This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques that are used in video games. The presentation will discuss why games and gamification are appropriate tools for presenting learning content and how using only a small part of games can lead to increased learning motivation. This presentation isn't about games, it is about using the same techniques and tricks that video games use to engage our students.
3. Rules
• A statement is presented
– Type in “Code word”
• Text Response:
Take out
your text-
machines
Standard Texting Fees
Apply!
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. How To Vote via PollEv.com/karlkapp
Capitalization doesn’t matter, but spaces and spelling doTIP
AMZ01
IAMZ02
ALRIGHT01
PollEv.com/karlkapp
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
24. 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.”
25. I found three things written on one of
Clyde’s notebooks.
Could be a lead…or
…it could be this session’s
learning objectives
27. Now we need to find Ivan…the Informant...
I knew one of his old haunts.
28. He was about as friendly as a fly at a fly
strip convention.
Hello, Clueless…
29. 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.
30. What do you and your lackies here have to
say about this?
31. Fact or Fishy…testing yourself is a better
way to learn than re-reading or re-listening
to material?
32. Enter Question Text
It’s a fact: “Retrieval Practice” alone can
provide improved recall performance by as
much as 10-20%.
33. Require students to recall content
to enhance learning.
In other words, use testing to
reinforce learning—not just for
evaluation.
34. 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%.
37. 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.
38. Introducing a new product, MobileConnect and
wanted to bring the sales force up-to-speed on the
features and functionality of the product.
46. “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
47. 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.
48. 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.
49. 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?
50. 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.
58. So far, so good. Follow the next clue on the
matchbook I found in my desk drawer….
59.
60. I arrived at the place on the matchbook, as
shady as a clump of oaks caught in an eclipse…
61. Enter Question TextHmm… What could this location and clue mean???
Tell me. Does engaging instruction start with:
62. Action draws in the learner and
encourages further engagement.
63. 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
64. Just as I was leaving, I found another
matchbook.
65. Seems like a clue…should
Learning be easy so we don’t discourage the
learners?
or
Challenging where some learners will struggle?
66. Look! Things that are too easy or too difficult will
not pique a learner’s interest because they lead to
boredom or frustration.
67. Let me show you Clyde’s
folder on this subject.
77. Ya’h sure about this
“fantasy” thing? This
make believe stuff?
78. 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.
80. Here are some more
matches for your boss. She
smokes a lot.
She shouldn’t smoke.
81.
82. Well, here is the next clue, do we :
Put the learner at risk.
or
Let the learner safely explore the environment.
83. No risk, or danger equal no skin in the
game.
Get the learner emotionally involved
by putting him or her at “mock” risk.
84. 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
85. In games, failing is allowed, it’s
acceptable, and it’s part of the
process.
87. 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)
88. Time for a recap with the Dean…she looked a
little frantic…she wanted to know one more
thing.
89. I want to know one more
thing.
What are the elements of
active learning?
90. What are some active learning
practices that can engage
learners?
98. 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