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Increasing Engagement of Today’s Learner Through Technology
 

Increasing Engagement of Today’s Learner Through Technology

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This presentation focuses on the role of specific approaches, namely gamification and various types of simulation, to motivate and energize learners in ...

This presentation focuses on the role of specific approaches, namely gamification and various types of simulation, to motivate and energize learners in
a more interactive way that is aligned to how learning takes place in everyday life today.

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Increasing Engagement of Today’s Learner Through Technology Increasing Engagement of Today’s Learner Through Technology Presentation Transcript

  • Using Gamification to  Drive Engagement  By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction  EMAIL: kkapp@bloomu.edu TWITTER: @kkapp BLOG: http://karlkapp.com/kapp‐notes/
  • Notes Slides Additional Ideas www.karlkapp.com/kapp-notes
  • Brief history of… The World
  • 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
  • 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.
  • 4 2 3
  • What variables do I balance to keep my person happy? How should I manage my time?
  • What leadership strategy should I use?
  • Not another  online  lecture.
  • Sorry, had you  on mute, could  you repeat the  question.
  • I am going to  need more  coffee.
  • “Study of 2,300 people found only 6% of  organizations are successful in influencing  behavior change among employees.” ‐‐Al Switzler
  • “Until recently, the FDA and other regulatory  agencies emphasized the number of hours   required for GMP and other training. Now they  evaluate the effectiveness of training by what is  learned and applied, not by the number of  hours or courses delivered.” Ellen Leinfuss, Senior Vice President and Practice Leader of Life sciences at UL Eduneering
  • New Designs are Needed
  • Gamification
  • Gamification Lots of Hype
  • Gartner Group predicts by 2015,  40 percent  of Global 1000 organizations will use  gamification as the primary mechanism to  transform business operations.
  • Gartner Group predicts that by 2014, 80  percent of current gamified applications  will fail to meet business objectives,  primarily due to poor design.
  • Let’s Play Fact or Fishy…
  • Rules • A statement is presented – If “true” indicate: FactX – If “false” indicate: FishyX • Text Response: Standard Texting Fees  Apply! Take out  your text‐ machines
  • How To Vote via Texting FACT01 FACT02 FISHY01 TIPS 1. Polleverywhere has no access to your phone number 2. Capitalization doesn’t matter, but spaces and spelling do FACT01
  • Room is Divided in Half teama teamb
  • “Games” and “Gamification” are the same thing. Is that Fact or Fishy?
  • What is this “game” stuff? The use of  gaming elements  integrated into a  training program  aligned with  corporate goals  to promote  change in  behavior. Gamification The use of a  game to teach  knowledge, skills  & abilities to  learners using a  self‐contained  space. A realistic,  controlled‐risk  environment  where learners  practice specific  behaviors &  experience  impacts of their  decisions. Game‐based  Learning Simulation  Learning
  • Gamification is to  Learning as a  Piece is to  a Puzzle
  • Gamification is to  Learning as a  Steering Wheel  is to a Car
  • Gamification is to  Learning as a  Slice is to Pie
  • Gamification uses elements of games,  but is not a game in‐and‐of itself.  Source: Ambient Insight 2012
  • What is this “game” stuff? Gamification + Simulation = Learning Game
  • Gamification Elements that Aid Engagement 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
  • 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 
  • Elements of Games 1. Reward Structures 2. Uncertainty 3. Adaptability 4. Spaced Practice 5. Retrieval Practice
  • Adding points, badges and leaderboard to any training makes it awesome! Is that Fact or Fishy?
  • Fishy… if it was that easy…this would be the most engaging  game in the world.
  • 20% increase in profile completion.
  • Primarily use expected achievements so players can  establish goals for themselves and understand the  purpose and progression of interactions.  Kapp, K. M. (2012) The Gamification of Learning and Instruction. New York: Pfeiffer. Chapter Ten. Pages 219-238.
  • Use coins, points and rewards to provide feedback on  performance, updates on progress and level of  correctness.  Kapp, K. M. (2012) The Gamification of Learning and Instruction. New York: Pfeiffer. Chapter Ten. Pages 219-238.
