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These are my slides from my fill-in session at the ASTD Evidence-Based Learning Conference. It was a great conference filled with wonderful questions, ideas and thoughts.
Gamification Analyst, Consultant,Speaker | Professor | Instructional Designer | eLearning | Bloomsburg University
These are my slides from my fill-in session at the ASTD Evidence-Based Learning Conference. It was a great conference filled with wonderful questions, ideas and thoughts.
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.
Flying around a virtual world
as a superhero made subjects nicer in the real world. physical world 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.
Instructional games should be embedded in instructional programs that include debriefing and feedback. Engagement Instructional support to help learners
Educational understand how to use the game increases Simulation instructional effectiveness of the gaming Game experience. Pedagogy 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
Percentages of Impact Type of % Higher Knowledge/ Retention
Declarative 11% Procedural 14% Retention 9% Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games. Personnel Psychology .Review of 65 studies 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.
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
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.”
Take‐Away 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. 8) Games are more effective than traditional instruction when multiple sessions are involved. 9) Games Must be Embedded into the Curriculum to be Effective for Learning. 10) Games can influence people to behave in a pro‐social manner.
Questions/More Information • Email: kkapp@bloomu.edu •
Email: karlkapp@gmail.com • Twitter: @kkapp • Pinterest: Gamification Happenings • Facebook: http://www.facebook.com/gamificationLI Look for the “how to” field book for The Gamification of Learning and Instruction In Early 2014