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Using Games to Teach Content

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Karl Kapp
Karl Kapp

Game Type Slides from DeveLearn 2012 workshop. Matching game types to content type.

Education
1 of 70
All Games are Not the Same • Use the right game to teach the right content. • Instructional strategies apply to game design.
Designing Performance-Based Instruction Facts Concepts Rules - Elaborating - Examples - If-Then - Organizing - Non-Examples - Cause/Effect - Association - Attribute Classification - Concept Application Procedures Principles Problem-Solving - Whole to Part Review - Teach Model - Multiple Scenarios - Learn Parts - Behavior Checklist - Professional Experiences - Assemble Procedure - Examples - Realistic Application
ms Jargon Acrony Memorization Facts • Designing for Facts – Elaboration-links new information with relevant prior knowledge • Superordinate-context of new fact • Coordinate-compare/contrast
ms Jargon Acrony Facts Memorization • Designing for Facts – Organizing—Placing facts into a logical grouping (chunking) • Tables • Diagrams • Lists • Models • Mnemonics Roy G. Biv
Declarative Knowledge Games Matching Multiple Choice Organization-Drag/Drop
Combine First-Person with Combine First-Person with Teaching Facts Teaching Facts www.gadgetsgamesandgizmos. © Karl M. Kapp 2007
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. http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental-learning-and-power-of/
ct Abstra Categories Concepts Concrete • Designing for Concepts – Concept is a class of items that share common features and is known by a common name. • Example, Non-Example • Attribute Classification
Conceptual Knowledge Games Examples Non-Examples Results of Conceptual Understanding
Conceptual Orienteering
Conceptual Orienteering Triggers Episodic Memory
d. th en avoi If h o t , Rules Moisture causes out of tolerance • Designing for Rules – Rule is a statement that expresses a relationship between concepts. • If-Then • Cause/Effect • Concept Application
ses are P roces Softw SOPs Procedures Step-by-Step • Designing for Procedures – Procedure is a sequence of steps the learner performs to accomplish a task. • Whole to Part Review • Learn Parts • Assemble Procedure
www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007
ills Leadership So ft S k Principles Trouble Shooting • Designing for Principles – Principle is a non-sequential guideline that must be adapted to a specific situation. • Teach Model • Behavior Checklist • Examples
Example
Enspire Learning: http://www.enspire.com/
Enspire Learning: http://www.enspire.com/
Enspire Learning: http://www.enspire.com/
Problem-Solving • Designing for Problem-Solving – Problem is previously un-encountered situation that requires the application of previously learned concepts, rules, procedures, principles • Teach Model • Behavior Checklist • Examples
Problem Solving Knowledge Games Branching Simulation
Problem Solving Knowledge Games Virtual 3D Environments
Energy efficiency certification requires a field test. Energy Observation
Interplay Energy, in partnership with the Residential Energy Services Network (RESNET) created a simulation to measure applied knowledge and understanding like a physical field test.
Objectives included: Objectives included: •Gas line leak detection •Gas line leak detection •Ambient CO testing •Ambient CO testing •Unvented appliance testing (ovens and stove top •Unvented appliance testing (ovens and stove top burners primarily) burners primarily) •Proper equipment usage •Proper equipment usage •Appliance identification •Appliance identification •Combustion appliance Zone (CAZ) understanding •Combustion appliance Zone (CAZ) understanding •Worst Case Depressurization •Worst Case Depressurization •Vented Appliance (furnace, boilers, water heaters) •Vented Appliance (furnace, boilers, water heaters) tests: spillage, CO, draft tests: spillage, CO, draft
Inventory Observation Kapp, K. & O’Driscoll T. (( 2010) Learning in 3D: Adding a new dimension to enterrpise Kapp, K. & O’Driscoll T. 2010) Learning in 3D: Adding a new dimension to enterrpise learning and collaboration. Pfeffier. PP.416. learning and collaboration. Pfeffier. PP.416.
Learners journey through a series of activities designed to synthesize conceptual learning.
Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.
Recommendation • Match the appropriate content type with the appropriate game type.
Fostering Pro-Social Behavior Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial 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. 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
First Experiment indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction. Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
Second Experiment indicated that playing the game Darfur is Dying resulted in a greater role taking and willingness to help than either game watching or text reading. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction. Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

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Using Games to Teach Content

