Leveraging Game Elements for Learning, Engagement, and FunKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, eLearning developers, and instructional designers over the past few years. But the influx has left many questions: What elements from games should be used in learning design? How does one seamlessly integrate story, challenge, badges, and points into the learning process? Does competition help or hurt learning? What research exists to support game elements for learning?
This interactive presentation includes many examples of using game elements for learning. And, yes, you will play a game during this session. Discover how research-based game thinking and design can be leveraged to create effective, engaging instruction.
This document summarizes a lecture on decision making and skill acquisition in sports. It discusses key topics like the definition of decision making and factors that influence decisions. It also defines skills, different types of skills, and stages of skill acquisition. Additionally, it examines whether decision making relies on previous experience and knowledge or is emergent. Finally, it provides strategies for improving decision making skills, such as using variability in practice.
This document discusses using technology and games to teach soft skills and increase student engagement. It describes how educators have increasingly used technology like PowerPoint, videos and clickers since the 1970s. Games can be used in an academic context to help with learning or for non-academic purposes for fun. Games allow for active learning, participation and socialization while helping students transfer and apply what they learn. The document provides examples of soft skills like active listening, teamwork and self-management that are important for students and employees. It argues that using games in the classroom can help engage students, improve learning outcomes, and prepare students for professional environments.
Our always-on culture places a premium on productivity; we spare less and less time for pursuits that don’t have specific goals attached. The paradox is that to compete successfully, we need to embrace play. So increasingly, adults will seek to balance out their busy lives with more unstructured time.
This document discusses how some common practices in video game design can unintentionally undermine the learning experience. It provides three examples: 1) Improving accessibility through barrier removal can reduce challenges needed for learning; 2) Statistical skill simulations ("grinding") allow progress without learning; 3) Dynamic difficulty adjustments like "rubber-banding" can discourage mastering skills and undermine a sense of fair competition. While these practices aim to boost metrics like player engagement and retention, they may do so at the cost of reducing intrinsic motivation and the cognitive and psychological benefits of overcoming challenges through learning and skill development.
This document provides a summary of key concepts from a document about creating a decision/action model for soccer. The summary is:
[1] The document discusses several existing models for soccer, such as pressing-counter attacking, interval training, and youth development models. It also discusses common constraints on models, such as their context dependence and limits based on reality.
[2] The document then introduces the concept of "wicked problems" which are complex problems with no clear solution. Starting a soccer club is provided as an example of a wicked problem.
[3] Finally, the document summarizes the observe-orient-decide-act (OODA) loop model for decision making, noting that speed
This document provides guidance for trainers on using activities and games to engage learners. It discusses the principles of adult learning, including that adults learn best when actively participating. It also covers selecting appropriate activities based on factors like training objectives, audience, and room setup. The document emphasizes preparing for activities by outlining goals, instructions, and discussing outcomes. It advises trainers to clearly state objectives, establish rules, and create a safe environment to get participants involved. Troubleshooting tips are also included, such as being honest if an activity does not work well.
Leveraging Game Elements for Learning, Engagement, and FunKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, eLearning developers, and instructional designers over the past few years. But the influx has left many questions: What elements from games should be used in learning design? How does one seamlessly integrate story, challenge, badges, and points into the learning process? Does competition help or hurt learning? What research exists to support game elements for learning?
This interactive presentation includes many examples of using game elements for learning. And, yes, you will play a game during this session. Discover how research-based game thinking and design can be leveraged to create effective, engaging instruction.
This document summarizes a lecture on decision making and skill acquisition in sports. It discusses key topics like the definition of decision making and factors that influence decisions. It also defines skills, different types of skills, and stages of skill acquisition. Additionally, it examines whether decision making relies on previous experience and knowledge or is emergent. Finally, it provides strategies for improving decision making skills, such as using variability in practice.
This document discusses using technology and games to teach soft skills and increase student engagement. It describes how educators have increasingly used technology like PowerPoint, videos and clickers since the 1970s. Games can be used in an academic context to help with learning or for non-academic purposes for fun. Games allow for active learning, participation and socialization while helping students transfer and apply what they learn. The document provides examples of soft skills like active listening, teamwork and self-management that are important for students and employees. It argues that using games in the classroom can help engage students, improve learning outcomes, and prepare students for professional environments.
Our always-on culture places a premium on productivity; we spare less and less time for pursuits that don’t have specific goals attached. The paradox is that to compete successfully, we need to embrace play. So increasingly, adults will seek to balance out their busy lives with more unstructured time.
This document discusses how some common practices in video game design can unintentionally undermine the learning experience. It provides three examples: 1) Improving accessibility through barrier removal can reduce challenges needed for learning; 2) Statistical skill simulations ("grinding") allow progress without learning; 3) Dynamic difficulty adjustments like "rubber-banding" can discourage mastering skills and undermine a sense of fair competition. While these practices aim to boost metrics like player engagement and retention, they may do so at the cost of reducing intrinsic motivation and the cognitive and psychological benefits of overcoming challenges through learning and skill development.
