![Fact.
Provide a challenge
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational
reform. North Central Regional Educational Laboratory. [Online]. Available:
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
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
plan for educational reform. San Francisco, CA: Jossey-Bass](https://image.slidesharecdn.com/julywebinarastdfactorfishy-120730094713-phpapp02/75/ASTD-Gamification-Webinar-Slides-34-2048.jpg)
Uploaded byKarl Kapp
ASTD Gamification Webinar Slides
The document discusses research on games and gamification for learning. It finds that games can result in learners spending more time on task than traditional instruction. Specifically, research shows that using games/simulations, learners learned 11% more declarative knowledge and 14% more procedural knowledge compared to traditional instruction. Games also build more confidence for applying knowledge in the real world. Effective game elements include challenges, narratives over lists, avatars that represent the learner, and rewards for feedback. Different game designs are needed for different types of content knowledge.
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ASTD Gamification Webinar Slides
- 1. What Research Tellsus About Games, Gamification and Learning By Karl M. Kapp Bloomsburg University July 24, 2012 Twitter:@kkapp
- 2. 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 4 What are tips for creating What are some principles for e-learning games and simulations adding serious games to change behavior? to learning curriculums?
- 3. Google “Kapp Notes” 2012 New Book: “The Gamification of Learning and Instruction” September 2011 Training Quarterly Article Improving Training: Thinking Like a Game Developer July 2012 T&D Article Games, Gamification and the Quest for Interactive Learning
- 4. Based on theBook.
- 5. Let’s Play Fact orFishy…
- 6. Games and resultin… Learner spending more time on task than traditional instruction. Is that Fact or Fishy?
- 8. A math factsgame 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 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 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, at the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria. Austria.
- 9. When learning Declarative Knowledge… Usinga game/simulation participants learned 11% more than using traditional instruction. Is that Fact or Fishy?
- 10. Fact 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
- 11. Percentages of Impact Type of It wasn’t the game, it was % Higher level of activity in the game. Knowledge /Retention Declarative 11% In other words, the Procedural engagement of the learner in 14% the game leads 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
- 12. Use game-based mechanics, aestheticsand game thinking to engage people, motivate action, promote learning, and solve problems. Gamification
- 15. Games/Simulations must be funto be Educational. Is that Fact or Fishy?
- 16. Sitzmann, T. (2011)A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
- 17. Simulation/games build more confidencefor 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
- 18. 20% higher confidence Fact levels. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
- 19. An on-screen characteris distracting to the learner and does not facilitate learning as well as simple text. Is that Fact or Fishy?
- 20. On transfer testsinvolving 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.
- 21. Who is morelikely 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
- 22. Within 24 hoursof 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.
- 23. If learners watchan 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, 2 (3), 95-113.
- 24. 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
- 25. Two avatars arebetter than one? Motivator Mentor Expert Fact or Fishy?
- 26. Yes, two avatarsare better than one. Fact Motivator Mentor Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115. Expert
- 27. Learners remember factsbetter… When presented as bulleted list rather than presented as a story. Is that Fact or Fishy?
- 29. Yep, People tendto remember Yep, People tend to remember Researchers have found that the Researchers have found that the facts more accurately if they facts more accurately if they human brain has a natural affinity human brain has a natural affinity encounter them in a story rather encounter them in a story rather for narrative construction. for narrative construction. than in a list. 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. 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 Melanie Green http://www.unc.edu/~mcgreen/research.html
- 30.
- 32. Story Elements 1. Characters 2. Plot (something has to happen). 3. Ten s ion 4. Resolution te rs pr ob le m C ha ra ct er en co u n n si on 5. Conclusion Pr ob le m bu il ds te re d A so lu ti on is of fe te d /p os it iv e R es u lt s ar e pr es en
- 33. One way toengage learners is to… Present them with a difficult challenge. Is that Fact or Fishy?
- 34. Fact. Provide a challenge Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North Central Regional Educational Laboratory. [Online]. Available: 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 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 plan for educational reform. San Francisco, CA: Jossey-Bass
- 35. Re-design the Instruction toStart with a Challenge
- 36. Investigatory Training • CourseObjectives – Identify the Forms Required for an Investigation – Practice Interview Techniques – Understand and Follow the Investigation Model
- 37. It is yourfirst 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?
- 38. Coins, points andrewards are extrinsic motivators and should be avoided at all costs. Is that Fact or Fishy?
- 40. Use coins, pointsand rewards to provide feedback on performance, updates on progress and level of correctness.
- 41. The value, orsize, of an anticipated reward influences the motivational signal sent to the brain only within the contexts of the reward system.
- 43. Games can influence peopleto behave in a pro- social manner. Is that Fact or Fishy?
- 44. Fact Greitemeyer, T. &Osswald, S. (2010) Effective of Prosocial games on prosocial Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 .. No. 2., 211- behavior. Journal of Personality and Social Psychology. Vol. 98 No. 2., 211- 221. 221.
- 45. 28% helped topick up pencils
- 46. 33% helped topick up pencils
- 47. 67% helped topick up pencils
- 49.
- 50.
- 51. Different content requires differentgame designs. Is that Fact or Fishy?
- 52.
- 53. Declarative Knowledge Games Matching Multiple Choice Organization-Drag/Drop
- 54. Conceptual Knowledge Games Examples Non-Examples Results of Conceptual Understanding
- 55. Problem Solving Knowledge Games Branching Simulation
- 56. Problem Solving Knowledge Games Virtual 3D Environments
- 57. Take-Away 1) Interactivity ofgames leads to higher knowledge retention for 1) Interactivity of games leads to higher knowledge retention for declarative and procedural knowledge. declarative and procedural knowledge. 2) Games/Simulations do not need to be fun to be educational. 2) Games/Simulations do not need to be fun to be educational. 3) On screen characters can enhance e-learning. 3) On screen characters can enhance e-learning. 4) Two on screen characters (mentor and expert) are better then 4) Two on screen characters (mentor and expert) are better then one. one. 5) Onscreen avatars can influence off-screen behavior. 5) Onscreen avatars can influence off-screen behavior. 6) Use stories rather than bulleted lists to present facts. 6) Use stories rather than bulleted lists to present facts. 7) Present learners with a difficult challenge to engage and motivate 7) Present learners with a difficult challenge to engage and motivate them. them. 8) Use points, rewards and badges to provide feedback on 8) Use points, rewards and badges to provide feedback on performance or progress. performance or progress. 9) Games can influence people to behave in a pro-social manner. 9) Games can influence people to behave in a pro-social manner. 10) Use different game designs for different types of learning. 10) Use different game designs for different types of learning.
- 58. Questions ? Available at Amazon.com Twitter:@kkapp [email protected]
Editor's Notes
- #9 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.
- #16 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. 84-86.
- #20 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
- #35 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 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 .
- #45 Cognitive, Behavioral, Affective