Workshop Materials: Pedagogical Foundations for Games, Gamification and Immersive Learning

Twitter:@kkapp
By Karl M. Kapp
Bloomsburg University
Gamification of Learning and Instruction
May 2014
The Pedagogical Foundation for Games,
Gamification and Immersive Learning

Please Play:
Tic Tac Toe
HO Page: 1-4

Please Play:
Hangman
HO Page: 1-4

Game Results
• Did you like the game?
• Was it fun?
• Did you score points?
• Who won?
I Won!

Index Card Game
1. On your own, answer your table
question.
2. Compare answers and discuss at your
own table.
3. Develop a list of top three answers for
the entire table.
4. Share out answers with group, as
directed by instructor.

Personnel Learning
Objective?
HO Page: 1-5

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
Games 1.0
3
Where is my
opponent
going to go next?
In what direction
should I try to move
the ball?
How will the ball
bounce off the wall?

Games 2.0
Should I shoot the aliens
on the end or in the
middle or all the bottom
aliens first?
How long do I have to
shoot before an alien
shoots at me?
What is the pattern
these aliens are
following?

Where do I explore
first?
What activities are of
the most value?
What must I do to
achieve my goal?

Games 4.0 What activities give
me the most return
for my efforts?
Can I trust this person
who wants to team
with me to
accomplish a goal?

Flippy wants to become
friends with you. Do you
want to add Flippy to
your friend’s list.
Games 4.0

I am going to
need more
coffee.

Sorry, had you
on mute, could
you repeat the
question.

New
Instructional
Approaches
are Needed

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Lectures involve…
Attempting to solve
problems or synthesis or
inter-relate content for only
1% of the time.
Is that Fact or Fishy?

Fact: Lectures are NOT effective for
fostering higher level thinking?
Gibbs, G., (1981). Twenty Terrible Reasons for Lecturing, SCED Occasional Paper No. 8, Birmingham.
http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html and Bligh, D., (1972). What’s the Use of Lectures? Penguin.
Bloom, B. S., (1953). “Thought Processes in Lectures and Discussions.” Journal of General Education Vol. 7.
Isaacs, G., (1994). “Lecturing Practices and Note-taking Purposes.” Studies in Higher Education, 19:2.

During lectures students'
thoughts involved
attempting to solve
problems, or synthesize
or inter-relate
information for 1% of the
time.
78% of the lecture
is spent in ‘passive
thoughts about
the subject’ and
‘irrelevant
thoughts’.

21 studies found
lecturing to be less
effective than:
discussion, reading
and individual work in
class.

Active learning increases student performance in science, engineering, and mathematics
Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta,
and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences) Aoproved April 15, 2014

The average child plays
over 10,000 hours worth of
games before graduating
high school.

10,000 hrs of
Game play
13 hours
of console
games a
week
Digital divisions. Report by the Pew /Internet: Pew Internet & American Life.
US Department of Commerce
87% of 8- to 17-
year olds
play video games
at home.
Average game
player in US
is 38.

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

“Games” and “Gamification”
are the same thing.

Gamification is
the use of gaming
elements
integrated into a
training program
aligned with
educational 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.
HO Page: 1-6

• 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.

Gamification + Simulation = Learning Game

Whole Part
Gaming
Playing
(Serious ) Games Gamification
Toys Playful Design
From Game Design Elements to Gamefulness: Defining “Gamification”, Deterding, S. et. al

Gartner Group predicts by 2015, 40 percent
of Global 1000 organizations will use
gamification as the primary mechanism to
transform business operations.
Gamification as a term was coined in “2002”

Adding points, badges and
leaderboard to any training
makes it awesome!

Fishy… if it was that easy…this would be the most engaging
game in the world.

20% increase in profile completion.

In a Meta-Analysis…
Knowledge retention for
game/simulation was 17%
higher than a lecture.

Fact!
Delivery Method vs.
Game/Simulation
% Higher
Lecture 17%
Discussion 5%
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.”
HO Page: 1-7

Retention
Type of
Knowledge
% Higher
Retention 9%
Procedural 14%
Declarative 11%
Fact!
It wasn’t the game, it was
level of activity in the game.
In other words, the
engagement of the learner in
the game leads to learning.
Instruction.”