This document provides a summary of key concepts from a document about creating a decision/action model for soccer. The summary is:
[1] The document discusses several existing models for soccer, such as pressing-counter attacking, interval training, and youth development models. It also discusses common constraints on models, such as their context dependence and limits based on reality.
[2] The document then introduces the concept of "wicked problems" which are complex problems with no clear solution. Starting a soccer club is provided as an example of a wicked problem.
[3] Finally, the document summarizes the observe-orient-decide-act (OODA) loop model for decision making, noting that speed
This document provides guidance for trainers on using activities and games to engage learners. It discusses the principles of adult learning, including that adults learn best when actively participating. It also covers selecting appropriate activities based on factors like training objectives, audience, and room setup. The document emphasizes preparing for activities by outlining goals, instructions, and discussing outcomes. It advises trainers to clearly state objectives, establish rules, and create a safe environment to get participants involved. Troubleshooting tips are also included, such as being honest if an activity does not work well.
Concentration Building for Kids with Brain Training GamesRamandeep Singh
This document discusses 5 brain training exercises to help build concentration in kids: 1) Deep breathing, 2) Motor coordination drills, 3) Concentration games, 4) Playing family games, and 5) Regular communication with kids. Deep breathing involves imagining breath traveling through the body. Motor coordination includes toe wiggling, using non-dominant hands, and playing instruments. Concentration games have kids remember objects from a table. Family games like Uno and Monopoly improve problem-solving and coordination. Regular communication helps kids openly discuss problems with parents.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
Is an intensive, hands-on workshop that will instruct individuals in the use of practical techniques for creative training delivery.
Participants will know what is Training and Development.
Participants will know the difference between Training and Education.
Participants will learn benefits of Training.
Participants will learn how to perform “Training Needs Assessments”
Participants will learn how to Design Training Needs Assessment Surveys.
Participants will learn how to handle requests for Training Requirements Analysis
Participants will learn what are the Misconceptions about Training.
Participants will learn about Training Delivery Methods.
Participants will learn about Determining Training Delivery Methods .
Participants will learn about Evaluating Training and Results.
Participants will learn about Guidelines for Evaluating the Effectiveness of Training.
Participants will learn about Total Quality Management (Training and Human Resources Development )
Participants will learn about Examples of Quality Management Training.
Participants will learn about using Ice Breakers in Training
Participants will learn how to facilitate discussions, direct activities, manage the training session and acquire many other skills to help them train effectively.
They will have an opportunity to practice Training.
They will leave with new ideas on how to "spice up" training as well as reinforce the skills that will make them feel masterful in training others..
This document outlines the agenda and key points for a "Train the Trainer" seminar. The seminar will cover:
1. Preparation, including understanding adult learning styles, the differences between teachers and instructors, creating checklists and lesson plans, and motivating audiences.
2. Training delivery, including gaining attention, setting aims and objectives, explaining content, facilitating discussions, and demonstrating techniques.
3. Best practices such as using multimedia, facilitating discussions, summarizing, and checking for understanding.
The goal is to equip participants to effectively plan, deliver, and facilitate their own training sessions.
This document describes several training games to engage participants at a workshop. Game 1, called "Push the Wall", teaches participants to focus on issues they can influence rather than issues outside their control. Game 2, "Don't Alaap Apna Raag", demonstrates the need for standardization and working towards a common goal. Game 3, "Sky is the Limit", shows participants they can achieve more than they initially think by pushing their limits. The document provides details on setting up and playing each game to convey the intended lessons.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
The document contains a series of "icebreaker brain teasers" intended to engage readers through visual and linguistic puzzles. The teasers include spotting hidden words, counting letters, and recognizing optical illusions. The final sections provide information about a consulting firm called XONITEK that helps clients optimize business processes and leverage new technologies.
Train The Trainer Power Point Presentationpreethi_madhan
This document provides guidance on various aspects of designing and delivering effective training, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses qualities of a good trainer, such as subject matter expertise, presentation skills, and the ability to engage trainees. Key steps in the training process are identified, such as analyzing training needs, designing the content and structure, developing materials, implementing the training, and evaluating outcomes. Factors that influence training design decisions are also addressed, such as the training goals, skills required, and learners' readiness.
Mind Habits Emotion Trainer Games For Health 2008Mark Baldwin
The document discusses the development of MindHabits, an emotion training computer game created by Dr. Mark Baldwin and MindHabits Inc. to help reduce stress and build self-confidence through training positive thought habits. Scientific studies show that specially designed games can help people practice beneficial thought patterns. MindHabits was developed using these principles and research on social intelligence and neuroscience. It consists of training games, tracker tasks, and a science lab section to explain the game's purpose and benefits.
This document lists numerous online resources for trainers and those working in the voluntary sector. It provides over 30 companies or organizations that offer free tools, including resources on management, training, games, icebreakers, and continuing education topics. Many of the resources listed are websites that contain downloads, articles, guides and training materials. The document serves as a comprehensive list of free online resources available to trainers and those in the voluntary sector.
This document provides guidance on training trainers and adult learning principles. It discusses that trainers require skills like comprehension, conceptualization, creativity and conduct. The training process is outlined as a 4D cycle of determine, design, deployment, and determine. Key principles of adult learning theory are covered, such as engaging learners through active participation, relating content to real-world examples, and addressing individual needs. A variety of training methods are also presented, including lectures, demonstrations, role plays and group exercises.
