Three Mysterious Keys to Interactive Learning

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The terms game-thinking, game-elements, and gamification have all entered into the vocabulary of trainers, e-learning developers, and instructional designers in the past few years. But what do these terms really mean and how can you apply them to create interactive learning events that change behavior and improve performance? How can you make your instruction more game-like without the cost and effort of creating a large-scale game?

However, we have to think about a few things. What elements can learning designers borrow from game designers? What is the one secret game designers know that instructional designers never seem to grasp? The answer to these questions, and more, are not all that mysterious and can be found in the research and in uncommon best practices.

Based on the bestselling book, The Gamification of Learning and Instruction, this interactive session includes many examples of using game-elements, game-thinking, and gamification to promote learning for performance improvement and highlights how organizations have added game thinking to their toolkit. And, yes, you will play a polling game in this session.

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Three Mysterious Keys to Interactive Learning

  1. 1. Twitter:@kkapp By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction May 7, 2014  W101 Three Mysterious Keys  to Interactive Learning: Game‐Thinking, Game‐Elements, and  Gamification
  2. 2. Covert Design Takeaway Challenge
  3. 3. Notes Slides Additional Ideas www.karlkapp.com/kapp-notes
  4. 4. ATD Theatre and Karl Kapp Present:
  5. 5. Three Mysterious Keys to
  6. 6. t was a quiet Monday morning, very quiet, really quiet… almost too…
  7. 7. Then, out of nowhere, she flew into my office, like a boss who had a problem that needed solved … Hi Boss.
  8. 8. I have a problem that needs to be solved.
  9. 9. We need more engagement. She wanted to increase learner engagement and have more interactive learning within the company…
  10. 10. You came to the right L&D guy that’s what I do…
  11. 11. Yeah, I know…that’s why I hired you. Ugh.. Now take the new person here and go ask Clyde, he went to an ASTD conference on the subject. Don’t you mean ATD????
  12. 12. For some reason, she didn’t seem bothered by the fact that she was breaking the company’s no smoking policy…
  13. 13. Here’s where you come in. Help me figure out the clues …and fast.
  14. 14. Choose your disguise…
  15. 15. Which Detective are You? A. Red B. Blue C. Green D. Orange Red Blue Green  Orange 0% 0%0%0% What disguise will you choose?
  16. 16. Stakes are high. 100 points for correct answer, 20 points subtracted for incorrect
  17. 17. First stop…Clyde’s office…look for clues
  18. 18. Game Thinking B) Teaching knowledge, skills & abilities using a self- contained game. A) Using game-based techniques to engage people, motivate action promote learning & solve problems. C) Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment. D) Application of different types of game-elements to propel a learner through content with no changes to the content.
  19. 19. Pre‐Test A. Using game‐based techniques to  engage people, motivate action  promote learning & solve problems. B. Teaching knowledge, skills & abilities  using a self‐contained game. C. Focusing on actions leading to a  meaningful outcome while navigating  risk in a challenging environment. D. Application of different types of  game‐elements to propel a learner  through content with no changes to  the content A. B. C. D. 51% 27% 20% 2% Game-Thinking is….
  20. 20. I found three things written on one of Clyde’s notebooks. Could be a lead…or …it could be this session’s learning objectives
  21. 21. Let’s get going.
  22. 22. Now we need to find Ivan…the Informant... I knew one of his old haunts.
  23. 23. He was about as friendly as a fly at a fly strip convention. Hello, Clueless…
  24. 24. Look I am going to ask you some questions, the right answer gives you a clue to interactive learning. He was about as friendly as a fly at a fly strip convention.
  25. 25. What do you and your lackies here have to say about this?
  26. 26. Are Game-based Learning and Gamification are the same thing? A. True B. False True False 86% 14% Game-Based Learning and Gamification are the same thing?
