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?
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.”
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
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
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.
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.
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.
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.
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.
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.
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.