games, simulations and gamification in learning design and delivery
DESCRIPTION
What role should games, simulations and gamification play in learning design and delivery?Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning. This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.TRANSCRIPT
Games, Simulations and Gamification in Learning Design and Delivery
Twitter:@kkapp
By Karl M. KappBloomsburg University April 26, 2012
1Agenda
How do you apply game-based strategies to the presentation of learning content?
What are 3 principles for adding gamification and game-ideas to learning curriculums
2
3Four motivational aspects of games that improve learning recall and application?
4Six ways gamification impactslearning design and development
Google “Kapp Notes”www.kaplaneduneering.com/kappnotes
Blog Book TourLearning Circuits Blog
Google “Kapp Notes”www.kaplaneduneering.com/kappnotes
Blog Book TourLearning Circuits Blog
2012 New Book:“The Gamification of Learning and Instruction”
2012 New Book:“The Gamification of Learning and Instruction”
September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer
September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer
July 2011 T&D ArticleMatching the Right Instruction to the Right Content
July 2011 T&D ArticleMatching the Right Instruction to the Right Content
Based on the Book.
Let’s Play
Elements of Games
What Research Says about
Games for Learning
Type of Knowledge/Retention
% Higher
Declarative 11%Procedural 14%Retention 9%
Percentages of Impact
Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology .Review of 65 studies
Type of Knowledge/Retention
% Higher
Declarative 11%Procedural 14%Retention 9%
Percentages of Impact
Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology .Review of 65 studies
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.
Do simulation/games have to be entertaining to be educational?
NO
Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology .
Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology .
20% higher confidence levels.
Simulation/games build more confidence for on the job application of learned knowledge
than classroom instruction.
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.
Engagement
PedagogyGame
Learning Game
Adapted from Aldrich, C. Learning by Doing. Pfeiffer, page 80
Engagement
PedagogyGame
EducationalSimulation
Aldrich, C. Learning by Doing. Pfeiffer, page 80
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 anddiscussion. Naval Air Warfare Center Training Systems Division (No 2005‐004).
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.
Use game-based mechanics, aesthetics and game thinking to engage people, motivate action,
promote learning, and solve problems.
Gamification
FourElements of
Games that Aid Learning
1. Stories & Challenges2. Levels3. Feedback4. Freedom to Fail
Stories & Challenges
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
Re‐design the Instruction to Start with a Challenge
Investigatory Training
• Course Objectives– Identify the Forms Required for an Investigation– Practice Interview Techniques– Understand and Follow the Investigation Model
It is your first day on the job as an investigator andJane, an employee in Accounting, just accused her boss of embezzling $10,000.
What is the first thing you need to do?
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
1. Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution
NikePlus Stats for Karl
Challenge and Consolidation– Good games offer players a setof challenging problems and then let them solve these problemsuntil they have virtually routinized or automated their solutions.
Games then throw a new class of problem at the players requiringthem to rethink their now, taken-for-granted mastery, learnsomething new, and integrate this new learning into their old mastery.
James Paul Gee, University of Wisconsin-Madison
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.
Levels
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
Once that task is accomplished, the learner is then led to accomplish
another goal which builds upon the previous.
Level One: Talking with the receptionist.
Level Two: Talking with the nurse gatekeeper.
Level Three: Talking with the physician.
Level One: Demonstration
Practice
Level Two: Guided Practice
Level Three: Performance Assessment
Recommendations
• Provide different entry points into the instruction.
• Provide different learner experiences within the same e‐learning module.
• Consider “leveling up” learner challenges.
Feedback
Games like The Sims provide feedback on many dimensions which provide
opportunities to consider tradeoffs and higher level cognitive thinking.
Leaderboards provide opportunities for players to receive feedback about their performance as compared to
others.
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.
Freedom to Fail
Recommendations
• Allow failure.
• Provide for multiple attempts.
• Focus on learning from mistakes and failure.
Putting It AllTogether
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.
28% helped to pick up pencils
33% helped to pick up pencils
67% helped to pick up pencils
22% intervened
56% intervened
Learned Procedure
Go ahead…jump in!
1Summary
How do you apply game-based strategies to the presentation of learning content?
What are 3 principles for adding gamification and game-ideas to learning curriculums
2
3Four motivational aspects of games that improve learning recall and application?
4Six ways gamification impactslearning design and development
Questions/More Information• http://www.kaplaneduneering.com/kappnotes/
– Recommended books– Samples and Examples
• Email: [email protected]• Email: [email protected]• Twitter: @kkapp• Pinterest: Gamification Happenings• Facebook: http://www.facebook.com/gamificationLI
“The Gamification of Learning and Instruction”