InGame's Stephen Knightly presented to learning and development managers about some uses of gamification and game-based learning in New Zealand businesses.

2. Going Beyond E-Learning
E-Learning
• Own time, own place
• Self-motivated learning
• Access inaccessible, unsafe,
rare experiences
• Engage unengaged learners
• Large audience reach
• Blended and group learning
• Assessment
Gamification / Game-Learning
• Engagement
• Empowerment
• Personalisation & relevance
• Clear and immediate feedback
• Rewards create retention
• Scaffolded challenges
• Complex simulations of systems
• Experiential learning: divergent
pathways, exploration, failing
safely
• Entertaining scenario

3. Learning Outcomes

4. Cerebral Space, MovinCog/University of Auckland

5. Cerebral Space, MovinCog/University of Auckland

6. How effective is Gamification Psychology?
Findlay & Alberts, 2011

7. Sparx by University of Auckland
sparx.org.nz

8. Farm Safety: Farm Rules, WorkSafe NZ & Dairy NZ

9. Household safety: SafeHouse, ACC
Falls Prevention for ACC
www.safehouse.co.nz

10. Safe House Results
8,769 people played the serious game in 3 months
• which caused 70,846 virtual injuries
• and 6,686 virtual deaths
63% of app users used it more than once
• App users played for 11:43 minutes on each visit
• 45% app players reached level 3 (25 minutes of effort),
using all key behaviours
Pre & Post Survey with 600 users
• 34% surveyed had a safety conversation
• 32% made a change to their environment
www.safehouse.co.nz

11. H&S Simulation

12. How effective are Training Games?
• 14% higher skill-based knowledge levels
• 11% higher factual knowledge levels
• 9% higher retention levels
Sitzmaan, T. (2010). “A meta-analytic examination of the
instructional effectiveness of computer-based simulation
games.” Personnel Psychology.

13. How effective are Training Games?
The most frequently outcomes and impacts were
• knowledge acquisition/content understanding and
• affective and motivational outcomes
Connolly, T., Boyle, E., MacArthur, E., Hainey, T. &
Boyle, J., (2012). “A Systematic Literature Review of
Empirical Evidence on Computer Games and Serious
Games.” Computers & Education 59.

14. Medical scenarios: Ready To Practice, University of Auckland

15. Choice = Freedom = Autonomy

16. The Game Changer, BNZ, The ICEHouse and InGame

18. Design Psychology

19. Intrinsic Motivators
STATUS
ACCESS
POWER
STUFF
Gabe Zichermann, 2011

20. SOCIAL PRESSURE
AVOIDANCE
UNPREDICTABILITY
SCARCITY
Intrinsic De-Motivators
Yukai Chou, 2012

21. Motivating Sales People

22. Clear goal
Right toolsChallenge
Feedback
Game Mechanics: The Game Loop

24. Street Fighter 4

25. Onboarding: LinkedIn’s Profile Completion Bar

26. The right time & place

27. Mix it Up: Low Friction plus Hard High Motivation Moments

28. Type of Content Definition Appropriate
Strategy
Tell-tale
Verbs
Declarative Info that can only be
learned through
memorisation
-Mnemonics
-Elaboration
-Association
-Identify
-Recognise
-Recall
Conceptual Grouping of ideas,
objects having
common attributes
-Metaphors
-Examples
-Concept Map
-Classify
-Discriminate
-Compare
Procedural Step-by-step
instructions for
performing a task
-Part-to-whole
-Simulations
-Why?
-Verify
-Perform
-Follow
Problem Solving Previously un-
encountered situation.
Requires application of
previously learned
content.
-Multiple Examples
-Question Protocol
-Learning
Documentary
-Construct
-Create
-Design
Right Learning Strategies for Different Content, Karl Kapp

29. Learning Principles found in Games