Two Types of
Gamification
Structural
Content
HO Page: 1-8

Structural Gamification is
the application of game-
elements to propel a
learner through content
with no alteration or
changes to the content.
Structural:
 Points
 Badges
 Leaderboard
What is this “gamification” stuff?

Content Gamification This
is the application of game
elements and game
thinking to alter content to
make it more game-like
but doesn’t turn the
content into a game.
Content:
 Challenge
 Story
 Characters
 Mystery
What is this “gamification” stuff?

In the Classroom
• Form students into companies (teams)
• Provide Request for Proposal
• Students develop:
– 40 page proposal
– Working Prototype
– Sales Presentation

Group
Group Results by
Assessment
Pre Post Final
Game
Mean
.378
5
.447 .5136
Std. Deviation .167 .168 .169
N 140 125 100
Task
Mean
Rating
Before
Mean
Rating
After
Difference
After-
Before
Calculate volume of 3-D shape 2.83 4.00 1.17
Calculate surface area of 3-D shape 2.33 3.83 1.50
Understand concept of conductivity and heat
flow
1.50 3.82 2.32
Understand relationship between conductivity
& heat flow.
1.17 3.17 2.00
Apply heat flow formula 1.00 3.33 2.33
Understand difference between dead and live
load
1.50 3.33 1.83
Preliminary Survival Master Results

Grading Game
http://www.gradinggame.com/

http://www.forbes.com/sites/jordanshapiro/2013/07/01/it-only-takes-about-42-minutes-to-learn-algebra-with-video-games/
Dragon Box 2
Students who played at least 1.5 hours, 92.9%
achieved mastery. Of those students who
played at least 1 hour, 83.8% achieved mastery.
Of those students who played at least 45
minutes, 73.4% achieved mastery.

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.

Business Results
• Voluntary participation rate of over 95 %.
• Safety incidents and claim counts reduced by more than 45%
with an increase in the number of stores and employees.
• Reduction in shrinkage has been at a level of 55 %.
• In the case of internal loss, each time a burst of content related
to employee theft is pushed out, they see at least a 60%
increase in their “Integrity Pays” hotline calls, resulting in a
direct reduction in inventory loss.

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

14 Things We Know about How to
Design Games for Learning From
Research

14. Variable Reinforcement, found
in the chance element of games
provides a physical stimulant.

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.

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.

13. Spaced Retrieval helps learners
retain access to memorized
information over long periods of
time.

Content Content Content
Spaced Retrieval
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

12. Increasing the number of
competitors can decrease
competitive motivation.

Garci, S., & Tor, A. (2009) The N-Effect: More Competitors, Less Competition> Psychological Science, Volume
20—Number 7
Average test scores fall as
the average number of test
takers at test-taking venues
increases.
People finished a timed quiz
faster , trying to be in top
20%, if they believed they
were in a pool of 10 versus a
pool of 100.
Called the “N-Effect”

11. What percentage of
adults 50 and older play
games?

48%
Gamers Over 50: You’re Never Too Old to Play http://www.theesa.com/newsroom/Elder_Gamer_Fact_Sheet.pdf

70%
Laptops
40%
Mobile Device
24%
Console
80 percent of gamers
over 50 play on a weekly
basis. 45 percent play on
a daily basis.

56%
Card/Tile
52%
Puzzle/Logic Word/Trivia
Board Games
24%

10. Games Can Influence
People to Behave in a Pro-
social Manner

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.

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.

Rosenberg, R.S. Baughman, S.L., Bailenson, J.N. (2013) Virtual Superheroes:
Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. PLOS One., 8(1), 1-9.
Flying around a virtual world
as a superhero made subjects
nicer in the real world. physical
world

Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.
Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.

