Games, Simulations and Gamification in Learning Design and Delivery
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The document discusses the integration of games, simulations, and gamification in learning design, highlighting their benefits for improving engagement and retention. It presents evidence that game-based learning can enhance confidence and knowledge application more effectively than traditional classroom methods. Recommendations include embedding stories and challenges in instruction, providing authentic feedback, and allowing for failure to promote deeper learning.
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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](https://image.slidesharecdn.com/nyastd-120427161518-phpapp02/85/Games-Simulations-and-Gamification-in-Learning-Design-and-Delivery-20-320.jpg)
Games, Simulations and Gamification in Learning Design and Delivery
- 1. Games, Simulations and Gamification in Learning Design and Delivery By Karl M. Kapp Bloomsburg University April 26, 2012 Twitter:@kkapp
- 2. Agenda 1 2 What are 3 principles for adding How do you apply game-based gamification and game-ideas to strategies to the presentation of learning curriculums learning content? 3 4 Six ways gamification impacts Four motivational aspects of games learning design and development that improve learning recall and application?
- 3. Google “Kapp Notes” www.kaplaneduneering.com/kappnotes Blog Book Tour Learning Circuits Blog 2012 New Book: “The Gamification of Learning and Instruction” September 2011 Training Quarterly Article Improving Training: Thinking Like a Game Developer July 2011 T&D Article Matching the Right Instruction to the Right Content
- 5. Let’s Play
- 7. What Research Says about Games for Learning
- 8. Percentages of Impact Type of % Higher Knowledge/ Retention 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
- 9. Percentages of Impact It wasn’t the game, it was level Type of of activity in the game. % Higher Knowledge/ Retention Declarative 11% In other words, the engagement Procedural of the learner in the game leads 14% to learning. Retention 9% Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology .Review of 65 studies
- 10. Do simulation/games have to be entertaining to be educational?
- 12. Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction. 20% higher confidence levels. Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology .
- 13. A math facts game deployed on a handled computer encouraged learners to complete greater number of problems at an increased level of difficulty. Learners playing the handheld game completed nearly 3 times the number of problems in 19 days and voluntarily increased the level of difficulty. Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games: Assessing the value of educational video games in the classroom. Paper presented at the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.
- 14. Engagement Learning Game Game Pedagogy Adapted from Aldrich, C. Learning by Doing. Pfeiffer, page 80
- 15. Instructional games should be embedded in instructional programs that include debriefing and feedback. Engagement Instructional support to help learners Educational understand how to use the game increases Simulation instructional effectiveness of the gaming Game experience. Pedagogy Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005‐004). Aldrich, C. Learning by Doing. Pfeiffer, page 80
- 16. Recommendations 1) Provide a context for the learning. 2) Don’t focus on “entertainment.” 3) Carefully craft the simulation/game to provide opportunities to increase engagement and interactivity to increase learning.
- 17. Use game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems. Gamification
- 18. Four Elements of Games that Aid Learning 1. Stories & Challenges 2. Levels 3. Feedback 4. Freedom to Fail
- 20. 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
- 21. Re‐design the Instruction to Start with a Challenge
- 22. Investigatory Training • Course Objectives – Identify the Forms Required for an Investigation – Practice Interview Techniques – Understand and Follow the Investigation Model
- 24. 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. 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
- 25. Story Elements 1. Characters 2. Plot (something has to happen). 3. Tension 4. Resolution 5. Conclusion
- 29. Challenge and Consolidation– Good games offer players a set of challenging problems and then let them solve these problems until they have virtually routinized or automated their solutions. Games then throw a new class of problem at the players requiring them to rethink their now, taken-for-granted mastery, learn something new, and integrate this new learning into their old mastery. James Paul Gee, University of Wisconsin-Madison
- 30. Recommendations • Embed facts to be learned in the context of stories. • Start the learning process by providing a challenge to the learner. • Provide a progression from simple to more difficult tasks. • Use stories that are related to the context of the desired learning outcome.
- 31. Levels
- 32. Scaffolding: Process of controlling the task elements that initially are beyond the learner’s capacity. Guided Practice. Step‐by‐step instructions and then fading of instruction
- 33. Once that task is accomplished, the learner is then led to accomplish another goal which builds upon the previous.
- 34. Level One: Talking with the receptionist.
- 35. Level Two: Talking with the nurse gatekeeper.
- 36. Level Three: Talking with the physician.
- 40. Recommendations • Provide different entry points into the instruction. • Provide different learner experiences within the same e‐learning module. • Consider “leveling up” learner challenges.
- 41. Feedback
- 43. Games like The Sims provide feedback on many dimensions which provide opportunities to consider tradeoffs and higher level cognitive thinking.
- 46. Leaderboards provide opportunities for players to receive feedback about their performance as compared to others.
- 50. Recommendations • Provide authentic and realistic feedback. • Feedback should be continuous through out the learning. • Feedback should be instructional and provide knowledge of learner’s performance. • Allow learners to create their own social “leaderboard” of friends.
- 52. Freedom to Fail
- 56. Recommendations • Allow failure. • Provide for multiple attempts. • Focus on learning from mistakes and failure.
- 57. Putting It All Together
- 58. Fostering Pro‐Social 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.
- 63. 22% intervened
- 64. 56% intervened
- 68. Summary 1 2 What are 3 principles for adding How do you apply game-based gamification and game-ideas to strategies to the presentation of learning curriculums learning content? 3 4 Six ways gamification impacts Four motivational aspects of games learning design and development that improve learning recall and application?
- 69. Questions/More Information • http://www.kaplaneduneering.com/kappnotes/ – Recommended books – Samples and Examples • Email: kkapp@bloomu.edu • Email: karlkapp@gmail.com • Twitter: @kkapp • Pinterest: Gamification Happenings • Facebook: http://www.facebook.com/gamificationLI “The Gamification of Learning and Instruction”