.

1. All Games are
Not the Same
• Use the right
game to teach
the right
content.
• Instructional
strategies apply
to game design.

2. Designing Performance-Based Instruction
Facts Concepts Rules
- Elaborating - Examples - If-Then
- Organizing - Non-Examples - Cause/Effect
- Association - Attribute Classification - Concept Application
Procedures Principles Problem-Solving
- Whole to Part Review - Teach Model - Multiple Scenarios
- Learn Parts - Behavior Checklist - Professional Experiences
- Assemble Procedure - Examples - Realistic Application

3. ms Jargon
Acrony
Memorization
Facts
• Designing for Facts
– Elaboration-links new information with
relevant prior knowledge
• Superordinate-context of new fact
• Coordinate-compare/contrast

4. ms Jargon
Acrony
Facts Memorization
• Designing for Facts
– Organizing—Placing facts into a
logical grouping (chunking)
• Tables
• Diagrams
• Lists
• Models
• Mnemonics
Roy G. Biv

5. Declarative
Knowledge
Games
Matching
Multiple Choice
Organization-Drag/Drop

16. Combine First-Person with
Combine First-Person with
Teaching Facts
Teaching Facts
www.gadgetsgamesandgizmos.
© Karl M. Kapp 2007

17. 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.
http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental-learning-and-power-of/

18. ct
Abstra Categories
Concepts Concrete
• Designing for Concepts
– Concept is a class of items that share common
features and is known by a common name.
• Example, Non-Example
• Attribute Classification

20. Conceptual
Knowledge Games
Examples
Non-Examples
Results of Conceptual
Understanding

21. Conceptual
Orienteering

22. Conceptual
Orienteering
Triggers Episodic
Memory

25. d.
th en avoi
If h o t ,
Rules Moisture causes
out of tolerance
• Designing for Rules
– Rule is a statement that expresses a relationship
between concepts.
• If-Then
• Cause/Effect
• Concept Application

32. ses
are P roces
Softw SOPs
Procedures Step-by-Step
• Designing for Procedures
– Procedure is a sequence of steps the learner
performs to accomplish a task.
• Whole to Part Review
• Learn Parts
• Assemble Procedure

33. www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007

39. ills Leadership
So ft S k
Principles Trouble Shooting
• Designing for Principles
– Principle is a non-sequential guideline that must
be adapted to a specific situation.
• Teach Model
• Behavior Checklist
• Examples

40. Example

41. Enspire Learning: http://www.enspire.com/

42. Enspire Learning: http://www.enspire.com/

43. Enspire Learning: http://www.enspire.com/

44. Problem-Solving
• Designing for Problem-Solving
– Problem is previously un-encountered situation
that requires the application of previously learned
concepts, rules, procedures, principles
• Teach Model
• Behavior Checklist
• Examples

45. Problem Solving
Knowledge Games
Branching
Simulation

46. Problem Solving
Knowledge Games
Virtual 3D
Environments

47. Energy efficiency
certification requires
a field test.
Energy Observation

48. Interplay Energy, in partnership with the
Residential Energy Services Network (RESNET)
created a simulation to measure applied
knowledge and understanding like a physical field
test.

49. Objectives included:
Objectives included:
•Gas line leak detection
•Gas line leak detection
•Ambient CO testing
•Ambient CO testing
•Unvented appliance testing (ovens and stove top
•Unvented appliance testing (ovens and stove top
burners primarily)
burners primarily)
•Proper equipment usage
•Proper equipment usage
•Appliance identification
•Appliance identification
•Combustion appliance Zone (CAZ) understanding
•Combustion appliance Zone (CAZ) understanding
•Worst Case Depressurization
•Worst Case Depressurization
•Vented Appliance (furnace, boilers, water heaters)
•Vented Appliance (furnace, boilers, water heaters)
tests: spillage, CO, draft
tests: spillage, CO, draft

52. Inventory Observation
Kapp, K. & O’Driscoll T. (( 2010) Learning in 3D: Adding a new dimension to enterrpise
Kapp, K. & O’Driscoll T. 2010) Learning in 3D: Adding a new dimension to enterrpise
learning and collaboration. Pfeffier. PP.416.
learning and collaboration. Pfeffier. PP.416.

57. Learners journey through a
series of activities designed
to synthesize conceptual
learning.

58. Learning changes from being Disembodied and
Transactional to Embodied, Relational and Experiential.

59. Recommendation
• Match the appropriate content type with the
appropriate game type.

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

61. 28% helped to
pick up pencils

62. 33% helped to
pick up pencils

63. 67% helped to
pick up pencils

65. 22%
intervened

66. 56%
intervened

69. First Experiment indicated that playing the
game Darfur is Dying resulted in a greater
willingness to help the Darfurian people
than reading a text conveying same
information.
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

70. Second Experiment indicated that playing
the game Darfur is Dying resulted in a
greater role taking and willingness to help
than either game watching or text reading.
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.