This document discusses using serious games to facilitate innovation and design processes. It outlines who participates in serious games (facilitators, customers/users, observers), when they are used (early in software development or when issues arise), how long sessions last (1-2 hours typically), how many sessions to have (1-2 games in a half day), and which games to choose based on goals and dimensions. Serious games provide benefits like engaging participants, triggering discussion, and producing rapid results for product teams. They can elicit a variety of responses from teams, groups, or individuals.
The document provides guidance for trainers on their roles and responsibilities. It discusses diagnosing training needs, building trust with trainees, and contributing as a co-learner. Personal qualities of trainers include self-confidence, communication skills, flexibility and patience. Approaches to training include instructing, feedback, counseling, and mentoring. Key skills for trainers are planning training sessions effectively, understanding trainees, designing training content that engages different learning styles, motivating and reinforcing trainees, communicating verbally and non-verbally, providing effective feedback, and handling questions and objections from trainees. The document emphasizes the importance of preparation, rehearsal, and practice for trainers.
The document outlines the agenda for a "Train the Trainer" workshop. It covers topics like adult learning styles, how adults learn best, motivating adult learners, dealing with difficult behaviors in groups, lesson planning, and training evaluation. The agenda includes discussions, activities, and a roleplaying exercise where participants practice delivering lesson messages from a sample training.
This document provides information on an interactive storytelling course taught by Jouni Smed. The 5 ECTS course will cover key concepts of interactive storytelling and review existing interactive storytelling systems. Lectures will be held on Tuesdays and Wednesdays from 10-12 am with no lectures on certain dates in November. Students will be assessed based on writing an essay and taking an electronic examination between December 10th and March 31st. The essay of 10-15 pages is due by December 13th. Grades will be posted privately on Moodle. Topics covered in the course include introduction to interactive storytelling, analysis of storytelling, strategies for interactive storytelling, characters, authors, and systems.
The document provides revision material for the SSC107 Individual in Society course, including past exam questions from January 2010 and July 2009. It discusses key concepts from the course textbook on psychology such as Piaget's stages of cognitive development, Erikson's psychosocial stages, intelligence testing, motivation and emotion, stress and coping mechanisms, social behavior, attribution processes, and persuasion techniques. The document aims to help students prepare for the exam by reviewing important topics covered in the course.
This document discusses emotion in games and narrative. It covers the theory of flow and its eight elements. Flow occurs when a game provides challenges that match the player's skills. The document also discusses four keys to fun in games: hard fun through challenges, easy fun through novelty, people fun through social interaction, and serious fun through meaning and altered mental states. It provides examples of games that utilize these different types of fun. The document then covers emotional experiences in narrative, including basic emotion theories and how curiosity, suspense and surprise are used.
Concentration Building for Kids with Brain Training GamesRamandeep Singh
This document discusses 5 brain training exercises to help build concentration in kids: 1) Deep breathing, 2) Motor coordination drills, 3) Concentration games, 4) Playing family games, and 5) Regular communication with kids. Deep breathing involves imagining breath traveling through the body. Motor coordination includes toe wiggling, using non-dominant hands, and playing instruments. Concentration games have kids remember objects from a table. Family games like Uno and Monopoly improve problem-solving and coordination. Regular communication helps kids openly discuss problems with parents.
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
Is an intensive, hands-on workshop that will instruct individuals in the use of practical techniques for creative training delivery.
Participants will know what is Training and Development.
Participants will know the difference between Training and Education.
Participants will learn benefits of Training.
Participants will learn how to perform “Training Needs Assessments”
Participants will learn how to Design Training Needs Assessment Surveys.
Participants will learn how to handle requests for Training Requirements Analysis
Participants will learn what are the Misconceptions about Training.
Participants will learn about Training Delivery Methods.
Participants will learn about Determining Training Delivery Methods .
Participants will learn about Evaluating Training and Results.
Participants will learn about Guidelines for Evaluating the Effectiveness of Training.
Participants will learn about Total Quality Management (Training and Human Resources Development )
Participants will learn about Examples of Quality Management Training.
Participants will learn about using Ice Breakers in Training
Participants will learn how to facilitate discussions, direct activities, manage the training session and acquire many other skills to help them train effectively.
They will have an opportunity to practice Training.
They will leave with new ideas on how to "spice up" training as well as reinforce the skills that will make them feel masterful in training others..
This document outlines the agenda and key points for a "Train the Trainer" seminar. The seminar will cover:
1. Preparation, including understanding adult learning styles, the differences between teachers and instructors, creating checklists and lesson plans, and motivating audiences.
2. Training delivery, including gaining attention, setting aims and objectives, explaining content, facilitating discussions, and demonstrating techniques.
3. Best practices such as using multimedia, facilitating discussions, summarizing, and checking for understanding.
The goal is to equip participants to effectively plan, deliver, and facilitate their own training sessions.
