In the academic world, the terms game, gamification and engagement are becoming hot topics. But is it hype or can “thinking like a game designer” actually enhance instruction and motivate learners? In this interactive, evidence-based session, participants will engage in an instructional event that demonstrates how to pull learners into the content and help them gain the knowledge required to be successful. Along the way, they will explore the definition of gamification, the research evidence supporting its use, and how gamification compares and contrasts with active learning. Come play a polling game and discover firsthand how this approach engages learners, increases learning, and leads to desired academic outcomes.

1. Twitter:@kkapp
Solving The Case of the
Disengaged Learner
By Karl M. Kapp
Professor , Bloomsburg University
Author: Gamification of Learning and Instruction

2. For:
Notes/Slides
Additional Ideas
www.karlkapp.com
www.karlkapp.com/kapp-notes

3. Let’s Get
Started

4. What game elements are
used?

5. New Designs for
Learnine Theatre
Presents

7. t was a quiet Monday morning, very
quiet, really quiet… almost too…

8. Then, out of nowhere, she flew into my office,
like a Dean who had a problem that needed
solved …
Hi ‘ya
Dean.

9. I have a problem that
needs to be solved.

10. We need more
engagement.
She wanted to increase engagement and
have more interactive learning for our
students.

11. You came to the right
person that’s what I do…

12. Yeah, I know…that’s
why I hired you. Ugh..
Now take the new person here
and go find out how to make this
happen!

13. For some reason, she didn’t seem bothered
by the fact that she was breaking the
school’s no smoking policy…

14. Here’s where you come in. Help me figure
out the clues …and fast.

15. Text karlkapp to 37607
Or
PollEv.com/karlkapp
First, take out your text
machines.
k a r l k a p p

16. Choose your disguise…

17. Stakes are high and time is short.

19. Students not Engaged? Why?
Learning Eagle
September 29, 2016See Section F for Coupons
Professors, Designers
Called Into Action!
By Freeman A.
Hrabowski III
New Designs for Learning,
MD– It started out as just
another normal day. Larry the
Learner had just sat at his desk
to embark on a learning
journey. A journey that turned
horrific within only a few
moments.
The result is unnecessary
incident that could and should
have been avoided by having
the right instructional strategy
The news of disengagement was spreading…

20. We need to find Ivan…the Informant...

21. I knew one of his old haunts…

22. He was about as friendly as a fly at a fly
strip convention.
Hello, Clueless…

23. Look I am going to ask you some
questions, the right answer gives you
a clue to engaging learning.
He was about as friendly as a fly at a fly
strip convention.

24. What do you and your detectives here have
to say about this?

25. Are Game-based Learning and Gamification are the same thing?
Are Games and Gamification are the same
thing?

28. Enter Question TextNext clue, how many types of gamification are
there?

30. There are two types of
gamification.

31. He grabbed his typewriter and made some
notes to explain to me the difference between
the two types of gamification.

32. Structural
Gamification is
use of game-
elements to propel
a learner through
content with no
alteration or
changes to the
content.
Structural:
 Points
 Badges
 Leaderboard

33. Content
Gamification use
of game thinking
to alter content
to make it more
game-like but
doesn’t turn the
content into a
game.
Content:
 Challenge
 Story
 Characters
 Missions

34. Ivan then grabbed his laptop to show me a
demonstration of the two types.

35. First Structural Gamification….

36. Gamification
The concept of gamification
Consists of many different
elements.
These elements can include:
• Story
• Character
• Mystery
• Curiosity
• Curve of Interest
• Surprise
• Chance
• Points
• Badges
Screen captures courtesy of MindTickle….

39. Then he demonstrated content gamification....

40. It was a little like déjá vu ….this content
gamification…..

41. It has elements of story, characters and
content that was altered to be more game-like…

42. Twittermission

43. Welcome back detectives, let me
tell you about a robust educational
phenomenon called “Spaced
Retrieval”
Sometimes called “Distributed
Practice.”