9. Games Must be Embedded
into the Curriculum to be
Effective for Learning.

Engagement
PedagogyGame
Educational
Simulation
Instructional games should be embedded in
instructional programs that include
debriefing and feedback.
Instructional support to help learners
understand how to use the game increases
instructional effectiveness of the gaming
experience.
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.”
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness
of computer-based simulation games. Personnel Psychology .Review of 65 studies

Example
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Sek E.D. (2013), February 4).
A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology.
Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

8. Games are more effective
than traditional instruction
when multiple sessions are
involved.

Conventional instruction for a one-off is better vs. one game session
Multiple game sessions better than
multiple conventional sessions
Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S .. E.D. (2013), February 4).
A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology.
Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

7. Games are more effective
than traditional instruction
when players work in groups.

With serious games, both learners playing
individually and those playing in a group learn
more than the comparison group, but learners
who play serious games in a group learn more
Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el.
E.D. (2013), February 4). A Meta-Analysis of the Cognitive and
Motivational Effects of Serious Games. Journal of Educational
Psychology. Advanced online publication. Doi: 10.1037/a0031311
39 Studies.

6. Instruction with serious
games yields higher learning
gains than conventional
instruction.

Fact!
Retention/
Type of
Knowledge
% Higher
Retention 9%
Declarative 11%
Procedural 14%
Instruction.”

Effects on Learning
Compared to Traditional
Instruction
% of
Studies
Positive Effect for Games 52%
Mixed Results 25%
No Difference 18%
Ke, F. (2009) A qualitative meta-analysis of computer games as learning tools. In R.E. Ferding (Ed.) , Effective
electronic gaming in education (ol. 1, pp. 1-32). Hershey, PA: Information Science Reference. .Review of 65 studies.
Chapter 4 “The Gamification of Learning and Instruction.”
*One Study-Games better than traditional instruction.
Qualitative Analysis!

5. Third person view in a
game is better for changing a
person’s behavior than first
person.

Third Person View
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.

Third Person View
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.
“Seeing oneself as acting in a movie or a play is not
merely fantasy or indulgence; it is fundamental to
how people work out who it is they are, and may
become.” Ben Casey

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. Philosophical
Transactions of the Royal B Society. 364, 3559–3565

5. While playing a game,
learners will voluntarily do
harder problems and work.

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 '04
Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.

4. An experience as an avatar
can change a person's real life
perceptions.

An experience as an avatar
can change a person's 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 The
Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual
International 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 running
B. Person who watch an avatar like them
running
C. 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.

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”

3. Simulation/games build more
confidence for on the job
application of learned knowledge
than classroom instruction.

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

2. Games don’t have to be
considered “entertaining” to be
instructional.

Do simulation/games do not have to be entertaining
to be educational?
simulation games. Personnel Psychology .

1. An instructional game will only
be effective if it is designed to
meet specific instructional
objectives and was designed as it
was intended.

Focusing on non-instructional elements
will make the game “fun” but not
necessarily educational. Clear
instructional objectives must be met in the
game. Game must be designed to meet
the objectives.
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.”

1) An instructional game will only be effective if it is designed to meet
specific instructional objectives and was designed as it was intended.
2) Games don’t have to be considered “entertaining” to be instructional.
3) Simulation/games build more confidence for on the job application of
learned knowledge than classroom instruction
4) An experience as an avatar can change a person's real life perceptions.
5) While playing a game, learners will voluntarily do harder problems and
work.
6) Instruction with serious games yields higher learning gains than
conventional instruction.
7) Games are more effective than traditional instruction when players work
in groups.
Take-Away

11) Games are more effective than traditional instruction when multiple
sessions are involved.
12) Games Must be Embedded into the Curriculum to be Effective for
Learning.
13) Games can influence people to behave in a pro-social manner.
14) Variable Reinforcement, found in the chance element of games provides
a physical stimulant.
15) Spaced Retrieval helps learners retain access to memorized information
over long periods of time.
16) Increasing the number of competitors can decrease competitive
motivation.
17) 48% of people over the age of 50 play video games.
Take-Away

The Quest for
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Engagement

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Observe the process, take notes for
debrief.
-What design techniques are used?
-What elements add to experience?
-What instructional design principles are
being followed or broken?
How To Participate via Observation

Summer Theatre
and
Karl M. Kapp
Present:

t was a quiet Monday morning, very
quiet, really quiet… almost too…

Then, out of nowhere, she flew into my office,
like a Dean who had a problem that needed
solved …
Hi Dean.

I have a problem that
needs to be solved.