This document describes several training games to engage participants at a workshop. Game 1, called "Push the Wall", teaches participants to focus on issues they can influence rather than issues outside their control. Game 2, "Don't Alaap Apna Raag", demonstrates the need for standardization and working towards a common goal. Game 3, "Sky is the Limit", shows participants they can achieve more than they initially think by pushing their limits. The document provides details on setting up and playing each game to convey the intended lessons.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
The document contains a series of "icebreaker brain teasers" intended to engage readers through visual and linguistic puzzles. The teasers include spotting hidden words, counting letters, and recognizing optical illusions. The final sections provide information about a consulting firm called XONITEK that helps clients optimize business processes and leverage new technologies.
Train The Trainer Power Point Presentationpreethi_madhan
This document provides guidance on various aspects of designing and delivering effective training, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses qualities of a good trainer, such as subject matter expertise, presentation skills, and the ability to engage trainees. Key steps in the training process are identified, such as analyzing training needs, designing the content and structure, developing materials, implementing the training, and evaluating outcomes. Factors that influence training design decisions are also addressed, such as the training goals, skills required, and learners' readiness.
Mind Habits Emotion Trainer Games For Health 2008Mark Baldwin
The document discusses the development of MindHabits, an emotion training computer game created by Dr. Mark Baldwin and MindHabits Inc. to help reduce stress and build self-confidence through training positive thought habits. Scientific studies show that specially designed games can help people practice beneficial thought patterns. MindHabits was developed using these principles and research on social intelligence and neuroscience. It consists of training games, tracker tasks, and a science lab section to explain the game's purpose and benefits.
This document lists numerous online resources for trainers and those working in the voluntary sector. It provides over 30 companies or organizations that offer free tools, including resources on management, training, games, icebreakers, and continuing education topics. Many of the resources listed are websites that contain downloads, articles, guides and training materials. The document serves as a comprehensive list of free online resources available to trainers and those in the voluntary sector.
This document provides guidance on training trainers and adult learning principles. It discusses that trainers require skills like comprehension, conceptualization, creativity and conduct. The training process is outlined as a 4D cycle of determine, design, deployment, and determine. Key principles of adult learning theory are covered, such as engaging learners through active participation, relating content to real-world examples, and addressing individual needs. A variety of training methods are also presented, including lectures, demonstrations, role plays and group exercises.
This document discusses using serious games to facilitate innovation and design processes. It outlines who participates in serious games (facilitators, customers/users, observers), when they are used (early in software development or when issues arise), how long sessions last (1-2 hours typically), how many sessions to have (1-2 games in a half day), and which games to choose based on goals and dimensions. Serious games provide benefits like engaging participants, triggering discussion, and producing rapid results for product teams. They can elicit a variety of responses from teams, groups, or individuals.
The document provides guidance for trainers on their roles and responsibilities. It discusses diagnosing training needs, building trust with trainees, and contributing as a co-learner. Personal qualities of trainers include self-confidence, communication skills, flexibility and patience. Approaches to training include instructing, feedback, counseling, and mentoring. Key skills for trainers are planning training sessions effectively, understanding trainees, designing training content that engages different learning styles, motivating and reinforcing trainees, communicating verbally and non-verbally, providing effective feedback, and handling questions and objections from trainees. The document emphasizes the importance of preparation, rehearsal, and practice for trainers.
The document outlines the agenda for a "Train the Trainer" workshop. It covers topics like adult learning styles, how adults learn best, motivating adult learners, dealing with difficult behaviors in groups, lesson planning, and training evaluation. The agenda includes discussions, activities, and a roleplaying exercise where participants practice delivering lesson messages from a sample training.
This document provides information on an interactive storytelling course taught by Jouni Smed. The 5 ECTS course will cover key concepts of interactive storytelling and review existing interactive storytelling systems. Lectures will be held on Tuesdays and Wednesdays from 10-12 am with no lectures on certain dates in November. Students will be assessed based on writing an essay and taking an electronic examination between December 10th and March 31st. The essay of 10-15 pages is due by December 13th. Grades will be posted privately on Moodle. Topics covered in the course include introduction to interactive storytelling, analysis of storytelling, strategies for interactive storytelling, characters, authors, and systems.
The document provides revision material for the SSC107 Individual in Society course, including past exam questions from January 2010 and July 2009. It discusses key concepts from the course textbook on psychology such as Piaget's stages of cognitive development, Erikson's psychosocial stages, intelligence testing, motivation and emotion, stress and coping mechanisms, social behavior, attribution processes, and persuasion techniques. The document aims to help students prepare for the exam by reviewing important topics covered in the course.
This document discusses emotion in games and narrative. It covers the theory of flow and its eight elements. Flow occurs when a game provides challenges that match the player's skills. The document also discusses four keys to fun in games: hard fun through challenges, easy fun through novelty, people fun through social interaction, and serious fun through meaning and altered mental states. It provides examples of games that utilize these different types of fun. The document then covers emotional experiences in narrative, including basic emotion theories and how curiosity, suspense and surprise are used.
This document summarizes survey results about students' favorite learning experiences and effective teaching strategies. The survey found that students most enjoyed learning experiences that were relevant to real life, involved active participation, and used a variety of multimedia. Students felt most powerful, excited, and important when teachers used groups, experiments, field trips, and were enthusiastic, challenging, fun, and available. Effective teaching involves planning lessons flexibly based on student needs, with clear objectives and activities targeting different learning styles. Planning should link instruction to real-life and systematically develop higher-order thinking skills.
