Games, Gamification and the Quest for Engagement:

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Presentation provides information on how to engage learners using elements of games. It provides an example of the elements in action.

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Games, Gamification and the Quest for Engagement:

  1. 1. Twitter:@kkapp By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction May 18, 2014 Games, Gamification and the Quest for Engagement:
  2. 2. Design Takeaway Challenge
  3. 3. Rules • A statement is presented – Type in “Code word” • Text Response: Take out your text- machines Standard Texting Fees Apply!
  4. 4. How To Participate via Texting 1. Polleverywhere has no access to your phone number 2. Capitalization doesn’t matter, but spaces and spelling do AMZ01 IAMZ02 ALRIGHT01 AMZ01
  5. 5. How To Vote via PollEv.com/karlkapp Capitalization doesn’t matter, but spaces and spelling doTIP AMZ01 IAMZ02 ALRIGHT01 PollEv.com/karlkapp
  6. 6. 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
  7. 7. Notes Slides Additional Ideas www.karlkapp.com/kapp-notes
  8. 8. GII Theatre and Karl M. Kapp Present:
  9. 9. Games, Gamification and the
  10. 10. t was a quiet Monday morning, very quiet, really quiet… almost too…
  11. 11. Then, out of nowhere, she flew into my office, like a boss who had a problem that needed solved … Hi Boss.
  12. 12. I have a problem that needs to be solved.
  13. 13. We need more engagement. She wanted to increase learner engagement and have more interactive learning for career training and services.
  14. 14. You came to the right guy that’s what I do…
  15. 15. 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.
  16. 16. For some reason, she didn’t seem bothered by the fact that she was breaking the organization’s no smoking policy…
  17. 17. Here’s where you come in. Help me figure out the clues …and fast.
  18. 18. Choose your disguise…
  19. 19. Stakes are high……
  20. 20. First stop…Clyde’s office…look for clues
  21. 21. 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.
  22. 22. I found three things written on one of Clyde’s notebooks. Could be a lead…or …it could be this session’s learning objectives
  23. 23. Let’s get going.
  24. 24. Now we need to find Ivan…the Informant... I knew one of his old haunts.
  25. 25. He was about as friendly as a fly at a fly strip convention. Hello, Clueless…
  26. 26. 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.
  27. 27. What do you and your lackies here have to say about this?
  28. 28. Are Game-based Learning and Gamification are the same thing?Games and Gamification are the same thing?
  29. 29. Enter Question TextNext clue, how many types of gamification are there?
  30. 30. There are two types of gamification.
  31. 31. He grabbed his typewriter and made some notes to explain to me the difference between the two types of gamification.
  32. 32. 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
  33. 33. 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
  34. 34. Ivan then grabbed his laptop to show me a demonstration of the two types.
  35. 35. First Structural Gamification….
  36. 36. 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….
  37. 37. Then he demonstrated content gamification....
  38. 38. It was a little like déjá vu ….this content gamification…..
  39. 39. It has elements of story, characters and content that was altered to be more game-like…
  40. 40. 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?
  41. 41. This mystery of interactive learning was starting to take shape…
  42. 42. Thanks, Ivan.Get out of here….
  43. 43. Let’s brief the boss on what we know so far…
  44. 44. So what have we learned?
  45. 45. So far, so good. Follow the next clue on the matchbook I found in my desk drawer….
  46. 46. I arrived at the place on the matchbook, as shady as a clump of oaks caught in an eclipse…
  47. 47. Enter Question TextHmm… What could this location and clue mean??? Tell me. Does engaging instruction start with:
  48. 48. Action draws in the learner and encourages further engagement.
  49. 49. Too often instructional design is about the content and not about the actions that need to occur.
  50. 50. Make the learner do something Answer a question Identify a procedure. Make a decision. Solve a mystery. Confront a challenge. Pick a team.
  51. 51. Just as I was leaving, I found another matchbook.
  52. 52. Seems like a clue…should Learning be easy so we don’t discourage the learners? or Challenging where some learners will struggle?
  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. In fact, Clyde says…give them the Kobayashi Maru of challenges.
  60. 60. Suddenly, a voice appeared out of nowhere…the mysterious Learning Lady
  61. 61. 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 …
  62. 62. Hey, I know that’s Malone’s Theory of Intrinsically Motivating Instruction. Yes, it is …. Ya’h sure about this “fantasy” thing?
  63. 63. 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
  64. 64. Then, suddenly, she emerged from the shadows. I pictured you differently…
  65. 65. Here are some more matches for your boss. She smokes a lot. She shouldn’t smoke.
  66. 66. Well, here is the next clue, do we : Put the learner at risk. or Let the learner safely explore the environment.
  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 (points, game) 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?
  74. 74. Any Others?
  75. 75. Great stuff, you folks really seemed to have cracked the case as to what makes engaging learning.
  76. 76. Back to Clyde’s office, which note is right?
  77. 77. 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.
  78. 78. To sum it up, what have you learned today?
  79. 79. Anything else you noticed?
  80. 80. I thought my work was done but then….I found another pack of matches on my way home…
  81. 81. But we’ll have to leave that mystery for another presentation….
  82. 82. One last thing…Design Takeaway Challenge.
  83. 83. 1) Story/Genre 2) Polling/Audience Input 3) Points/Winners/Teams 4) Mystery/Curiosity 5) Pre/Post Test
  84. 84. QUESTIONS?
  85. 85. The End
  86. 86. 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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