Here are my slides from my DevLearn 2012 session.

1. Understanding the Value of Games and
Gamification for Serious Learning
By Karl M. Kapp
Bloomsburg University
Gamification of Learning and Instruction
October 31, 2012
Twitter:@kkapp
gamify01

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?

4. Are games/simulations
effective for learning?
How does Gamification fit
into all of this?

5. Simulation/games have to be fun to be educational?
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.”

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.”

9. In a Meta-Analysis…
Knowledge retention for
game/simulation was 17%
higher than a lecture.
Is that Fact or Fishy?

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

15. Example.
Image Courtesy of Enspire Learning

16. Transfer
The ability of simulations to teach skills that transfer to real‐
life, on‐the‐job situations seems abundantly positive….
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
Transfer of Training from Simulations in Civilian and Military Workforces:
Perspectives from the Current Body of Literature

17. Evidence‐Based Recommendations
1) Use a game/simulation to provide a context for the learning.
2) Don’t focus on “fun.”
3) Craft the simulation/game to provide opportunities to
increase engagement and interactivity to increase learning.
4) Embed the game within a larger curriculum (set up,
debrief)
5) Provide unlimited access to game/simulation.

18. Use game-based mechanics,
aesthetics and game thinking to
engage people, motivate action,
promote learning, and solve
problems.
Gamification

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

21. http://www.coursehero.com/courses/

24. 2 weeks after launching Courses (powered by gamification), CourseHero
received 350 suggested edits to existing courses and 122 requests for new
courses.
Another 68 people offered to augment existing courses by creating their
own course to be hosted on coursehero.com.

27. For Gamified courses, the time on site for the Courses are nearly
three times as long as time onsite for all of coursehero.com.
Social sharing of achievements increased nearly 400 percent in
three months.

28. … it’s not all about points, badges and progress bars.

29. 20% increase in profile completion.

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

32. Elements of
Games that Aid
Learning
1. Feedback
2. Story
3. Characters
4. Fantasy

33. 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.

36. Games like The Sims provide feedback on
many dimensions which provide
opportunities to consider tradeoffs and
higher level cognitive thinking.

38. Leaderboards provide
opportunities for players to
receive feedback about their
performance as compared to
others.
Comparative and
relative feedback

39. Focused Feedback encourages activity.

40. Story

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.

43. Story Elements
1. Characters
2. Plot (something has to happen).
3. Tension
4. Resolution
5. Conclusion

44. NikePlus Stats for Karl

46. Recommendations
• Embed facts to be learned in the context of stories.
• Use stories that are related to the context of the
desired learning outcome.

47. We’ve Always Wanted
Characters

48. An on-screen character is
distracting to the learner..
Is that Fact or Fishy?

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.

50. Research indicates that learners perceive, interact socially
with and are influenced by anthropomorphic agents
(characters) even when their functionality and adaptability
are limited.
http://codebaby.com/elearning‐solutions/examples/

51. Who is more likely 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

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.

56. 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. Chapter 2
“The Gamification of Learning and Instruction.”
g

57. Re‐design the Instruction to
Start with a Challenge

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.

61. Evidence‐Based Recommendations
• Use “Challenge” to engagement learners.
• Fantasy is an acceptable and positive element for
instructional games

62. Games can influence
people to behave in a
positive manner.
Is that Fact or Fishy?

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.

64. 28% helped to
pick up pencils

65. 33% helped to
pick up pencils

66. 67% helped to
pick up pencils

68. 22% intervened

69. 56% intervened

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.

71. QUESTIONS?
Contact Karl via
Twitter or email
Twitter:@kkapp
kkapp@bloomu.edu