Game sense is an approach to coaching developed in Australia that focuses on learning skills through modified games rather than direct instruction. It emphasizes questioning players and reflection to build understanding of sports. Sports are categorized into invasion, striking, net/wall, and target games to design skill-based variations of multiple sports in one lesson. The game sense approach is more engaging for children and allows them to learn and develop skills in a self-directed manner through game play and problem-solving within the game context. It aligns well with competencies in the NSW K-6 PDHPE syllabus such as communicating, decision making, interacting, and problem solving.
1) The document discusses techniques for motivating students as a teacher, including defining objectives, creating a threat-free environment, offering varied experiences, using positive competition and rewards, giving students responsibility and praise, setting high but attainable goals, and making the learning fun.
2) It provides tips for time management, such as understanding that time can be spent or wasted, and outlines stages of student evolution from addictions and lack of interest to purposeful study.
3) The document emphasizes the importance of motivating students through stories, activities, tracking progress, feedback, and opportunities for success to boost their performance and help them stay focused on their goals and potential.
Best Practices Around Implementing Educational GamesLindsey Tropf
Presented at STEMxCon 2013, Saturday, September 21st, and 1:00 EST.
http://stemxcon.com/forum/topics/best-practices-around-implementing-educational-games
Steven Weitz and Mary Rasley - The Edugaming Framework: Keeping the Quiz out ...SeriousGamesAssoc
Presenters:
Steven Weitz, Assistant Professor or Media Arts, Lehigh Carbon Community College
Mary Rasley, Professor of CIS, Lehigh Carbon Community College
This presentation discusses the “Edugaming Framework” which takes educational concepts and creates games from them. The focus of this framework is in keep quizzing out of games, while ensuring that the content itself becomes the core gameplay element in a game.
Would the real Mary Poppins please stand up? Approaches and Methods in Gamefu...Sebastian Deterding
This document discusses approaches and methods for gamification design. It outlines two conflicting theories of fun: fun as an additive substance that can be added to non-fun activities, or fun as an emergent quality that can arise from any well-designed system or activity. The document advocates following game design principles to restructure existing activities and find inherent challenges, then structuring them with goals, rules, and feedback to create engaging gameplay experiences. It emphasizes iterative playtesting to get the design right.
This document summarizes a presentation on coaching given at the PROCEDE 2014 conference in Mont Tremblant. It discusses various aspects of coaching such as the coach's role, components of effective coaching like collaboratively exploring data, levels of listening, and types of feedback. It also provides examples of open-ended questions coaches can ask and questions to foster reflection. The overall content suggests coaching can help improve teachers' instructional practices and professional development when done through collaborative data analysis and questioning techniques.
This document discusses how gaming can provide solutions to make reality more engaging and meaningful. It outlines 14 "fixes" that games employ and how they could be applied to reality, such as: providing voluntary obstacles to challenge us, focusing our energy on things we enjoy, giving us a sense of purpose through clear goals and missions, improving our chances of success, and enabling stronger social connections and collaboration. The author argues that games reliably produce "flow" states and positive emotions that could help address issues like depression, hopelessness and disconnect in reality.
J.D. Fletcher, Institute of Defense Analyses and Sigmond Tobias, SUNYSeriousGamesAssoc
"On Tour in the Garden of Empirical Analysis"
The authors report findings, both solid and speculative, after six years of an ongoing effort to collect, organize, and understand all available empirical research on the use of games to create environments in which people learn.
This document provides an overview of active learning strategies for engaging millennial students. It defines active learning as a teaching methodology that promotes higher-order thinking through engaging multiple learning styles. Key elements of active learning include talking and listening, reading, writing, and reflecting. Specific active learning lesson plan examples are provided, such as a currency exchange activity in a political science course. Social networking tools that can be used to facilitate active learning are also discussed. Works cited and acknowledgements are included at the end.
The document discusses the game sense approach for teaching physical education. Game sense is a learner-centered approach that focuses on playing games rather than skills drills. It emphasizes tactical and strategic skills development through modified games. The approach helps students develop leadership, social and cognitive skills through interactive game play and reflection. Some example games and questions are provided.
Gamification of Learning (High Tech, High Touch course)Krista Leh
This document discusses gamification and game-based learning. It begins by asking questions about games and play. It then provides statistics on gaming and discusses how games appeal to students. The document outlines characteristics of games and what defines a game. It discusses using games in education by applying game mechanics to learning. Examples are provided of content-specific games and initiatives that incorporate games. Benefits of games for learning like feedback, collaboration and problem-solving are highlighted. The document concludes with references for further information.
Tobi Saulnier - Cognitive Bias Training Game Valuable for Everything from Law...SeriousGamesAssoc
The document describes CYCLES, a serious game designed to train people to recognize and mitigate cognitive biases. It discusses two games that target specific biases like confirmation bias and representativeness. Gameplay involves puzzle-like challenge rooms that expose players to biases. Studies found the game significantly improved bias knowledge from pre-to-post-testing and eight weeks later. The document outlines challenges in generalizing the game to new audiences like law enforcement, teenagers, and businesses. It provides examples of adapting content and mechanics to make the concepts more age-appropriate and relevant to different groups.
