Understanding Games and Gamification for Learning
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The document discusses using games and gamification for serious learning. It summarizes research showing that games can be an effective tool for learning, with knowledge retention 17% higher for games/simulations compared to lectures. Well-designed games that provide engagement, interactivity, and opportunities for feedback can increase learning when embedded within a broader instructional program. Elements of games like stories, characters, feedback, and challenges can be applied to motivate learning when incorporated into traditional instruction.
![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. Chapter 2
“The Gamification of Learning and Instruction.”
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Understanding Games and Gamification for Learning
- 1. Understanding the Value of Games and Gamification for Serious Learning By Karl M. Kapp Bloomsburg University Gamification of Learning and Instruction October 31, 2012 Twitter:@kkapp gamify01
- 2. Google “Kapp Notes” 2012 New Book: “The Gamification of Learning and Instruction” September 2011 Training Quarterly Article Improving Training: Thinking Like a Game Developer September 2012 Training Quarterly Article Five Gaming Elements for Effective e‐Learning
- 3. Agenda 1 2 How do you apply game-based strategies What does research say about to the presentation of learning content? games and game elements for learning? 3 What elements from games can be added to traditional e-learning?
- 4. Are games/simulations effective for learning? How does Gamification fit into all of this?
- 5. Simulation/games have to be fun to be educational? Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
- 6. FISHY! Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
- 7. Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
- 8. Fact, 20% higher confidence levels. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
- 9. In a Meta-Analysis… Knowledge retention for game/simulation was 17% higher than a lecture. Is that Fact or Fishy?
- 10. Fact! Delivery Method vs. % Higher Game/Simulation Lecture 17% Discussion 5% Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
- 11. Fact! Retention/ % Higher Type of Knowledge Retention 9% Declarative 11% Procedural 14% Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
- 12. Qualitative Analysis! Effects on Learning % of Compared to Traditional Studies Instruction Positive Effect for Games 52% Mixed Results 25% No Difference 18% *One Study‐Games better than traditional instruction. Ke, F. (2009) A qualitative meta-analysis of computer games as learning tools. In R.E. Ferding (Ed.) , Effective electronic gaming in education (ol. 1, pp. 1-32). Hershey, PA: Information Science Reference. .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
- 13. Fact! It wasn’t the game, it was Retention level of activity in the game. % Higher Type of Knowledge Retention 9% In other words, the Procedural engagement of the learner in 14% the game leads to learning. Declarative 11% Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”
- 14. Fact: 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). Chapter 4 “The Gamification of Learning and Instruction.” g
- 15. Example. Image Courtesy of Enspire Learning
- 16. Transfer The ability of simulations to teach skills that transfer to real‐ life, on‐the‐job situations seems abundantly positive…. In 22 out of 26 studies, trainees demonstrated equal or superior transfer to the control group from simulations. Shenan Hahn ADL Research and Evaluation Team Transfer of Training from Simulations in Civilian and Military Workforces: Perspectives from the Current Body of Literature
- 17. Evidence‐Based Recommendations 1) Use a game/simulation to provide a context for the learning. 2) Don’t focus on “fun.” 3) Craft the simulation/game to provide opportunities to increase engagement and interactivity to increase learning. 4) Embed the game within a larger curriculum (set up, debrief) 5) Provide unlimited access to game/simulation.
- 18. Use game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems. Gamification
- 19. Gaming (Serious ) Games Gamification Simulations Course Hero Whole Part Toys Playful Design Legos iPhone Playing From Game Design Elements to Gamefulness: Defining “Gamification”, Deterding, S. et. al
- 30. Elements of Games that Aid Learning • Story • Character • Recognition • Levels • Challenges • Chance • Replayability • Aesthetics • Time • Continual Feedback
- 31. Elements of Games that Aid Learning • Story • Character • Recognition • NOT Enough Time Levels • Challenges • Chance • Replayability • Aesthetics • Time • Continual Feedback
- 32. Elements of Games that Aid Learning 1. Feedback 2. Story 3. Characters 4. Fantasy
- 33. Feedback
- 35. The most helpful feedback provides specific comments about errors and suggestions for improvement. It also encourages learners to focus their attention thoughtfully on the task rather than on simply getting the right answer. Shute, V. J., Ventura, M., Bauer, M. I., & Zapata‐Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. J. Cody, & P. Vorderer (Eds.), Serious Games: Mechanisms and Effects. Philadelphia, PA: Routledge/LEA. 295‐321.