  • 1. All Games are Not the Same • Use the right game to teach the right content. • Instructional strategies apply to game design.
  • 2. Designing Performance-Based Instruction Facts Concepts Rules - Elaborating - Examples - If-Then - Organizing - Non-Examples - Cause/Effect - Association - Attribute Classification - Concept Application Procedures Principles Problem-Solving - Whole to Part Review - Teach Model - Multiple Scenarios - Learn Parts - Behavior Checklist - Professional Experiences - Assemble Procedure - Examples - Realistic Application
  • 3. ms Jargon Acrony Memorization Facts • Designing for Facts – Elaboration-links new information with relevant prior knowledge • Superordinate-context of new fact • Coordinate-compare/contrast
  • 4. ms Jargon Acrony Facts Memorization • Designing for Facts – Organizing—Placing facts into a logical grouping (chunking) • Tables • Diagrams • Lists • Models • Mnemonics Roy G. Biv
  • 5. Declarative Knowledge Games Matching Multiple Choice Organization-Drag/Drop
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16. Combine First-Person with Combine First-Person with Teaching Facts Teaching Facts www.gadgetsgamesandgizmos. © Karl M. Kapp 2007
  • 17. 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. http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental-learning-and-power-of/
  • 18. ct Abstra Categories Concepts Concrete • Designing for Concepts – Concept is a class of items that share common features and is known by a common name. • Example, Non-Example • Attribute Classification
  • 19.
  • 20. Conceptual Knowledge Games Examples Non-Examples Results of Conceptual Understanding
  • 22. Conceptual Orienteering Triggers Episodic Memory
  • 23.
  • 24.
  • 25. d. th en avoi If h o t , Rules Moisture causes out of tolerance • Designing for Rules – Rule is a statement that expresses a relationship between concepts. • If-Then • Cause/Effect • Concept Application
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32. ses are P roces Softw SOPs Procedures Step-by-Step • Designing for Procedures – Procedure is a sequence of steps the learner performs to accomplish a task. • Whole to Part Review • Learn Parts • Assemble Procedure
  • 33. www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 39. ills Leadership So ft S k Principles Trouble Shooting • Designing for Principles – Principle is a non-sequential guideline that must be adapted to a specific situation. • Teach Model • Behavior Checklist • Examples
  • 44. Problem-Solving • Designing for Problem-Solving – Problem is previously un-encountered situation that requires the application of previously learned concepts, rules, procedures, principles • Teach Model • Behavior Checklist • Examples
  • 45. Problem Solving Knowledge Games Branching Simulation
  • 46. Problem Solving Knowledge Games Virtual 3D Environments
  • 47. Energy efficiency certification requires a field test. Energy Observation
  • 48. Interplay Energy, in partnership with the Residential Energy Services Network (RESNET) created a simulation to measure applied knowledge and understanding like a physical field test.
  • 49. Objectives included: Objectives included: •Gas line leak detection •Gas line leak detection •Ambient CO testing •Ambient CO testing •Unvented appliance testing (ovens and stove top •Unvented appliance testing (ovens and stove top burners primarily) burners primarily) •Proper equipment usage •Proper equipment usage •Appliance identification •Appliance identification •Combustion appliance Zone (CAZ) understanding •Combustion appliance Zone (CAZ) understanding •Worst Case Depressurization •Worst Case Depressurization •Vented Appliance (furnace, boilers, water heaters) •Vented Appliance (furnace, boilers, water heaters) tests: spillage, CO, draft tests: spillage, CO, draft
  • 50.
  • 51.
  • 52. Inventory Observation Kapp, K. & O’Driscoll T. (( 2010) Learning in 3D: Adding a new dimension to enterrpise Kapp, K. & O’Driscoll T. 2010) Learning in 3D: Adding a new dimension to enterrpise learning and collaboration. Pfeffier. PP.416. learning and collaboration. Pfeffier. PP.416.
  • 53.
  • 54.
  • 55.
  • 56.
  • 57. Learners journey through a series of activities designed to synthesize conceptual learning.
  • 58. Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.
  • 59. Recommendation • Match the appropriate content type with the appropriate game type.
  • 60. Fostering Pro-Social Behavior Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial 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. Journal of Personality and Social Psychology. Vol. 98 No. 2., 211-221.
  • 61. 28% helped to pick up pencils
  • 62. 33% helped to pick up pencils
  • 63. 67% helped to pick up pencils
  • 64.
  • 67.
  • 68.
  • 69. First Experiment indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction. Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
  • 70. Second Experiment indicated that playing the game Darfur is Dying resulted in a greater role taking and willingness to help than either game watching or text reading. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction. Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

Editor's Notes

  1. http://www.youtube.com/watch?v=FNm51wLWP74
  2. Cognitive, Behavioral, Affective