Similar to Why Games Work- The Science of Learning (20)
The USF (Unit Set Fielding) process was developed to streamline the fielding of new digital capabilities and equipment to Army units. It coordinates the planning, fielding, training, and support across multiple programs and units. This process has increased the rate at which new technologies are fielded from 2-3 brigades per year to over 100 units annually. USF creates a single point of contact for units to coordinate all aspects of receiving, training on, and supporting their new C4ISR systems and ensures all parties are synchronized.
More Capability for Less: PEO C3T finds efficiencies as it continues to upgra...Brian Lucke
The document summarizes upgrades to the Army's Blue Force Tracking system called Joint Capabilities Release (JCR). JCR integrates the Movement Tracking System (MTS) to provide enhanced situational awareness and tracking of both friendly and enemy forces. It also streamlines services between the two systems, resulting in cost avoidance of over $207 million through FY16. Further upgrades to satellite coverage and a shared network with MTS are expected to avoid over $30 million per year in additional costs.
Micro-Grid Power: Working Intelligently and Working TogetherBrian Lucke
From Army AL&T Magazine, this article written by Marnie de Jong, Research Project Manager for the Renewable Energy for Distributed Undersupplied Command Environments program in CERDEC CPI Army Power, discusses the concept, challenges, and potential solutions to using the "Micro-Grid" to provide a more economical and available source of power for soldiers in austere environments.
The US Army Squad: Foundation of the Decisive ForceBrian Lucke
An excellent report produced by AUSA's Institiute of Land Warfare. Makes an excellent case for the shift to unit-led, home station-centric training, as well as the blended training enablers to support it.
Beyond the Horizon: Defining Army Core Competencies for the 21st CenturyBrian Lucke
The document summarizes a discussion between LTC Darrin C. Ricketts and LTC Donn H. Hill of the 4th Brigade Combat Team, 101st Airborne Division, and BG John Uberti, deputy commanding general of Afghan Development, 101st Airborne, about Operation Overlord, a joint effort that pushed Taliban forces out of the Naka district of Paktika Province, Afghanistan.
Modernizing the Military Retirement SystemBrian Lucke
The document discusses modernizing the U.S. military retirement system. It finds that the current system was designed in an era with shorter lifespans and less competitive civilian pay. While retirement benefits are generous, they are also expensive for the Department of Defense. The task group interviewed current and former defense officials to review reform proposals. It concludes that the retirement system is inflexible and not optimized for recruitment or retention in the current environment. Recommendations will aim to make the system sustainable while meeting personnel needs.
FM 7-0 Training Units and Developing Leaders for Full Spectrum OperationsBrian Lucke
Field Manual (FM) 7-0, Training Units and Developing Leaders for Full Spectrum Operations, establishes the
Army’s keystone doctrine for training units and developing leaders for full spectrum operations, on a rotational
cycle using Army force generation (ARFORGEN).
VBS2 is a game-based virtual training environment that has been in development since 2001. It allows for realistic collective tactical training and mission rehearsal. The upcoming VBS2 v1.50 release in May 2011 will significantly expand VBS2's capabilities by improving terrain size, view distance, vehicle physics, and support for new features like underground spaces. This will allow VBS2 to meet a wider range of training needs.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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3. Contents 3
1 – Intro
2 – Science of Learning
3 – Why Games Work
4 – Game Design
5 – Conclusion
4. The Goal 4
Learning
Theory
Game
Design
Awesome!
5. Resources and References 5
US Army
Fundamentals of Instruction
US Navy
Revolution In Training
US Air Force
Train the Trainers
US FAA
Aviation Instructor‟s Handbook
Susan Coleman Clint Bowers Bruno Frey
Jan Cannon-Bowers Robert Green John Lee
Richard Ryan Richard Van Eck James Buchanan
Talib Hussain Edwin Locke Richard Wainess
Dustin Chertoff Michael Guerrero Kerry Moffit
Ellen Menaker Alan Koenig Kelly Pounds
Richard Blunt Mitchell Wade Curtiss Murphy
6. 6
PART 2
The Science of
Learning
“Teaching is a wonderful way to learn.”