  27. 27. Team Racing Scores Blue 118.64 Green  135.22 Orange 200 Orange(1) 125.84 Red 123.54
  28. 28. Enter Question Text A. One B. Two C. Three D. Four One Tw o Three Four 15% 40% 37% 8% Next clue, how many types of gamification are there?
  29. 29. There are two types of gamification.
  30. 30. He grabbed his typewriter and made some notes to explain to me the difference between the two types of gamification.
  31. 31. Structural Gamification is use of game- elements to propel a learner through content with no alteration or changes to the content.  Structural:  Points  Badges  Leaderboard
  32. 32. Content Gamification use of game thinking to alter content to make it more game-like but doesn’t turn the content into a game.  Content:  Challenge  Story  Characters  Missions
  33. 33. Ivan then grabbed his laptop to show me a demonstration of the two types.
  34. 34. First Structural Gamification….
  35. 35. Gamification  The concept of gamification  Consists of many different  elements. These elements can include: • Story • Character • Mystery • Curiosity • Curve of Interest • Surprise  • Chance • Points • Badges Screen captures courtesy of MindTickle….
  36. 36. Then he demonstrated content gamification....
  37. 37. It was a little like déjá vu ….this content gamification…..
  38. 38. It has elements of story, characters and content that was altered to be more game-like…
  39. 39. This mystery of interactive learning was starting to take shape…
  40. 40. Thanks, Ivan.Get out of here….
  41. 41. Let’s brief the boss on what we know so far…
  42. 42. So what have we learned? 2 types of gamification game learning vs. gamification Making decision
  43. 43. So far, so good L&D person, follow the next clue on the matchbook I found in my desk drawer….
  44. 44. I arrived at the place on the matchbook, as shady as a clump of oaks caught in an eclipse…
  45. 45. Enter Question Text A. Objectives explaining what  the learner should do?     B. Action taken by the  learner? A. B. 85% 15% Hmm… What could this location and clue mean??? Tell me. Does engaging instruction start with:
  46. 46. Action draws in the learner and encourages further engagement.
  47. 47. Too often instructional design is about the content and not about the actions that need to occur.
  48. 48. Make the learner do something Answer a question Identify a procedure. Make a decision. Solve a mystery. Confront a challenge. Pick a team.
  49. 49. Team Racing Scores Blue 234.05 Green  248.18 Orange 320 Orange(1) 240.24 Red 237.81
  50. 50. Just as I was leaving, I found another matchbook.
  51. 51. Seems like a clue…should Learning be easy so we don’t discourage the learners? or Challenging where some learners will struggle?
  52. 52. Easy or Challenging? A. Easy, don’t discourage  the learner. B. Challenging where some  learners might struggle. Easy, don’t discourage th... Challenging w here som e ... 93% 7% So, what is it?
  53. 53. Look! Things that are too easy or too difficult will not pique a learner’s interest because they lead to boredom or frustration.
  54. 54. Let me show you Clyde’s folder on this subject.
  55. 55. Do you know what elements contribute to flow?
  56. 56. Achievable Task Clear Goals Control Over Actions (Autonomy) Concentration
  57. 57. You can also add elements such as …
  58. 58. You can also add elements such as …Novelty Inconsistency Complexity SurpriseIncomplete information Unpredictable Future
  59. 59. Suddenly, a voice appeared out of nowhere…the mysterious Learning Lady
  60. 60. Challenge, Curiosity, Control, Fantasy, Cooperation, Competition and Recognition. I saw her eyes in the shadows of the alley and she simply said…to motivate learners add …
  61. 61. Hey, I know that’s Malone’s Theory of Intrinsically Motivating Instruction. Yes, it is ….
  62. 62. You want both Intrinsic and Extrinsic Motivation….Research indicates that they coexist. Use both that’s key.
  63. 63. Then, suddenly, she emerged from the shadows. I pictured you differently…
  64. 64. Here are some more matches for your boss. She smokes a lot. She shouldn’t smoke.
  65. 65. Well, here is the next clue, do we : Put the learner at risk. or Let the learner safely explore the environment.