44. Let me tell you about a study using a randomized
control group in a trial at ten sites in southeast
India with over 500 subjects.
Working Indian men (aged 35—55 years) with
impaired glucose tolerance were randomly
assigned to either a mobile phone messaging
intervention or standard care..
Ramachandran, A. et. al. Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6

45. Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6
“Avoid snacks while
watching TV; you may
overeat.”
“Use stairs instead
of an Elevator”
“Take stairs instead
of elevator.”
“Don’t eat while watching
TV.

46. Lowered risk of developing
Type 2 diabetes by 36%.
Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6

47. Now let me tell you about this thing
called “Retrieval Practice.”

48. Require students to recall content
to enhance learning.
In other words, use testing to
reinforce learning—not just for
evaluation.

49. Combining Spaced Retrieval and
Retrieval Practice is really
powerful.
One study in the subject of Anatomy and
Physiology revealed retention benefits of
between 35% and 61% with average of
41%.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy
and physiology information Advances in Physiology Education 37: 184–191, 2013;
doi:10.1152/advan.00174.2012

50. Ivan had another question for me…I was the
one who was supposed to be ask’n questions….
Fact or Fishy? Learners remember
facts better when presented in a
bulleted list rather than presented in
a story?

55. 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. Chapter 2
“The Gamification of Learning and Instruction.

56. Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading Stories Activates Neural
Representations of Visual and Motor Experiences.Psychological Science, 20(8), 989–999.
doi:10.1111/j.1467-9280.2009.02397.x
When a person reads about certain
activities in a story, the areas of the
brain associated with those activities
are activated.
The research found that different brain
regions track different aspects of a
story. If the character moved, the
corresponding region of the brain for
physical movement became active.

57. Zombie Sales
Apocalypse!©

65. Thanks, Ivan.Get out of here….
This mystery of interactive learning was
starting to take shape…

66. Let’s brief the Dean on what we know so far…

67. So what have we
learned?

68. So far, so good. Follow the next clue on the
matchbook I found in my desk drawer….

70. I arrived at the place on the matchbook, as
shady as a clump of oaks caught in an eclipse…

71. Enter Question TextHmm… what could this location and clue mean??? Tell
me. Does engaging instruction start with:

73. Action draws in the learner and
encourages further engagement.

74. Too often instruction is about the content
and not about interacting or engaging with
the content.

75. Make the learner do something
Answer a question
Identify a procedure.
Make a decision.
Solve a mystery.
Confront a challenge.
Pick a team.

76. Active learning increases student performance in science, engineering, and mathematics
Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta,
and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences)

77. Create Open Loops
Law &
Order

78. Time for a recap with the Dean…she looked a
little frantic…she wanted to know one more
thing.

79. I want to know one more
thing.
What game elements can
engage learners?

80. What game elements did we
encounter today that can
engage learners?

81. Great stuff, you folks really seemed to have
cracked the case as to what makes engaging
learning.

82. I thought my work was done but then….I
found another pack of matches on my way
home…

83. But we’ll have to leave that mystery for
another presentation….

84. How did you do?

85. What game elements went
into this design?

86. 1) Story/Genre
2) Polling/Audience Input
3) Teams
4) Mystery/Curiosity
5) Characters
6) Competition
7) Group Particpation
8) Action

87. Don’t need to have a
detective. You can be
more realistic.

88. Given those symptoms, what
you would you do?

89. QUESTIONS?

90. The End

91. Credits:
Detective Artwork Courtesy of Vanessa Bailey
Typewriter is MS Clip Art
Audience Response Devices by PollEverywhere
Demo of Gamification Software by MindTickle

92. 90 Days of Premium: Free
1. Create a free account
2. Email code: K_Kapp
to support@polleverywhere.com
Automatically downgrades to the
standard free plan after 90 days

93. Related Resources…
Lynda.com Course: Gamification of LearningYouTube Video
Web Site:www.karlkapp.com
Books

94. For:
Notes/Slides
Additional Ideas
www.karlkapp.com
www.karlkapp.com/kapp-notes