Carol Dweck (32)
7. What Improves Learning? 7
Laws of Learning 1,2,3,31,30
Readiness
Exercise
Effect
Intensity
Primacy (**)
Recency (**)
** Primacy & Recency are based on time
And are beyond the scope of this talk
8. Zoom In30 8
Laws of Learning
Laws of Learning For Games
Readiness Motivation
Exercise Feedback
Effect Practice
Intensity Positive Feelings
Primacy Intensity
Recency Choice/Involvement
9. Motivation and Feedback 9
• Motivation (1-6,20,22,31)
– Part of „Readiness‟
– The holy grail
– Increases learning, retention, and
student performance
• Feedback (1-4,8,23,31)
– Part of „Exercise‟
– Is how we perceive progress
– Correlates actions to outcomes
10. Practice and Effect 10
• Practice (1-4,21,31,33)
– Part of „Exercise‟
– “A student learns by applying what he has
been taught.” – USAF
– Time on task creates opportunities to learn
• Positive Feelings (1-4,31,33)
– „Law of Effect‟
– Learning is stronger with pleasant emotions
– Keeps students engaged longer
11. Intensity and Choice 11
• Intensity (1-4,33)
– Learning increases with vivid, sharp,
intense activities (positive or negative)
– Practiced activities are more intense than
passive lessons or texts
• Choice/Involvement (1-3,25,31,33)
– Sub-parts of Effect, Readiness, and
Intensity
– Choice of challenge affects motivation
– Coercion and external rewards are
negatively associated with learning
14. The Big Question 14
Why Do Games Work?
• Is it art?
• Is it mystical?
• Is it a secret?
15. The Answer 15
• Games work for the same reasons
that learning works (30)
Motivation
Feedback
Practice
Positive Feelings
Intensity
Choice/Involvement
17. What‟s It Mean? 17
If true…
Motivation
Feedback
Practice
Positive Feelings
Intensity
Choice/Involvement
18. 18
PART 4
Game Design
“Game Design is more art than science,
more like cooking than chemistry.” –
Jesse Schell (11)
19. Game Techniques (30) 19
1. Flow
2. Feedback
3. Simplicity
4. Choice
5. Practice
6. Fun
20. 1 - Flow 20
• The „state in which people are so
involved in an activity that nothing
else seems to matter‟ (8)
• Mihaly Csikszentmihalyi
• Optimal human experience
• Complete focus
• Distorted time
(References: 5, 6, 7, 8, 9, 11, 15, 19, 20, 23, 26, 31, 33)
21. Why Flow Matters 21
• The essence of games
– It‟s why we play
• Flow
– Is intrinsically motivating
– Is a “magnet for learning” (9)
– Is pleasurable
22. How to Create Flow? 22
• There are four conditions for Flow:
• Understand what must be done
• Is how we perceive progress
• Usually immediate
• Goal is challenging
• But within abilities
• And not overly long
• Lack of distractions
• Can fully attend to task
23. What Flow Looks Like 23
Difficulty
Too Hard
LO W
F Too Easy
Time/Skill
Flow creates a cycle of increasing learning
24. 2 - Feedback in Games 24
• Two Types (30)
• Type One - short term
– Immediate Progress
– Task completion
– Natural
consequences
Sims 3 Damage Control Trainer
25. Feedback in Games 25
Everquest 2
• Type two – holistic
– Repetition - play again
– Player development
– Narrative progression
– „Meta‟ growth
Damage Control Trainer Royal Envoy
League of Legends
26. 3 - Simplicity 26
• Games simplify the world to
“goals and rules” -Csikszentmihalyi (8)
• Games offer transcendence:
“the player is more powerful in the game
world than they are in the real world.” –
Schell (11)
28. Simplicity (26,30,31) 28
• Simple Interfaces
– Highlight goals
– Provide feedback
– Reduce difficulty
– Minimize distractions
• Simplicity Flow Tiny Wings
Difficulty
Too Hard
OW
FL Too Easy
Time/Skill
29. 4- Choice (26,30) 29
• Games are “just a series of
interesting and meaningful choices” –
Sid Meier
• Wait!
– There are some big „Buts!‟
30. Paradox of Choice 30
• Barry Schwartz
– Some choice is good
• Too much choice is bad!
31. Paradox of Choice (26,30,33) 31
• Three problems:
– 1) Increased difficulty
• Option paralysis
• Postpone decisions
– 2) Worse decisions
• People are not good at comparing
• We simplify the criteria ( random)
– 3) Regret & loss
33. 5 – Practice in Games (26,30,33) 33
• Practice promotes mastery
• Replay and failure
– With games, “failure is a part of the
process that leads to success” – Beck (13)
• Don‟t break flow! (27)
– Excessive practice
– Instant death
– Long recoveries
34. Repetition… Again… (27) 34
• Example
– Closing doors. Over…
• And over
– And over …
– Until …
– Transference!
35. 6 - Fun 35
• „Fun‟ is hard to define
– But matters
• Fun is “Another word for learning” (12)
- Raph Koster
• Includes (26,30,33)
– Engagement
– Satisfaction Positive
– Fiero (triumph) Feelings
– The joy of doing
36. 36
PART 5
Conclusion
“Rewards … turned play into work,
and the player into a pawn”
– Edward Deci (5)
38. Putting It All Together 38
Laws of Game
Learning Techniques
Motivation Flow. Intrinsic Motivation. Games are
fun. Moment to moment decisions.
Feedback is essential to games. Part
Feedback of flow. Simplicity correlates actions to
outcomes. Near-term/holistic.
Practice Practice to promote mastery. Failure.
Increasing difficulty. Repetition.
39. Putting It All Together (cont) 39
Laws of Game
Learning Techniques
Positive Fun. Flow is pleasurable. Simplicity
Feelings and involvement encourages
accomplishment and mastery.
Flow is intense focus. Feedback loop
Intensity is intense actions/outcomes.