  • 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. (2009) Uncertainty and engagement with learning games. Instructional Science. 37:519–536 DOI 10.1007/s11251-008-9073-6
  • Give players an opportunity to go over their earned  achievements using some kind of visual stored list. Kapp, K. M. (2012) The Gamification of Learning and Instruction. New York: Pfeiffer. Chapter Ten. Pages 219-238.
  • What can you do? Use points, rewards and badges to convey meaning, achievement and progress.
  • Risk taking and uncertainty is good for learning? Is that Fact or Fishy?
  • Gaming uncertainty can transform the emotional  experience of learning. This may improve engagement  and improve encoding and later recall. Howard-Jones, P. A., & Demetriou, S. (2009) Uncertainty and engagement with learning games. Instructional Science. 37:519–536 DOI 10.1007/s11251-008-9073-6
  • Experimental results reveal that uncertainty enhances  learning and is positively associated with motivation.  As motivation increases, participants tend to spend more time  answering questions and have higher accuracy. Ozcelik, E., Cagiltay, N. E., & Ozcelik, N. S., (2013)The effect of uncertainty on learning in game-like environments. Computers & Education 67. 12–20
  • Uncertainty in a learning game can enhance players’  experience in several ways, including changes in brain  chemistry and activity. Robinson, S. (2012) Taking a chance: Introducing uncertainty into learning games. Proceedings of the Academy of Educational Leadership, Volume 17, Number 2, 2012
  • What can you do? Allow chance, risk-taking and uncertainty into gamification efforts. 50% appears to be an optimal number.
  • We are five years away from truly adaptive learning? Is that Fact or Fishy?
  • FISHY
  • “What is the first step you would take to solve this problem?” 2(3X-1)=1
  • Level of Learner Level of Knowledge Anticipated Response Example Problem 2(3X-1)=1 Skill Novice Learner Basic Incorrect Answer I don’t know No answer, no idea how to work problem. None at this point. Intermediate Learner Intermediate Writing down the steps required to obtain the answer. Expanding values in brackets, work through the equation. Learner may start at any level of the steps. Expert Advanced 2*3X-2*1=1 6X-2=1 6X-2=1 6X=3 6X/3=3/3 2X=1 X=1/2 X=.5 6X=3 or X=.5 States the answer. No need to write down steps. Multiplying both sides of the equation by the same number while incorporating basic and advanced skills.
  • CONTENT LEARNING NEEDS Concepts A Identified Areas of Deficiency/ B C D A Assessment Procedural Content 1 2 3 4 1 C 3 Delivery
  • Give learner choices into the content.
  • What can you do? Create choices for the learner when starting a learning module. Pre-test learners for content knowledge.
  • Cramming content is a good way to learn? Is that Fact or Fishy?
  • Spaced Retrieval  Content Content Content Spaced Retrieval helps learners retain access to memorized  information over long periods of time because the spacing  promotes deeper processing of the learned material.  Carpenter SK, DeLosh EL. Application of the testing and spacing effects to name learning. Applied Cognitive Psychology 19: 619–636, 2005. And Cull W. Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology 14: 215–235, 2000.
  • Spaced Retrieval  Content Content Content Ideally, time between learning events is greater than 24 hours. Carpenter SK, DeLosh EL. Application of the testing and spacing effects to name learning. Applied Cognitive Psychology 19: 619–636, 2005. And Cull W. Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology 14: 215–235, 2000.
  • Avoids 2 inherent problems with mass practice  ‐Learner fatigue  ‐Likelihood of interference with preceding & succeeding   learning
  • What can you do? Space learning out over time, 24 hours in the optimal spacing.
  • Testing yourself is a better way to learn than re-reading or re-listening to material? Is that Fact or Fishy?
  • Retrieval Practice alone  can provide improved  recall performance by as  much as 10‐20%. 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
  • What can you do? Force learners to recall content to enhance learning. In other words, use testing to reinforce learning.
  • Combining Spaced Retrieval & Retrieval Practice One study revealed retention  benefits of between 35% and 61%  with average of 41%. Subject matter was Anatomy  and Physiology 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
