Games, Gamification and Interactivity for Learning
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The document discusses how to apply game design principles to instructional design. It describes a scenario where two teams compete to design a game about slaying dragons. Throughout the scenario, the teams are presented with design decisions and arguments for why challenges, risk, curiosity and player choices lead to more engaging learning experiences based on research on self-determination theory and motivation. The document concludes by providing five tips for instructional designers to think like game designers such as beginning with activities, creating mystery, challenges, risk, and meaningful choices for learners.
![It needs to be challenging.
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. Chapter 2
“The Gamification of Learning and Instruction.”](https://image.slidesharecdn.com/training2014kapp-140206063747-phpapp02/85/Games-Gamification-and-Interactivity-for-Learning-42-320.jpg)
Games, Gamification and Interactivity for Learning
- 5. 4 2 3
- 9. What variables do I balance to keep my person happy? Work Life Harmony How should I manage my time?
- 10. What leadership strategy should I use?
- 16. What is this “game” stuff? Gamification is using game-based mechanics, aesthetics and game-thinking to engage people, motivate action promote learning, and solve problems. Game-based Learning is the use of a game to teach knowledge, skills and abilities to learners using a self-contained game. Simulation Learning is a realistic, controlledrisk environment where learners can practice specific behaviors and experience the impacts of their decisions.
- 17. We need to think more like Game Designers
- 21. Hey someone wants us to create a game about slaying dragons.
- 22. We are competing internally for the project. Winning team earns the right to work on the project.
- 24. Rules • A statement is presented – Choose the best response • Text Keyword Response: – To 37607 Standard Texting Fees Apply! Take out your text‐ machines
- 25. How To Respond via Texting Amaze Inamaze alright TIPS 1. Polleverywhere has no access to your phone number 2. Capitalization doesn’t matter, but spaces and spelling do Amaze
- 26. Each team will be confronted with a series of questions. The team that correctly answers the questions wins the work.
- 27. What about the other team?
- 28. Losers are assigned to “watching paint dry” game development.
- 29. Wow, I heard about that project, its almost as fun as… never mind. Dragon Slaying is much better.
- 30. First decision about this dragon slaying game is how to start the game…what should the players first in-game experience be?
- 31. You have two choices: Tell the player three things he/she needs to know about slaying dragons. or Begin with a fight between the player and a small, dangerous dragon.
- 32. Why does this answer make sense? Not Sure?
- 33. Good game designers know that games are engaging because they require action right away. Action draws in the player and encourages further engagement. Start by battling a dragon.
- 34. Research indicates that learners who used interactive games for learning had the greater cognitive gains over learners provided with traditional classroom training. Vogel, J. J., Vogel D.S., Cannon‐Bowers, J., Bowers, C.A., Muse, K., & Wright, M. (2006). Computer gaming and Interactive simulations for learning: A meta‐analysis. Journal of Educational Computing Research, 34(3), 229‐243.
- 35. Too often instructional design is about the content and not about the actions that need to occur. Game Design is about action.
- 36. Ok, next decision. Provide a map with the location of all the dragons. or Create a sense of mystery and curiosity concerning the location of dragons.
- 37. It is always a good idea to build curiosity and mystery into a game. Reveal locations of dragons throughout the course of the player’s journey.
- 38. Here are some of my notes on the subject.
- 40. A sense of suspense, mystery and intrigue draws people into games and can draw them into learning as well.
- 41. OK, next decision, should we: Make the game easy so we don’t discourage the players. or Make the game challenging, knowing some players will fail the first few times.
- 42. It needs to be challenging. 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. Chapter 2 “The Gamification of Learning and Instruction.”
- 43. In fact, give them the Kobayashi Maru of challenges.
- 44. Harsh!
- 45. Look! Things that are too easy or too difficult will not pique a learner’s interest because they lead to boredom or frustration. Research has shown that challenge is correlated with both intrinsic motivation and motivation related to the desire to seek competence and self confidence. White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297‐333.
- 46. Well said!
- 47. Well, the next decision, should we: Put the player at risk, they could die at any moment. or Let the player safely explore the environment.
- 48. Seriously, you are asking me this question. The player needs to be at risk.
- 49. No risk, or danger equal no skin in the game. Get the player emotionally involved by putting him or her at “mock” risk.
- 50. In games, failing is allowed, it’s acceptable, and it’s part of the process. Games accommodate failure with multiple lives, second chances and alternative methods of success.
- 51. Do you punish failure in your learning design or do you allow and encourage the freedom to fail?
- 52. Last decision, should we: Give player choices about what level to enter the game. or Create one path for every player.
- 53. Choices, players need choices. Look, let me tell you what motivates people.
- 54. People are motivated when they have autonomy, mastery and relatedness.
- 55. Hey, isn’t that the Self-Determination Theory?
- 56. Why, yes…yes it is.
- 57. When given control over their learning, research has shown that learners invested more and attempted more complex strategies than when they had no control. So give learners control. Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization and choice. Journal of Educational Psychology, 88, 715‐730
- 58. Lot of information, thanks. So let me ask one more question.
- 59. Ok, so which team won?
- 60. Well, there all winners to me….
- 61. Ugh….
- 62. How about a re-cap…
- 63. Slide courtesy of Angel Green of Allen Interactions Twitter: @LearnerAdvocate
- 64. Here are five tips to help an instructional designer to think like a game designer: 1) 2) 3) 4) 5) Begin with activity Create curiosity, mystery, intrigue Create a challenge for the learner Put learners at “mock” risk Give learners meaningful choices
- 67. Copy of Slides and Notes available at www.karlkapp.com Contact Karl at: kkapp@bloomu.edu