What is Gamification?

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Some ideas on gamification and some of the elements that make gamification effective.

Some ideas on gamification and some of the elements that make gamification effective.

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  • 1. By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction July 16, 2014 EMAIL: kkapp@bloomu.edu TWITTER: @kkapp BLOG: http://karlkapp.com/kapp-notes/ What is Gamification? Is there any Science Behind It?
  • 2. Brief history of… The World
  • 3. We’ve learned and struggled for a few years here figuring out how to make a decent phone. PC guys are not going to just figure this out. They’re not going to just walk in. --Palm CEO Ed Colligan, 16 Nov 2006
  • 4. This is our best iPhone launch yet — more than 9 million new iPhones sold — a new record for first weekend sales—Tim Cook, 2013. Palm sold to HP in 2010, by 2011 Palm was done.
  • 5. New Instructional Approaches are Needed
  • 6. Gamification
  • 7. Gamification Lots of Hype
  • 8. Gartner Group predicts by 2015, 40 percent of Global 1000 organizations will use gamification as the primary mechanism to transform business operations.
  • 9. Gartner Group predicts 80 percent of current gamified applications will fail to meet business objectives, primarily due to poor design.
  • 10. Let’s Play Fact or Fishy…
  • 11. Rules • A statement is presented – If “true” indicate: FactX – If “false” indicate: FishyX • Text Response: Take out your text- machines Standard Texting Fees Apply!
  • 12. How To Vote via Texting 1. Polleverywhere has no access to your phone number 2. Capitalization doesn’t matter, but spaces and spelling do TIPS FACT01 FACT02 FISHY01 FACT01
  • 13. Gamification is the use of gaming elements integrated into a training program aligned goals to promote change in behavior. Game-based Learning is the use of a game to teach knowledge, skills and abilities to learners using a self-contained space. What is this “game” stuff? Simulation Learning is a realistic, controlled- risk environment where learners can practice specific behaviors and experience the impacts of their decisions.
  • 14. • Gamification is to Learning Game as: – Part is to Whole – Piece is to Puzzle – Slice is to Pie – Steering Wheel is to Car • Gamification uses elements of games but is not a game in-and-of itself. What is this “game” stuff?
  • 15. Gamification + Simulation = Learning Game What is this “game” stuff? Content Gamification: Content changes to be more game-like Structural Gamification: Game elements added to propel learner through content.
  • 16. Gamification Elements that Aid Learning 1. Story 2. Challenge 3. Mystery 4. Characters/Avatar 5. Challenge 6. Levels 7. Feedback 8. Replayability 9. Freedom to Fail 10.Asethetics 11.Time 12.Rewards
  • 17. Gamification Elements that Aid Learning 1. Story 2. Challenge 3. Mystery 4. Characters/Avatar 5. Challenge 6. Levels 7. Feedback 8. Replayability 9. Freedom to Fail 10.Asethetics 11.Time 12.Rewards NOT Enough Time 
  • 18. Elements of Games 1. Reward Structures 2. Feedback 3. Story 4. Challenge
  • 19. Fishy… if it was that easy…this would be the most engaging game in the world.
  • 20. 20% increase in profile completion.
  • 21. Use coins, points and rewards to provide feedback on performance, updates on progress , level of correctness and to show Mastery. Kapp, K. M. (2012) The Gamification of Learning and Instruction. New York: Pfeiffer. Chapter Four. Pages 89-98.
  • 22. The value, or size, of an anticipated reward influences the motivational signal sent to the brain only within the contexts of the reward system. Howard-Jones. P.A., & Demetriou, S. (2008, September 11). Uncertainty and engagement with learning games. Instructional Science, 37, 519-536.
  • 23. Receiving a PREDICTABLE reward releases one shot of dopamine. Howard-Jones. P.A., & Demetriou, S. (2008, September 11). Uncertainty and engagement with learning games. Instructional Science, 37, 519-536.
  • 24. Receiving an UNPREDICTABLE reward releases two shots of dopamine. Yeah, me! Howard-Jones. P.A., & Demetriou, S. (2008, September 11). Uncertainty and engagement with learning games. Instructional Science, 37, 519-536.
  • 25. What can you do? Intelligently add game elements to instruction. Use points, rewards and badges to convey meaning…not simply completion.
  • 26. Feedback
  • 27. 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. Provide specific comments about errors and suggestions for improvement.
  • 28. Leaderboards provide opportunities for players to receive feedback about their performance as compared to others. Comparative and relative feedback
  • 29. What can you do? Use feedback to inform learners of errors in thinking and to focus them on the task they are learning.
  • 30. 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.
  • 31. 1. Characters Story Elements 5. Conclusion 2. Plot (something has to happen). 3. Tension 4. Resolution
  • 32. NikePlus Stats for Karl
  • 33. What can you do? Use meaningful stories. Provide the context for the learning.
  • 34. Fact. 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
  • 35. Re-design the Instruction to Start with a Challenge
  • 36. Training • Course Objectives – Adhere to the proper policy for providing information to clients – Understand what is permissible to share with clients and what is not – Identify three methods of conducting an audit
  • 37. You are gathering data during the first day of an audit. During lunch, Mary approaches you and tells you that she has something important to discuss. The two of you go to your office and she makes the accusation that the VP of Finance is hiding an account… What is the first thing you should do?
  • 38. What can you do? Give your learners the “Kobayashi Maru” equivalent.
  • 39. “Kobayashi Maru” is a no win, difficult situation designed to teach “thinking.”
  • 40. Putting it All Together
  • 41. Technology Tower Trivia provides members the opportunity to test their cable knowledge through five cable related categories by climbing the pyramid and wagering points with each question. Make it to the top and win the Technology Tower Trivia. Stuck on a category? SCTE offers a wide array of technical resources and courses to help you strengthen your knowledge in that key area.
  • 42. Used to help determine what courses are best for you to take from the professional organization.
  • 43. Gamification of paying off debt.
  • 44. Femke Herregraven, won the Young Designer Award 2013 for developing a gamified way of teaching international tax laws What if a small company doing international business had a tool available that lets them determine in an easy way how to pay as little tax as possible? The tool www.taxodus.net does just that.
  • 45. Copy of Slides and Notes available at www.karlkapp.com Contact Karl at: kkapp@bloomu.edu