  • A study using a randomized control group conducted a  trial between Aug 10, 2009, and Nov 30, 2012, 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
  • “Use stairs instead of  an Elevator” “Avoid snacks while watching  TV;  you may overeat. “ 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
  • 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
  • What can you do? Use continual reminders to help drive behavior change and pullthrough.
  • Putting it All Together
  • ExactTarget is a global marketing organization focused  on digital marketing tools – email, mobile, and web  and was recently purchased by Salesforce.com.  ExactTarget is a leading cloud marketing platform  used by more than 6,000 companies including Coca‐ Cola, Gap and Nike.
  • Introducing a new product, MobileConnect and  wanted to bring the sales force up‐to‐speed on the  features and functionality of the product.
  • VENDOR http://www.theknowledgeguru.com/
  • Player Results “I can’t tell you how many people are coming to me wanting another  game solution.”  “The repetition of the different paths helped me retain the information.” “I’m a pretty competitive person so challenging myself to get one of the  top scores added a layer of fun to learning about the MobileConnect  product.” “The game was a fun way to learn about MobileConnect. I enjoyed the  scenario‐type questions, which put it all into context.”
  • Business Results Average contract value 2x higher than for previous mobile product. First call resolution ($35 a call/average) is up 45%. Of all the launches done in the previous two years prior to  MobileConnect, the sales team built the quickest pipeline for this  product.
  • Business Results Average contract value 2x higher than for previous mobile product. First call resolution ($35 a call/average) is up 45%. Of all the launches done in the previous two years prior to  MobileConnect, the sales team built the quickest pipeline for this  product. Larsen DP, Butler AC, Roediger HL 3rd. Repeated testing improves long‐term retention relative to repeated study: a randomized  controlled  trial. Med Educ 43: 1174–1181, 2009. 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.
  • Agenda • Five Bottom Line Case Studies – Retail – Marketing Product – On Boarding • Quick Engagement Case Studies • Lessons Learned
  • Pep Boys has over 700 stores in 35 states and  Puerto Rico; those stores have more than 7,000  service bays. Does over $2 billion dollars of  business a year by focusing on meeting the needs  of the do‐it‐yourself crowd as well as people who  come in for routine and emergency services and  sales to professional garages. 
  • Pep Boys wanted to solve two problems—Reduce  Inventory Shrinkage and Reduce Safety Incidences. 
  • VENDOR http://www.axonify.com/
  • Associates received daily reinforcement of  the monthly safety and loss prevention  training. In a quiz‐type game, associates answer  quick, targeted questions related to risk,  loss prevention, safety, and operational  policies and procedures—standard  questions in these areas. 
  • If they answered correctly, they played a slot‐ machine game titled “Quiz to Win” for a chance to  win cash prizes If answered incorrectly, the system immediately  presented a short training piece designed to  specifically address the topic covered in the  initial question. Questions repeated at various  intervals until the associate demonstrated  mastery of the topic. 
  • The entire process takes 30‐90 seconds each  day and associates do it either at the beginning  of a shift or during downtime throughout the  day.
  • A Competitive, Social Learning Experience
  • Results
  • Bottom‐Line Results at Pep Boys LOSS PREVENTION HEALTH & SAFETY
  • References • The Gamification of Retail Safety and Loss  Prevention Training – http://www.learningsolutionsmag.com/articles/1206/the‐ gamification‐of‐retail‐safety‐and‐loss‐prevention‐training
  • Takeaways 1) Use points, rewards and badges to convey meaning, achievement and progress 2) Allow chance, risk-taking and uncertainty into gamification efforts. 50% appears to be an optimal number. 3) Create choices for the learner when starting a learning module. Pre-test learners for content knowledge. 4) Space learning out over time, 24 hours in the optimal spacing. 5) Force learners to recall content to enhance learning. In other words, use testing to reinforce learning. 6) Combine retrieval practice and spaced retrieval for optimal results. 7) Use continual reminders to help drive behavior change and pullthrough.
  • Copy of Slides and Notes available at www.karlkapp.com Contact Karl at: karlkapp@gmail.com