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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/kappw209-130322083939-phpapp01/75/Gamification-of-Learning-15-2048.jpg)
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Gamification of Learning
The document discusses the gamification of learning, emphasizing that interactivity and immersion lead to meaningful learning outcomes. It showcases strategies for designing engaging instructional experiences, such as using challenges, narratives, and feedback, while providing evidence of the effectiveness of simulations and game mechanics in retaining knowledge. Recommendations include embedding facts in stories, leveraging characters for interaction, and integrating gamified elements into broader educational curricula.
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Gamification of Learning
- 1. Gamification of Learning By Karl M. Kapp Twitter:@kkapp Bloomsburg University Gamification of Learning &Instruction March 21, 2013
- 2. Interactivity (I) + Immersion (I) = Sustained Engagement (E) Results in meaningful learning.
- 3. Interactivity (I) + Immersion (I) = Sustained Engagement (E) Results in meaningful learning.
- 4. Slides for This Presentation Google “Kapp Notes” Look for ASTD DC METRO 2013 Presentation Resources Content ripped from the pages of “The Gamification of Learning and Instruction”
- 5. Agenda 1 2 What are four instructional design methods What are three simple, low‐tech that encourage immersive learning techniques for creating engaging learning experiences? 3 How do I, create learning experiences tied to interactivity, immersion and game‐based elements?
- 6. Use game-based mechanics, aestheticsand game thinking to engage people, motivate action, promote learning, and solve problems. Gamification
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- 9. Some people think Gamification is only about points, badges and rewards…
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- 12. … the possibilities of “gamification” are far larger than points, badges and rewards.
- 13. Two Examples of the Concepts of Games and Gamification
- 14. Malone’s Theory of Intrinsically Motivating Instruction Challenge Fantasy Curiosity
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- 16. Re‐design the Instruction to Start with a Challenge
- 17. Fantasy– There areboth 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.
- 19. 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
- 20. Transfer The ability of simulations to teach skills that transfer to real‐ life, on‐the‐job situations seems abundantly positive… Computer‐based simulations—assessed as an alternative to other means of training, as a supplement to other means of training, as a device to combat skill decay in experienced trainees, and as a means of improving performance levels as they stand prior to training—show positive results for transfer a majority of the time. 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
- 22. Recommendations 1) Use a game/simulation to provide a context for the learning. 2) Include Fantasy to overcome resistance, encourage generalization and invoke curiosity. 3) Carefully craft the simulation/game to provide opportunities to increase engagement and interactivity to increase learning. 4) Transfer of learning occurs when tasks are cognitively the same.
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- 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. Chapter 2 “The Gamification of Learning and Instruction.
- 25. Story Elements 1. Characters 2.Plot (something has to happen). 3. Tension 4. Resolution 5. Conclusion
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- 29. Recommendations • Embed facts to be learned in the context of stories. • Start the learning process by providing a challenge to the learner. • Use stories that are related to the context of the desired learning outcome.
- 30. We’ve Always Wanted Characters Characters
- 31. Flying around avirtual world as a superhero made subjects nicer in the real world. physical world 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.
- 32. An experience as an avatar can change a person's real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people. Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective‐Taking on The Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA
- 33. On tests involving different word problems, the group who had a character explain the problems generated 30% more correct answers than the group with just 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. Chapter 4 “The Gamificaiton of Learning and Instruciton”
- 35. Recommendations • Use characters/agents to model desired behavior. • Use characters/agents to provide feedback and instruction to learners. • Characters should speak in a natural, conversational tone. • Use two characters, one for coaching and one for expertise is better than just having one character trying to do both.
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- 38. Games like The Sims provide feedback on many dimensions which provide opportunities to consider tradeoffs and higher level cognitive thinking.
- 39. 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.
- 41. Embed into alarger Curriculum Training Manuals E-learning Classroom instruction
- 42. 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
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- 48. Special Thank You! • Game On! Learning – Bryan Austin – http://www.gameonlearning.com/ • The Knowledge Guru – Sharon Boller – https://www.theknowledgeguru.com/
- 49. Takeaways 1) Interactivity of games leads to higher knowledge. 2) Fantasy, curiosity and challenge are key elements for instructional games. 3) Embed facts to be learned in the context of stories. 4) On screen characters can enhance e‐learning. 5) Use stories rather than bulleted lists to present facts. 6) Present learners with a difficult challenge to engage and motivate them. 7) Use stories that are related to the context of the desired learning outcome. 8) Feedback needs to be targeted. 9) Embedded the game into a larger curriculum.
- 50. Contact Karl via Race you to Book Twitter or email Store! Twitter:@kkapp [email protected]