We need more
engagement.
She wanted to increase student
engagement and have more interactive
learning for our students.

You came to the instructor
that’s what I do…

Yeah, I know…that’s
why I hired you. Ugh..
Now take the new person here
and go ask Clyde, he went to a
conference on the subject.

For some reason, she didn’t seem bothered
by the fact that she was breaking the
school’s no smoking policy…

Here’s where you come in. Help me figure
out the clues …and fast.

First stop…Clyde’s office…look for clues

Better way
To Learn
B)
Learning a little bit
of content at a time.
A)
Learning the
content in big
chunks all at
once.

Content Content Content
Time Time

Space learning out in small chunks
over time, 24 hours is the optimal
spacing. Break up content in
classroom every 8-10 minutes.
Some call it “drip learning.”

I found three things written on one of
Clyde’s notebooks.
Could be a lead…or
…it could be this session’s
learning objectives

Now we need to find Ivan…the Informant...
I knew one of his old haunts.

He was about as friendly as a fly at a fly
strip convention.
Hello, Clueless…

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.

What do you and your lackies here have to
say about this?

Fact or Fishy…testing yourself is a better
way to learn than re-reading or re-listening
to material?

Enter Question Text
It’s a fact: “Retrieval Practice” alone can
provide improved recall performance by as
much as 10-20%.

Require students to recall content
to enhance learning.
In other words, use testing to
reinforce learning—not just for
evaluation.

Combining Spaced Retrieval and
Retrieval Practice is really
powerful.
One study in the subject of Anatomy and
Physiology revealed retention benefits of
between 35% and 61% with average of
41%.

Ivan then grabbed his computer to show me an
example.

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/
Screen captures courtesy of The Knowledge
Guru…Bottom Line Performance

“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.”
Player Results

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.

Ivan had another question for me…I was the
one who was supposed to be ask’n questions….
Do learners remember facts better
when presented in a bulleted list or
when presented in a story?

Researchers have found that the human
brain has a natural affinity for narrative
construction.
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.

Thanks, Ivan.Get out of here….

This mystery of interactive learning was
starting to take shape…

Let’s brief the Dean on what we know so far…

So far, so good. Follow the next clue on the
matchbook I found in my desk drawer….

I arrived at the place on the matchbook, as
shady as a clump of oaks caught in an eclipse…

Enter Question TextHmm… What could this location and clue mean???
Tell me. Does engaging instruction start with:

Action draws in the learner and
encourages further engagement.

Make the learner do something
Answer a question
Identify a procedure.
Make a decision.
Solve a mystery.
Confront a challenge.
Solve a Problem.
Write a proposal
Hands On

Just as I was leaving, I found another
matchbook.

Seems like a clue…should
Learning be easy so we don’t discourage the
learners?
or
Challenging where some learners will struggle?

Look! Things that are too easy or too difficult will
not pique a learner’s interest because they lead to
boredom or frustration.

Let me show you Clyde’s
folder on this subject.

Do you know what
elements contribute to
flow?

Achievable Task
Clear Goals
Control Over Actions
(Autonomy)
Concentration

You can also add elements such as …

You can also add elements such as …Novelty
Inconsistency
Complexity
SurpriseIncomplete
information
Unpredictable Future

Suddenly, a voice appeared out of
nowhere…the mysterious Learning Lady

I saw her eyes in the shadows of the alley and
she simply said…
Consider the use of fantasy in
constructing learning events….

Ya’h sure about this
“fantasy” thing? This
make believe stuff?

Fantasy provides two learning benefits...
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.

Then, suddenly, she emerged from the shadows.
I pictured you
differently…

Here are some more
matches for your boss. She
smokes a lot.
She shouldn’t smoke.

Well, here is the next clue, do we :
Put the learner at risk.
or
Let the learner safely explore the environment.

No risk, or danger equal no skin in the
game.
Get the learner emotionally involved
by putting him or her at “mock” risk.

Losing (points, game)
Not Solving the Problem
Social Credibility
Recognition
Then they mysterious stranger started
talking about what learners can “risk”…
Starting Over
Multiple Lives

In games, failing is allowed, it’s acceptable,
and it’s part of the process.

