1. Twitter:@kkapp
By Karl M. Kapp
Bloomsburg University
Gamification of Learning &Instruction
For Accenture
Three Mysterious Keys
to Interactive Learning:
Game-Thinking, Game-Elements, and
Gamification

2. Covert Design Takeaway
Challenge

3. Notes
Slides
Additional Ideas
www.karlkapp.com/kapp-notes

4. Karl Kapp
Presents:

5. Three
Mysterious Keys
to

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

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

8. I have a problem that
needs to be solved.

9. We need more
engagement.
She wanted to increase learner
engagement and have more interactive
learning within the company…

10. You came to the right
L&D guy that’s what I do…

11. 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.

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

13. Here’s where you come in. Help me figure
out the clues …and fast.
Open a separate window
on a web browser,
Go to:
PollEv.com/karlkapp

14. When the poll is active,
click on the answer you
believe is correct.
New questions will appear when the
slides change. Stay on:
www.polleverywhere.com/karlkapp.

15. Ok, first
assignment/question….

16. Choose your disguise…

17. Stakes are high. Winners receive
accolades throughout the land.

18. First stop…Clyde’s office…look for clues

19. 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.

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. Let’s get going.

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

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

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

27. There are two types of
gamification.

28. He grabbed his typewriter and made some
notes to explain to me the difference between
the two types of gamification.

29. 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

30. 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

31. Ivan then grabbed his laptop to show me a
demonstration of the two types.

32. First Structural Gamification….

33. 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….

38. Then he demonstrated content gamification....

39. It was a little like déjá vu ….this content
gamification…..

40. It has elements of story, characters and
content that was altered to be more game-like…

41. This mystery of interactive learning was
starting to take shape…

42. Thanks, Ivan.Get out of here….

43. Let’s brief the boss on what we know so far…

44. So what have we
learned?

45. So far, so good L&D person, follow the next clue
on the matchbook I found in my desk drawer….

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

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

49. Action draws in the learner and
encourages further engagement.

50. Too often instructional design is about the
content and not about the actions that
need to occur.

51. Make the learner do something
Answer a question
Identify a procedure.
Make a decision.
Solve a mystery.
Confront a challenge.
Pick a team.

52. Just as I was leaving, I found another
matchbook.

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

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

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

56. Do you know what
elements contribute to
flow?

57. Achievable Task
Clear Goals
Control Over Actions
(Autonomy)
Concentration

58. You can also add elements such as …

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

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

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. Hey, I know that’s Malone’s
Theory of Intrinsically
Motivating Instruction.
Yes, it is ….

63. You want both Intrinsic and Extrinsic
Motivation….Research indicates that they coexist. Use
both that’s key.

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

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

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

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

69. Losing
Not Solving the Problem
Social Credibility
Recognition
Then they mysterious stranger started
talking about what learners can “risk”…
Starting Over
Multiple Lives

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

71. Also, failure or earned success can
lead to emotion which can contribute
to Episodic Memory.

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

73. I want to know one more
thing.
What game elements can
engage learners?

74. What game elements did we
encounter today that can
engage learners?

75. What game elements did we
encounter today that can
engage learners?

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

77. Back to Clyde’s office, which note is right?

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. To sum it up, what have you
learned today?

80. To sum it up, what have you
learned today?

81. I thought my work was done but then….I
found another pack of matches on my way
home…

82. We’ll leave that for another presentation….

83. The End

84. Design Takeaway
Challenge.

86. 1) Story/Genre
2) Polling/Audience Input
3) Points/Winners/Teams
4) Mystery/Curiosity
5) Pre/Post Test

87. QUESTIONS?

88. Learn more…books available at:
http://tinyurl.com/ASTDgambook and
http://tinyurl.com/ASTDfieldbk
Or
Amazon.com

89. Contact Karl Kapp at
karlkapp@gmail.com or on his web
site www.karlkapp.com.

90. 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