Engagement & Immersion (30,33).
Choice/ Games simplify the world to
Involvement meaningful decisions. Learning via
moment to moment actions.
40. The Question and the Answer 40
• Q: Why Do Games Work?
– A: For the same reasons as learning!
Motivation
Feedback
Practice
Positive Feelings
Intensity
Choice/Involvement
41. The Goal 41
Learning
Theory
Game
Design
Awesome!
42. A Change in Perspective! 42
Motivation
Feedback
Practice
Learning Theory Game Design
Positive Feelings
Intensity
Choice/Involvement
Awesome!
43. 43
THE END
Why Games Work –
The Science of Learning
Thank you for attending!
Curtiss Murphy
cmmurphy@alionscience.com
44. Bibliography (1) 44
• DoD References
1) Fundamentals of Instruction, US Army
2) Revolution in Training, US Navy
3) Train the Trainers, US Air Force
31) Aviation Instructor’s Handbook, Federal Aviation Administration (FAA)
• Books - Learning Science and Psychology
4) How People Learn, National Research Council, 2000
5) Why We Do What We Do, Edward Deci, 1995
6) Drive – The Surprising Truth About What Motivates Us, Daniel Pink, 2009
7) The Paradox of Choice, Barry Schwartz, 2005
8) Flow – Psychology of Optimal Performance, Mihaly Csikmszentmihalyi, 1990
9) Finding Flow, Mihaly Csikszentmihalyi, 1997
10) Cost and Choice: An Inquiry in Economic Theory, James Buchanan, 1999
15) Flourish – A Visionary New Understanding of Happiness and Well-Being,
Martin Seligman, 2011
32) Mindset, Carol Dweck, 2008
• Books - Game Design
11) The Art of Game Design, A Book of Lenses, Jesse Schell, 2008
12) A Theory of Fun for Game Design, Raph Koster, 2005
13) Got Game, John Beck, Mitchell Wade, 2004
14) Serious Game Design and Development, Cannon-Bowers and Bowers, 2010
45. Bibliography (2) 45
• Articles, Research Papers, Journals
16) “Today’s Video Gamer, It Might Not Be Who You Think”, CNN, 2011
17) “Do Serious Games Work? Results From Three Studies”, Richard Blunt,
2009
18) “Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are
Restless”, Van Eck, 2006
19) “Not Just for the Money: An Economic Theory of Personal Motivation”,
Bruno Frey. 1997
20) “Self-determination Theory and the Facilitation of Intrinsic Motivation,
Social Development, and Well-being”, Richard Ryan, Edward Deci. 2000
21) “Repetition and Learning”, Robert Green, 2009
22) “Toward a Theory of Task Motivation and Incentive”, Edwin Locke, 1968
23) “Instruction and Gaming Elements - What Are They and What Is Their
Intersection”, Clint Bowers, 2011 (in press)
24) “The pleasures of immersion and engagement: schemas, scripts, and the
fifth business”, J Douglas and Andrew Hargadon, 2001
25)“Motivating Learning in Young Children”, National Association of School
Psychologists, 2007
46. Bibliography (3) 46
• Author‟s Prior Research
26)“Designing Effective Games – Flow, Motivation, and Fun”, Murphy,
Chertoff, Guerrero, Moffit, 2011 (in press)
27)“How to Build an Award Winning Training Game”, Murphy, 2010
28)“Designing and Developing Effective Training Games for the US Navy”,
Hussain, Moffit, Bowers, Cannon-Bowers, Menaker, Pounds, Koenig,
Wainess, Lee, Murphy. 2009
29)“Damage Control Trainer – A Serious Games Case Study”, Murphy,
Hussain, 2009.
30)“Why Games Work and the Science of Learning”, Murphy, 2011
33) “Creating Flow, Motivation, & Fun in Learning Games”, Murphy, Chertoff,
Guerrero, Moffitt, 2012.
47. Bibliography (4) 47
• Games and photos are copyright of their respective owners
– Licensed by „Fair Use‟ or „Creative Commons Attribution‟ license
• Game Acknowledgements
– Damage Control Trainer (US Navy, Ratheon, Alion, IDSI, IDEAS, UCF)
– Sims 3 (Electronic Arts)
– Everquest 2 (Sony)
– Royal Envoy (Playrix)
– League of Legends (Riot)
– Journey (ThatGameCompany)
– Tiny Wings (Andreas Illiger)
– Red Dead Redemption (Rockstar Games)
– 7 Little Words (Blue Ox Technologies)
• Photo Credits (Flickr.com)
– Forest Fairy (Deeble)
– Thinking (gavinzac)
– Guitar Hero 1 (Severin Sadjina)
– Interobang (Stewf)
– Designed for men, by women (Kaptain Kobold)
– Colorful door (Brentdanly)
– Domino Spiral (fracturedpixel)
– Bird Amazement (skywidedesign)
– Green Pac-Man (Patrick Hoesly)
– Electric me with more lazers (navfy)
– Red Dead Redemption (Gamer Gourmet)
– Magic of the holidays (jmtimages)
– Teaching the adult learning cycle (pmorgan)
– I will meet you in the garden gate (bitzcelt)