What is the immersive internet-the Immernet and why should learning and development professionals care? In this learning event, we will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person's behavior, how storytelling helps learners memorize facts and how gamification can lead to improved health. This research-based session demonstrates how simple techniques engage and immerse learners in the content they need to learn.You will be provided with tips and techniques for matching research findings to your own immersive learning design. We'll move the concepts from research-to-practice. The presentation ends with a practical case study outlining how the research tips, techniques and practices can immerse learners in the learning experience. Discover how research-based practices can drive immersive learning experiences and behavior change.Session repeated Thursday, TH404-Apply three simple, low-tech techniques for creating engaging learning experiences.-Use four instructional design methods that encourage immersive learning.-Create learning experiences tied to interactivity, immersion and game-based elements.

1. The “Immernet”: Immersive Learning
through Games, Gamification and Virtual
Worlds
By Karl M. Kapp
Bloomsburg University
Gamification of Learning and Instruction
Twitter:@kkapp

2. Interactivity (I) + Immersion (I) = Sustained Engagement (E)
Results in meaningful learning.

3. Interactivity (I) + Immersion (I) = Sustained Engagement (E)
Results in meaningful learning.

4. Latest Slides for This Presentation
Google “Kapp Notes”
Ripped from the pages of “The
Gamification of Learning and
Instruction”

5. Latest Slides for This Presentation
Book signing in
Google “Kapp Notes”
Bookstore at
5:15
Ripped from the pages of “The
Gamification of Learning and
Instruction”

6. Agenda
1 2
What are four instructional design methods
What are three simple, low‐tech that encourage immersive learning
techniques for creating engaging
learning experiences?
3
How do I, create learning experiences tied to interactivity,
immersion and game‐based elements?

7. Malone’s Theory of Intrinsically
Motivating Instruction
Challenge Fantasy Curiosity

8. 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.”

9. 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.

10. Image Courtesy of GameOn! Learning

12. Challenge and Consolidation– Good games offer players a set
of challenging problems and then let them solve these problems
until they have virtually routinized or automated their solutions.
Games then throw a new class of problem at the players requiring
them to rethink their now, taken-for-granted mastery, learn
something new, and integrate this new learning into their old
mastery.
James Paul Gee,
University of Wisconsin-Madison

13. Self‐Determination Theory
• Self‐Determination Theory
– Autonomy
– Competence
– Relatedness

14. Autonomy or Producers– Players are producers, not just
consumers, they are “writers” not just “readers.” Even at its
simplest level, players co-design games by the action they take
and decision they make.
James Paul Gee, University of Wisconsin-Madison

15. Competence or Pleasantly Frustrating– Good games stay
within, but at the outer edge, of the players “regime of
competence” (diSessa, 2000) Challenges in a game are
challenging but feel “doable.”
This is motivational. (Confidence from the ARCS model of
motivation.)
James Paul Gee, University of Wisconsin-Madison
diSessa, A. A. Changing Minds: Computers, Learning and Literatcy. Cambridge, Mass.: MIT Press, 2000.

16. Performance before Competence– Good video games operate
by a principle just the reverse of Most training modules:
performance before competence (Cazden, 1981).
Players can perform before they are competent, supported by the
design of the game. It is learning by doing.
James Paul Gee, University of Wisconsin-Madison

17. Relatedness– This is experienced when a person feels
connected to others. It can either be in real-time or related to
players who have played before through such items as a
leaderboard or artifacts left by other players.

19. Are games effective for
learning?

20. Yes!
Retention % Higher
Type of
Knowledge
Retention 9%
Procedural 14%
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.”

21. Percentages of Impact
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.”

22. 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 .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

23. Do Simulation/games build more confidence for
on the job application of learned knowledge than
classroom instruction.
Yes, 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.”

24. 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

25. Example

26. Enspire Learning: http://www.enspire.com/

27. Enspire Learning: http://www.enspire.com/

28. Transfer
The ability of simulations to teach skills that transfer to real‐
life, on‐the‐job situations seems abundantly positive…
Computer‐based simulations—assessed as an alternative to
other means of training, as a supplement to other means of
training, as a device to combat skill decay in experienced
trainees, and as a means of improving performance levels as
they stand prior to training—show positive results for transfer
a majority of the time.
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

29. Recommendations
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.

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

31. http://success.adobe.com/microsites/levelup/index.html

33. Use measurement achievements instead
of completion achievements to increase
intrinsic motivation through feedback.
Locke, E.A., & Latham, G.P. (2002) Building a practially useful theory of goal setting and task
motivation: A 35‐year Odyssey. American Psychologist, 57(9), 705‐717 Chapter 11: “The
Gamification of Learning and Instruction”

34. Primarily use expected achievements so
players can establish goals for themselves and
create a schema of the learning environment.
http://www.coursehero.com/courses/
Schooler, L.J., & Anderson (1990) The disruptive potential of immediate feedback. The proceedings of the Twelfth Annual
Conference of the Cognitive Science Society, Cambridge, MA. Chapter 11: “The Gamification of Learning and Instruction”

35. Some people think Gamification is only about points,
badges and rewards…

36. … if it was, this would be the most engaging game in the
world.