  66. 66. Risk or Safety A. Put the learner at risk? B. Let the learner safely  explore the environment? A. B. 37% 63% What do you say?
  67. 67. No risk, or danger equal no skin in the game. Get the learner emotionally involved by putting him or her at “mock” risk.
  68. 68. Losing Not Solving the Problem Social Credibility Recognition Then they mysterious stranger started talking about what learners can “risk”… Starting Over Multiple Lives
  69. 69. In games, failing is allowed, it’s acceptable, and it’s part of the process.
  70. 70. Also, failure or earned success can lead to emotion which can contribute to Episodic Memory.
  71. 71. Time for a recap with the boss…she looked a little frantic…she wanted to know one more thing.
  72. 72. I want to know one more thing. What game elements can engage learners?
  73. 73. What game elements did we encounter today that can engage learners? Challenge Levels Leaderboard Recognition Failure Rewards Possiblity of success
  74. 74. What game elements did we encounter today that can engage learners? Risk, story, characters Mystery Feedback Challenge Levels Leaderboard Recognition Failure
  75. 75. Great stuff, you guys really seemed to have cracked the case as to what makes engaging learning.
  76. 76. What percentage of your current  points would you like to wager on the  next question? A. 0% B. 25% C. 50% D. 75% E. 100% How sure are you of the knowledge you’ve gained? What percentage of your current points do you want to wager on the next question?
  77. 77. Back to Clyde’s office, which note is right?
  78. 78. Game Thinking B) Teaching knowledge, skills & abilities using a self- contained game. A) Using game-based techniques to engage people, motivate action promote learning & solve problems. C) Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment. D) Application of different types of game-elements to propel a learner through content with no changes to the content.
  79. 79. A. Using game‐based techniques to engage  people, motivate action promote  learning & solve problems. B. Teaching knowledge, skills & abilities  using a self‐contained game. C. Focusing on actions leading to a  meaningful outcome while navigating  risk in a challenging environment. D. Application of different types of game‐ elements to propel a learner through  content with no changes to the content A. B. C. D. 10% 4% 83% 3% So now, what is ….Game-Thinking
  80. 80. Post test 51% 2% 20% 27% 10% 3% 83% 4% Using game‐based techniques to engage people, motivate action promote learning & solve problems. Teaching knowledge, skills & abilities using a self‐ contained game. Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment. Application of different types of game‐elements to propel a learner through content with no changes to the content First Slide Second Slide
  81. 81. Team Racing Scores Blue 668.5 Green  753.19 Orange 1140 Orange(1) 678.58 Red 649.48
  82. 82. To sum it up, what have you learned today? Don't start with objectives You don't have to do it all Use elements of a story Put students at risk Learning from failure
  83. 83. To sum it up, what have you learned today? Don't start with objectives Flow Create a cliff hanger Suprises, ID is about action
  84. 84. I thought my work was done but then….I found another pack of matches on my way home…
  85. 85. We’ll leave that for another presentation….
  86. 86. The End
  87. 87. Design Takeaway Challenge. Story Choice Question Failure, Risk, Action Cartoons/Graphics CLiff hanger competiton Recognition, Clicker,
  88. 88. Repetion Feedback, Open loop, engagement
  89. 89. 1) Story/Genre 2) Polling/Audience Input 3) Points/Winners/Teams 4) Mystery/Curiosity 5) Pre/Post Test
  90. 90. QUESTIONS?
  91. 91. Learn more…books available at: http://tinyurl.com/ASTDgambook and  http://tinyurl.com/ASTDfieldbk Or Amazon.com
  92. 92. Bring this engaging learning presentation to your organization and have Karl Kapp present to your team. Contact Karl Kapp at karlkapp@gmail.com or on his web site www.karlkapp.com.
  93. 93. Credits: Detective Artwork Courtesy of Vanessa Bailey Flow Diagram by Kristin Bittner Typewriter and Mysterious Eyes are Clip Art Audience Response Devices by TurningTechnologies Demo of Gamification Software by MindTickle

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