Kapp's ASTD TechKnowledge 2012 Presentation

What Research Tells us About 3DAvatars, Storytelling & Serious Games By Karl M. Kapp Bloomsburg University ASTD TechKnowledge 2012 January 25, 2012 Twitter:@kkapp

Google “Kapp Notes” www.kaplaneduneering.com/kappnotes 2012 New Book: “The Gamification of Learning and Instruction” September 2011 Training Quarterly Article Improving Training: Thinking Like a Game Developer July 2011 T&D ArticleMatching the Right Instruction to the Right Content

Book Signing at 2:00.Come early.

Agenda 1 2 How do you apply game-based strategiesWhat does research say about to the presentation of learning content?games and game elements forlearning? 3 4 Ten tips for creating e-learningWhat are 3 principles for adding games and simulations to changeserious games to learning curriculums? behavior.

10,000 hrs of Game play 13 hours of console games a 87% of 8- to 17- week year olds play video games Digital divisions. Report by the Pew /Internet: Pew Internet & American Life. at home. US Department of Commerce

Almost 43% of the gamers are female and 26% of those females are over 18. Females play 5 hours a week of console games. They make up the majority of PC gamers at 63%.Digital divisions. Report by the Pew /Internet: Pew Internet & American Life.US Department of Commerce

What Research Says aboutGames for Learning

Percentages of Impact Type of % Higher Knowledge/ Retention Declarative 11% Procedural 14% Retention 9%Sitzmann, T. (2011) A meta-analytic examination of the instructional effectivenessof computer-based simulation games. Personnel Psychology .Review of 65 studies

Percentages of Impact It wasn’t the game, it was level Typegame. of activity in the of % Higher Knowledge/ Retention Declarative 11% In other words, the engagement Procedural of the learner in the game leads 14% to learning. Retention 9%Sitzmann, T. (2011) A meta-analytic examination of the instructional effectivenessof computer-based simulation games. Personnel Psychology .Review of 65 studies

Do simulation/games have to be entertaining to be educational?

NOSitzmann, T. (2011) A meta-analytic examination of the instructional effectivenessof computer-based simulation games. Personnel Psychology .

Simulation/games build more confidence foron the job application of learned knowledge than classroom instruction. 20% higher confidence levels. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .

A math facts game deployed on a handled computer encouraged learners to complete greater number of problems at an increased level of difficulty. Learners playing the handheld game completed nearly 3 times the number of problems in 19 days and voluntarily increased the level of difficulty.Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games:Assessing the value of educational video games in the classroom. Paper presented at the CHI 04Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.

..it’s the instructional methods andnot the delivery system thatprovides the active ingredients forlearning…in a game/simulation. --Jeanne Farrington

Engagement Learning Game Game PedagogyAdapted from Aldrich, C. Learning by Doing. Pfeiffer, page 80

Instructional games should be embedded in instructional programs that include debriefing and feedback. Engagement Instructional support to help learners understand Educational the game increases how to use instructionalSimulation effectiveness of the gaming Game experience. PedagogyHays, R. T. (2005). The effectiveness of instructional games: A literature review anddiscussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Aldrich, C. Learning by Doing. Pfeiffer, page 80

Recommendations1) 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.

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

Four Elements ofGames that Aid Learning1. Avatars2. Stories & Challenges3. Levels4. Feedback

We’ve Always Wanted Characters Avatars

Why be a Character at All? Research indicates that human social models influence behavior, beliefs and attitudes.Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.

Avatar as Teacher Research indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) 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. PhilosophicalTransactions of the Royal B Society. 364, 3559–3565

An experience as an avatar can change a persons real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people.Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on TheReduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th AnnualInternational Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA

Who is more likely to run 24 hours later?A. Person who watched an avatar not like them runningB. Person who watch an avatar like them runningC. Person watching an avatar like them loitering

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.

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 (3), 95-113.

Are two avatars better than one?Motivator Mentor Expert

Motivator Yes, two avatars are better than one. MentorBaylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogicalagents. International Journal of Artificial Intelligence in Education, 15(1), 95-115. Expert

http://www.codebaby.com/showcase/elearning-showcase/

First Person View

Third Person View“Seeing oneself as acting in a movie or a play is notmerely fantasy or indulgence; it is fundamental tohow people work out who it is they are, and maybecome.” Ben Casey Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.

Recommendations• Use avatars to model desired behavior.• Allow/encourage learners to craft avatars that look like themselves for maximum learning impact.• Use two avatars in e-learning instead of one. One to provide knowledge, and one to provide motivation.• Create the third-person perspective to allow learners to observe desired behavior.

Stories & Challenges

Provide a challengeJones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technologyfor educational reform. North Central Regional Educational Laboratory. [Online]. Available:http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventingbetter schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass

Re-design the Instruction to Start with a Challenge

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. MelanieGreen http://www.unc.edu/~mcgreen/research.html

Story Elements1.Characters2. Plot (something has to happen).3. Tension 4. Resolution5. Conclusion

NikePlus Stats for Karl

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

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.

Levels

Scaffolding: Process of controllingthe task elements that initially are beyond the learner’s capacity. Guided Practice. Step-by-step instructions and then fading of instruction

Once that task is accomplished, the learner is then led to accomplishanother goal which builds upon the previous.

Level One: Talking with the receptionist.

Level Two: Talking with the nurse gatekeeper.

Level Three: Talking with the physician.

Level One:Demonstration

Level Two: Guided Practice

Level Three:PerformanceAssessment

Recommendations• Provide different entry points into the instruction.• Provide different learner experiences within the same e-learning module.• Consider “leveling up” learner challenges.

Feedback

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

Leaderboards provide opportunities for players toreceive feedback about theirperformance as compared to others.

Recommendations• Provide authentic and realistic feedback.• Feedback should be continuous through out the learning.• Feedback should be instructional and provide knowledge of learner’s performance.• Allow learners to create their own social “leaderboard” of friends.

Putting It All Together

Fostering Pro-Social Behavior

28% helped topick up pencils

22% intervened

56% intervened

Learned Procedure

Inventory Observation

Learners journey through aseries of activities designed to synthesize conceptual learning.

Learning changes from being Disembodied andTransactional to Embodied, Relational and Experiential.

Summary 1 2 Apply stories, avatars, feedback andGames/Simulations are effective levels as effective game elements tofor learning because of learner learning.engagement. 3 4 Four motivational aspects of gamesProvide support materials as part of that improve learning recallcurriculum, “fun” doesn’t need and application are: interactivity,to be the goal. context, challenge, and story.

Go ahead…jump in!

Book Signing: 2:00

Questions/More Information• http://www.kaplaneduneering.com/kappnotes/ – Recommended books – Samples and Examples• Learning in 3D – www.learningin3d.info• Gadgets, Games and Gizmos for Learning – www.gadgetsgamesandgizmos.com• Email: kkapp@bloomu.edu• Email: karlkapp@gmail.com “The Gamification of Learning and Instruction” in May 2012 published by Pfeiffer.

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Kapp's ASTD TechKnowledge 2012 Presentation

by Karl Kapp on Jan 25, 2012

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