37. 20% increase in profile completion.

38. … but the possibilities of “gamification” are far larger
than points, badges and rewards.

39. Elements of Immersive
Environments that Aid Learning

40. Elements of Immersive
Environments that Aid Learning
NOT Enough Time 

41. Elements of Immersive
Environments that Aid Learning

42. Elements of Immersive
Environments that Aid Learning

43. Story

44. 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.

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

46. NikePlus Stats for Karl

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

50. 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.

51. We’ve Always Wanted
Characters
Characters

52. On tests involving different word problems, the group who had
a character explain the problems generated 30% more correct
answers than the group with just 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. Chapter 4 “The Gamificaiton of Learning and Instruciton”

53. Avatar as Teacher
Research indicates that learners perceive, interact
socially with and are influenced by anthropomorphic
agents (characters) even when their functionality and
adaptability are limited.
Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical
Transactions of the Royal B Society. 364, 3559–3565. Chapter 4 “The Gamification of Learning and Instruction”

54. Are two avatars better than
one?
Motivator
Mentor
Expert

55. Yes, two avatars are better
than one.
Motivator
Mentor
Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through
pedagogical agents. International Journal of Artificial Intelligence in
Education, 15(1), 95-115. Chapter 4 “The Gamification of Learning and Expert
Instruction”

56. http://codebaby.com/elearning‐solutions/examples/

57. http://codebaby.com/elearning‐solutions/examples/

58. Recommendations
• Use characters/agents to model desired behavior.
• Use characters/agents to provide feedback and
instruction to learners.
• Characters should speak in a natural, conversational tone.
• Use two characters, one for coaching and one for
expertise is better than just having one character trying to
do both.

59. Levels

60. Games provide
different levels for
different points of
entry.

61. 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
Having different entry points into a learning module
provides players with a comfort level that they can
enter the learning and be successful.

62. Many of the instructional methods that are effective for
novices either have no effect or, in some cases, depress
the learning of learners with more expertise.
Training designed for learners with greater prior
knowledge requires different instruction methods than
training designed for novice learners.
Clark, R., Nguyen, F. & Sweller, J. (2006) Efficiency in Learning: Evidence‐based guidelines to manage cognitive load. Pfeiffer. Page
247. Chapter 7 and 7 of “The Gamification of Learning and Instruction.

63. Recommendations
• Allow different entry points into the instruction.
• Provide a level demonstrating the needed skill, task or
concept, create a level with guided practice and create a
level that allows the player complete freedom to perform
the task or apply the concept on his or her own.

64. Do not view virtual worlds
as a next step in “how”
classroom‐based learning
will be delivered.

65. Instead, ask what kind of
learning can this new
technology can enable.

66. Human interaction around a
task where peer‐to‐peer or
group learning is enabled.

67. By adding immersion to the equation, organizations can allow
for higher quality learning interactions between employees
who work at a distance.

68. Learning content not organized around the work context
causes unnecessary overhead for the learner.
Learners tend to prefer
instructions over
instruction.

69. Simulated environments always made sense in
Medicine, Military and Aviation. Now they make sense
for Factories, Call Centers, Retail Stores and other
“work” environments.

73. 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
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

74. 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
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

75. Take‐Away
1) Interactivity of games leads to higher knowledge retention
for declarative and procedural knowledge.
2) Embed facts to be learned in the context of stories.
3) Games/Simulations do not need to be fun to be educational.
4) On screen characters can enhance e‐learning.
5) Two on screen characters (mentor and expert) are better
then one.
6) Use stories rather than bulleted lists to present facts.
7) Present learners with a difficult challenge to engage and
motivate them.
8) Use stories that are related to the context of the desired
learning outcome.
9) Allow different entry points/levels into the instruction.
10) Games can be more influential than reading about a subject.

76. Contact Karl via Race you to Book
Twitter or email Store!
Twitter:@kkapp
kkapp@bloomu.edu