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Engaging Learners through Game-Thinking

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Gamification should be thought of as a design sensibility and not merely a digital tool. It is a thought process and a methodology to think about engaging and motivating learners. While a result of gamification is often fun, the ultimate outcome behind developing a gamified approach is increased engagement and motivation. In this webinar, explore several methods for applying game-thinking to your own online and classroom learning designs.

Text of Engaging Learners through Game-Thinking

  • Twitter:@kkapp By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction July 28, 2014 Engaging Learners Through Game-Thinking
  • Covert Design Takeaway Challenge
  • Notes Slides Additional Ideas
  • Engaging Learners Through
  • was standing on the street corner, minding my own business
  • When out of nowhere, trouble pulled up in the form of a convertible. hen trouble showed up in the form of a convertible
  • Hiya boss. I see you found me on my lunch hour.
  • I need your help and I need it fast.
  • Do you like my new convertible? Ahh, yeah but whats your problem?
  • She wanted to increase learner engagement and have more interactive learning within the company We need more engagement.
  • On my lunch hour? We need more interactivity.
  • Form a cross-functional team and figure out how to get more learner engagement by EOD.
  • EOD-End of Decade? UGH-End of Day, really?
  • Heres where you come in. Help me figure out the clues and fast. Open a separate window with a web browser and go to:
  • When a question is active, click on the answer you believe is correct. New questions will appear when the slides change. Stay on: You may need to refresh your browser when a new question appears. Youll be told when its time to vote.
  • 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
  • Ok, first assignment/question.
  • Choose your disguise
  • Good job, no one will recognize you. First stop is my co- worker, Clydes office.
  • Clydes officelook for clues
  • Game Thinking A) Teaching knowledge, skills & abilities using a self-contained game. B) Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment. C) Application of different types of game-elements to propel a learner through content.
  • I found three things written on one of Clydes notebooks. Could be a leador it could be this sessions learning objectives
  • Lets get going.
  • Now we need to find Ivanthe Informant... I knew one of his old haunts.
  • Look I am going to ask you some questions, the right answer gives you a clue to game-thinking. He was about as friendly as a fly at a fly strip convention. Hello, Clueless
  • What do you and your lackies here have to say about this?
  • Action draws in the learner and encourages further engagement.
  • Too often instructional design is about the content and not about the actions that need to occur.
  • Make the learner do something Answer a question Identify a procedure. Make a decision. Solve a mystery. Confront a challenge. Pick a team.
  • Thanks, Ivan.Get out of here.
  • Take these matches with you
  • I arrived at the place on the matchbook, as shady as a clump of oaks caught in an eclipse
  • Seems like a clueshould Learning be easy so we dont discourage the learners? or Challenging where some learners will struggle?
  • Look! Things that are too easy or too difficult will not pique a learners interest because they lead to boredom or frustration.
  • Let me show you Clydes folder on this subject.
  • Do you know what elements contribute to flow?
  • Achievable Task Clear Goals Control Over Actions (Autonomy) Concentration
  • You can also add elements such as Novelty Inconsistency Complexity SurpriseIncomplete information Unpredictable Future
  • Law & Order Create Open Loops Think of my favorite show! No, not Dragnet.
  • Lets brief the boss on what we know so far
  • So what have we learned?
  • So far, so good. Follow the next clue on the matchbook I found in my desk drawer.
  • I was starting to think it was a dead end when she emerged from the shadows.
  • Well, here is the next clue, do we : Put the learner at risk. or Let the learner safely explore the environment.
  • No risk, or danger equal no skin in the game. Get the learner emotionally involved by putting him or her at mock risk.
  • Losing Not Solving the Problem Social Credibility Recognition Then they mysterious stranger started talking about what learners can risk Starting Over Multiple Lives
  • In games, failing is allowed, its acceptable, and its part of the process.
  • Also, failure or earned success can lead to emotion which can contribute to learner recall of content.
  • Time for a recap with the bossshe looked a little franticshe wanted to know one more thing.
  • I want to know one more thing. What game elements can engage learners?
  • What game elements did we encounter today?
  • Great stuff, you detectives really seemed to have cracked the case as to how game-thinking can lead to engaging learning. And before the End of Day.
  • Back to Clydes office, which note is right?
  • Game Thinking A) Teaching knowledge, skills & abilities using a self- contained game. C) Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment. B) Application of different types of game-elements to propel a learner through content with no changes to the content.
  • Mystery solved, just in time for the weekend. I was anxious to get some rest
  • Butto my surprise as the Boss was driving away, she threw yet another matchbook.
  • Unfortunately, well have to leave that mystery for another webinar.
  • The End
  • Design Takeaway Challenge.
  • 1) Story/Genre 2) Polling/Audience Input 3) Points/Winners/Teams 4) Mystery/Curiosity 5) Pre/Post Test
  • Bring this engaging learning presentation to your organization and have Karl Kapp present to your team or conduct a workshop or consult on a project. Contact Karl Kapp at [email protected] or on his web site
  • Learn morebooks available at: and Or