Where is the learning in games
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1) Educators may use games for learning because instruction with games yields higher learning gains than traditional instruction. Games can promote engagement and voluntary effort from learners. 2) Lectures are not very effective ways of teaching higher-level thinking skills. Studies show that lectures result in mostly passive thoughts from students and are less effective than other active learning methods like discussion. 3) For games to effectively promote learning, they must be embedded within instructional programs that include debriefing and feedback. Isolated game play is less effective for learning than repeated sessions with instructional support.
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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. Chapter 2
“The Gamification of Learning and Instruction.”](https://image.slidesharecdn.com/whereisthelearningingames-150704175622-lva1-app6891/85/Where-is-the-learning-in-games-38-320.jpg)
Where is the learning in games
- 2. Where is the “learning” in games? Karl Kapp Professor: Bloomsburg University Author: Gamification of Learning and Instruction Twitter:@kkapp
- 3. Related Resources… Lynda.com Course: Gamification of LearningYouTube Video Web Site:www.karlkapp.com Books
- 6. Why might an educator use games for learning?
- 7. Why might an educator use lectures for learning?
- 8. Lectures are NOT effective for fostering higher level thinking? Gibbs, G., (1981). Twenty Terrible Reasons for Lecturing, SCED Occasional Paper No. 8, Birmingham. http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html and Bligh, D., (1972). What’s the Use of Lectures? Penguin. Bloom, B. S., (1953). “Thought Processes in Lectures and Discussions.” Journal of General Education Vol. 7. Isaacs, G., (1994). “Lecturing Practices and Note-taking Purposes.” Studies in Higher Education, 19:2.
- 9. During lectures students' thoughts involved attempting to solve problems, or synthesize or inter-relate information for 1% of the time. 78% of the lecture is spent in ‘passive thoughts about the subject’ and ‘irrelevant thoughts’.
- 10. 21 studies found lecturing to be less effective than: discussion, reading and individual work in class. Lectures are not a very effective way of teaching in higher education – especially if the aim is to teach thinking, or to change attitudes or other higher aims beyond the simple transmission of factual knowledge.”
- 11. Instruction with learning games yields higher gains in learning and retention than traditional instruction. Statistics are from: Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies Confirmed findings (not statistics): Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies. Review of 39 studies 54% conducted in the last year.
- 12. Type of Knowledge /Retention % Higher Declarative 11% Procedural 14% Retention 9% Percentages of Impact Over Traditional Training
- 13. Type of Knowledge /Retention % Higher Declarative 11% Procedural 14% Retention 9% Percentages of Impact Over Traditional Training 17% Higher than Lectures 5% Higher than Discussion
- 14. Percentages of Impact Type of Knowledge /Retention % Higher Declarative 11% Procedural 14% Retention 9% 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.
- 15. Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences)
- 16. Games can promote pro- social behaviors.
- 19. First Experiment indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
- 20. Second Experiment indicated that playing the game Darfur is Dying resulted in a greater role taking and willingness to help than either game watching or text reading. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
- 21. 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.
- 22. 28% helped to pick up pencils
- 23. 33% helped to pick up pencils
- 24. 67% helped to pick up pencils
- 25. City Crisis
- 26. 22% intervened
- 27. 56% intervened
- 28. Games Must be Embedded into the Curriculum to be Effective for Learning.
- 29. Engagement PedagogyGame Educational Simulation Instructional games should be embedded in instructional programs that include debriefing and feedback. Instructional support to help learners understand how to use the game increases instructional effectiveness of the gaming experience. 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.” Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
- 30. Example Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Sek E.D. (2013), (February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.
- 31. Games are more effective than traditional instruction when multiple sessions are involved.
- 32. Conventional instruction for a one-off is better vs. one game session Multiple game sessions better than multiple conventional sessions Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.
- 33. Games are more effective than traditional instruction when players work in groups.
- 34. With serious games, both learners playing individually and those playing in a group learn more than the comparison group, but learners who play serious games in a group learn more Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.
- 35. While playing a game, learners will voluntarily do harder problems and work.
- 36. 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.
- 37. What elements of games lead to learning?
- 38. 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.”
- 39. Rosenberg, R.S. Baughman, S.L., Bailenson, J.N. (2013) Virtual Superheroes: Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. PLOS One., 8(1), 1-9. Flying around a virtual world as a superhero made subjects nicer in the real world. physical world
- 40. 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. 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.
- 41. Game Examples
- 42. Timez Attack
- 44. http://www.forbes.com/sites/jordanshapiro/2013/07/01/it-only-takes-about-42-minutes-to-learn-algebra-with-video-games/ Dragon Box 2 Students who played at least 1.5 hours, 92.9% achieved mastery. Of those students who played at least 1 hour, 83.8% achieved mastery. Of those students who played at least 45 minutes, 73.4% achieved mastery.
- 45. DimensionM educational video game series for math
- 46. Students in the experimental group who played the Tabula Digita video games over an 18 week period scored significantly higher on district math benchmark tests than students in the control group who did not play the video games (p<.001). In fact, the increase in scores for the test group was more than double the increase in score for the control group.
- 50. Group Group Results by Assessment Pre Post Final Game Mean .378 5 .447 .5136 Std. Deviation .167 .168 .169 N 140 125 100 Task Mean Rating Before Mean Rating After Difference After- Before Calculate volume of 3-D shape 2.83 4.00 1.17 Calculate surface area of 3-D shape 2.33 3.83 1.50 Understand concept of conductivity and heat flow 1.50 3.82 2.32 Understand relationship between conductivity & heat flow. 1.17 3.17 2.00 Apply heat flow formula 1.00 3.33 2.33 Understand difference between dead and live load 1.50 3.33 1.83 Survival Master Results
- 51. How to embed learning into a game: Example.
- 56. 1) An instructional game will only be effective if it is designed to meet specific instructional objectives and was designed as it was intended. 2) While playing a game, learners will voluntarily do harder problems and work. 3) Instruction with serious games yields higher learning gains than conventional instruction. 4) Games are more effective than traditional instruction when players work in groups. 5) Games are more effective than traditional instruction when multiple sessions are involved. 6) Games Must be Embedded into the Curriculum to be Effective for Learning. 7) Games can influence people to behave in a pro-social manner. Take-Away
- 57. Questions And Resources www.karlkapp.com/kapp-notes Karl M. Kapp Twitter: @kkapp Email: kkapp@bloomu.edu BLOG: http://karlkapp.com/kapp-notes/ Content torn from the pages. Lynda.com Course: Gamification of Learning
- 58. Questions/More Information • Email: kkapp@bloomu.edu • Email: karlkapp@gmail.com • Game Web Site: www.2klearning.com • Twitter: @kkapp • Pinterest: Gamification Happenings • BLOG: http://karlkapp.com/kapp-notes/ • Facebook: http://www.facebook.com/gamificationLI
Editor's Notes
- #4: Cool notes
- #21: One hundred and thirty-three undergraduates (72 male) from two classes (one related to communication technology and one related to advertising)
- #22: Cognitive, Behavioral, Affective
- #37: Lee, Luchini, Michael, Norris, and Soloway (2004) found that a math facts game for second graders deployed on handheld computers encouraged learners to complete a greater number of problems at an increased degree of difficulty. Learners playing the handheld game completed nearly three times the number of problems in 19 days as those using paper worksheets. Learners using the handheld game also voluntarily increased the level of difficulty in the game as they continued to play. 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.
- #39: One element of engaged learning is challenging tasks. Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional ducational 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.