Time for a recap with the Dean…she looked a
little frantic…she wanted to know one more
thing.

I want to know one more
thing.
What are the elements of
active learning?

What are some active learning
practices that can engage
learners?

Great stuff, you folks really seemed to have
cracked the case as to what makes engaging
learning.

Mystery solved, just in time for the
weekend. I was anxious to get some rest…

…to my surprise as… the Dean was driving
away, she threw another matchbook….

But we’ll have to leave that mystery for
later….

Credits:
Detective Artwork Courtesy of Vanessa Bailey
Flow Diagram by Kristin Bittner
Typewriter and Mysterious Eyes are Clip Art
Audience Response by Poll Everywhere
Demo of Gamification Software by MindTickle

Covert Takeaways
• Learning should be engaging.
• Stories provide a context for learning.
• It is ok for a learner to struggle.
• Simply adding points, badges and
leaderboards does not make learning
effective.

Game Dynamics Exercise
HO Page: 1-10

Race to the Finish—
Territory Acquisition—
Exploration--
Collecting—
Rescue or Escape—
Alignment—
Forbidden Act—
Construct/Build—
Outwit—
Solution—
Name a game that Uses the Dynamic Below Page 1-10

Goals
-Game Goals
-Instructional
Goals

Rules
-Operational Rules-Describe
how the game is played.
-Foundational Rules-
Underlying formal structures,
like the mathematics involved
with dice.
-Behavior Rules-How players
are expected to act toward
one another.
-Instructional Rules-What you
want the learner to gain from
playing the instructional game.

Objectives
-The introduction of an
objective or a goal is what
differentiates a game from
play.
-It gives the players
something to work toward.
-Objectives are either
obtained or not obtained and
that is a quantifiable
outcome.

Stories provide, context,
meaning and purpose

1. Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution
Write a story to match your
game.

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

The most helpful feedback provides specific
comments about errors and suggestions for
improvement. It also 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.

Leaderboards provide
opportunities for players to
receive feedback about their
performance 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.

Time Motivator for
player/learner
activity and action.
As a resource
allocated during the
game-play.
A game can compress time
to show consequences of
actions more quickly than
real-time.

Curve of Interest
Monitor within the
instruction. Track
player movement,
time on task, level of
activity.

Replayability
• Replay provides learners
with a chance to try a
different approach,
explore different
hypothesizes and reduces
the “sting of failure”

Replay and exploration can be
placed in games by providing
additional pathways through the
content.
Achieving goals
Collecting Items
Exploring
Socializing
Easter Eggs

Conflict, Competition and
Cooperation

Conflict
Conflict-inflicting
damage on other
players

Competition
Competition-
competing against
other players

Cooperation
Cooperation-
working with
other players to
achieve a goal.

Rewards, Incentives and Points,
Achievements

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.

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.

What can you do?
Use points, rewards and badges to
convey meaning, achievement and
progress.

http://www.coursehero.com/courses/

2 weeks after launching Courses (powered by gamification), CourseHero
received 350 suggested edits to existing courses and 122 requests for new
courses.
Another 68 people offered to augment existing courses by creating their
own course to be hosted on coursehero.com.

Since the implementation of gamification elements, time on
site overall has increased around 5 percent.

For Gamified courses, the time on site for the Courses are nearly
three times as long as time onsite for all of coursehero.com.
Social sharing of achievements increased nearly 400 percent in
three months.

Aesthetics
• A large element of any game is how the game
looks and the overall congruency of the
artwork, interface and activities.

Artwork and the “look and feel” of
the game plays a major role in the
overall design and enjoyment of a
game.
Includes
audio as
well as
visual.

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

Chance or luck is a highly motivational
element of games both of traditional
games of chance but in other video games
like finding hidden treasures.

What can you do?
Allow chance, risk-taking and
uncertainty into gamification efforts.
50% appears to be an optimal number.

Recommendations
• Allow failure.
• Provide for multiple attempts.
• Focus on learning from mistakes and failure.

Workshop Materials: Pedagogical Foundations for Games, Gamification and Immersive Learning

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Workshop Materials: Pedagogical Foundations for Games, Gamification and Immersive Learning