- 36. Games like The Sims provide feedback on many dimensions which provide opportunities to consider tradeoffs and higher level cognitive thinking.
- 38. Leaderboards provide opportunities for players to receive feedback about their performance as compared to others. Comparative and relative feedback
- 40. Story
- 41. Learners remember facts better… When presented in a bulleted list as opposed to when presented in a story. Is that Fact or Fishy?
- 42. FISHY: 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. Chapter 2 “The Gamification of Learning and Instruction.
- 43. Story Elements 1. Characters 2. Plot (something has to happen). 3. Tension 4. Resolution 5. Conclusion
- 46. Recommendations • Embed facts to be learned in the context of stories. • Use stories that are related to the context of the desired learning outcome.
- 47. We’ve Always Wanted Characters
- 48. An on-screen character is distracting to the learner.. Is that Fact or Fishy?
- 49. FISHY: 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 of Multimedia Learning. New York: Pfeiffer. Pg. 194.
- 50. Research indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (characters) even when their functionality and adaptability are limited. http://codebaby.com/elearning‐solutions/examples/
- 51. Who is more likely to run 24 hours later? A. Person who watched an avatar that did not look like them running B. Person who watched an avatar that looked like them running C. Person watching an avatar that looked like them loitering /hanging out
- 52. 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.
- 53. 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 95-113.
- 54. Malone’s Theory of Intrinsically Motivating Instruction Challenge Fantasy Curiosity Malone, T. (1981) . Toward a Theory of intrinsically Motivating Instruction. Cognitive Science, 4. 333-369.
- 55. Fantasy– There are both cognitive and emotional reasons for evoking fantasy. Cognitively a fantasy can help a learner apply old knowledge to understand new things and help them remember the content. Emotionally, a person can connect with the experiences and not bring with it “real-world” concerns or fears. Image courtesy of Game On! Learning Malone, T. (1981) . Toward a Theory of intrinsically Motivating Instruction. Cognitive Science, 4. 333-369.
- 56. 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. Chapter 2 “The Gamification of Learning and Instruction.” g
- 57. Re‐design the Instruction to Start with a Challenge
- 58. Investigatory Training • Course Objectives – Identify the Forms Required for an Investigation – Practice Interview Techniques – Describe and Follow the Investigation Model How would you turn this into a challenge?
- 59. It is your first day on the job as an investigator and Jane, an employee in Accounting, just accused her boss of embezzling $10,000. What is the first thing you should do?
- 60. Curiosity– Game environments can evoke a learner’s curiosity by providing an optimal level of informational complexity and a novel and exciting game space. Cognitive curiosity is evoked by making learners believe their knowledge structures are inconsistent or incomplete. Provide surprising and constructive feedback. Malone, T. (1981) . Toward a Theory of intrinsically Motivating Instruction. Cognitive Science, 4. 333-369.
- 61. Evidence‐Based Recommendations • Use “Challenge” to engagement learners. • Fantasy is an acceptable and positive element for instructional games
- 62. Games can influence people to behave in a positive manner. Is that Fact or Fishy?
- 63. Fact: Games can influence people to behave in a positive 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.
- 68. 22% intervened
- 69. 56% intervened
- 70. 1) Use a game/simulation to 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. 4) Embed the game /simulation into the curriculum. Provide “set‐up,” game‐ time and debrief. 5) Embed facts to be learned in the context of stories. 6) Use stories that are related to the context of the desired outcome. 7) Use characters/agents to model desired behavior. 8) Use characters/agents to provide feedback and instruction to learners.
- 71. QUESTIONS? Contact Karl via Twitter or email Twitter:@kkapp kkapp@bloomu.edu