Philadelphia ASTD eLearning SIG Meeting

Twitter:@[email protected]:@[email protected]

By Karl M. KappBloomsburg University July 19, 2012

By Karl M. KappBloomsburg University July 19, 2012

The Learning Game: What Research Tells Us about Games, Gamification and

Immersive Learning

1

Agenda

What does research say about games and game elements for learning?

How do you apply game-based strategies to the presentation of learning content?

2

3What are some principles for adding serious games to learning curriculums?

4What are tips for creating e-learning games and simulations to change behavior?

Google “Kapp Notes”Google “Kapp Notes”

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

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

September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer

September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer

July 2012 T&D ArticleGames, Gamification and the Quest for Interactive Learning

July 2012 T&D ArticleGames, Gamification and the Quest for Interactive Learning

Let’s Play Fact or Fishy…

Rules

• A statement is presented– If “true” indicate: FactX– If “false” indicate: FishyX

• Text Response:

In a Meta-Analysis…

It was found that knowledge retention for games was 11% higher than for traditional instruction.

Is that Fact or Fishy?

FactType of Knowledge/Retention

% Higher

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

Type of Knowledge/Retention

% Higher

Declarative 11%

Procedural 14%

Retention 9%

Percentages of Impact


It wasn’t the game, it was level of activity in the game.It wasn’t the game, it was

level of activity in the game.

In other words, the engagement of the learner in the game leads to learning.

In other words, the engagement of the learner in the game leads to learning.

Use game-based mechanics, aesthetics and game thinking to engage people, motivate

action, promote learning, and solve problems.

GamificationGamification

Games/Simulations must befun to be Educational.


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.

Fact


20% higher confidence

levels.

20% higher confidence

levels.

An on-screen character is distracting to the learner and does not facilitate learning as well as simple text.


On transfer tests involving different word problems, the group who had a character generated 30% more correct answers than the group with on-screen text.

Animated pedagogical agents (characters) can be aids to learning. A “realistic” character did not facilitate learning any better than a “cartoon-like” character.

Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers ofMultimedia Learning. New York: Pfeiffer. Pg. 194.

Who is more likely to run 24 hours later?

A.Person who watched an avatar that did not look like them runningB.Person who watched an avatar that looked like them runningC.Person watching an avatar that looked like them loitering /hanging out

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.

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

Mentor

Motivator

Expert

Two avatars are better than one?

Fact or Fishy?

Mentor

Motivator

Expert

Yes, two avatars are better than one.

Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115.

Fact

Learners remember facts better…

When presented as bulleted list rather than presented as a story.


Researchers have found that the human brain has a natural affinity

for narrative construction.

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.

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 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

http://www.unc.edu/~mcgreen/research.html

http://www.unc.edu/~mcgreen/research.html

NikePlus Stats for Karl

1.Characters

Story Elements

5. Conclusion

2. Plot (something has to happen).

3. Tension

4. ResolutionCharacter encounters problem

Problem builds tension

A solution is offered

Results are presented/positive

One way to engage learners is to…

Present them with a difficult challenge.


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-Bass

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

Investigatory Training

• Course Objectives– Identify the Forms Required for an

Investigation– Practice Interview Techniques– Understand and Follow the Investigation

Model

It is your first day on the job as an investigator andJane, an employee in Accounting, just accused her boss of embezzling $10,000.

What is the first thing you should do?

Games are effective tools for learning because…

They provide interactivity to the learner and force cognitive processing.


Fact

It wasn’t the game, it was the level of interactivity within the game.

In other words, the engagement of the learner in the game leads to the learning.


Games can influence people to behave in a pro-social manner.


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

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

Fact

28% helped to pick up

pencils


pencils


pencils

22% intervened

56% intervened

1) Interactivity of games leads to higher knowledge retention for declarative and procedural knowledge.

2) Games/Simulations do not need to be fun to be educational.

3) On screen characters can enhance e-learning.4) Two on screen characters (mentor and expert) are

better then one.5) Onscreen avatars can influence off-screen behavior.6) Use stories rather than bulleted lists to present facts.7) Present learners with a difficult challenge to engage

and motivate them. 8) Games can influence people to behave in a pro-social

manner.

1) Interactivity of games leads to higher knowledge retention for declarative and procedural knowledge.

2) Games/Simulations do not need to be fun to be educational.

3) On screen characters can enhance e-learning.4) Two on screen characters (mentor and expert) are

better then one.5) Onscreen avatars can influence off-screen behavior.6) Use stories rather than bulleted lists to present facts.7) Present learners with a difficult challenge to engage

and motivate them. 8) Games can influence people to behave in a pro-social

manner.

Take-Away

Questions?

Questions?

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