Can Game-Based Learning Improve Learning Impact?

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Speakers: Bryan Austin
Chief Game Changer
Game On! Learning
Karl Kapp, Ed.D.
CFPIM
CIRM

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Can Game-Based Learning More
Effectively Improve Performance?

© 2013 Game On! Learning – all rights reserved
7
Welcome!
What’s in this session for YOU!
 Gamification of learning versus game-based
learning – what’s the difference?
 Theory and research behind game-based learning
 Why game-based learning, and for what?
 Aligning training to business imperatives –
knowledge, skills, behaviors – using serious games
 Measuring the performance impact of training –
how does game-based learning stack up?
7
#CLOgameon

The Gamification of Learning and Instruction
Game-based Methods and Strategies for Training and Education
#CLOgameon

25-Year Citizen of the
Corporate Training Industry
#CLOgameon

10
♦A = Just learning about it, nowhere yet
♦B = Planning to implement in 2013
♦C = Already implementing – custom
♦D = Already implementing – off the shelf
♦E = Already implemented! 
Poll: Where are you with
Learning Gamification?

Learning
Gamification or
Game-Based
Learning – what’s
the diff?
11
#CLOgameon

12
Gamification of Learning
Adding game elements to
traditional learning.
Structural:
 Points
 Badges
 Leaderboard
Content:
 Characters
 Challenge
 Feedback
Gamification
Using game-based
mechanics, aesthetics and
game-thinking to engage
people, motivate action
promote learning, and solve
problems.
What is this “game” stuff?

13
Structural Gamification
The application of game-
elements to propel a
learner through content
with no alteration or
changes to the content.
Structural:
 Points
 Badges
 Leaderboard

14
Content Gamification
The application of game
elements and 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

15
Simulation Learning
A realistic, controlled-risk
environment where learners
can practice specific
behaviors and experience
the impacts of their
decisions.
Simulation Learning
Simulations contain
 Realistic cognitive
elements
 Actual steps and
procedures
 Authentic practice

16
Game-based Learning
The use of a game to teach
knowledge, skills and
abilities to learners using a
self-contained game.
Game-Based Learning
Games designed to teach
contain
 Story
 Game play
 Characters
 Competition
 Recognition and rewards
 Increasing complexity
 Challenges
 Freedom to fail

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Gamification + Simulation = Learning Game
#CLOgameon

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Adding game elements to
traditional learning.
Structural:
 Points
 Badges
 Leaderboard
Content:
 Characters
 Challenge
 Feedback
Game-Based Learning
Course designed as a
game experience
 Story
 Game play
 Characters
 Competition
 Recognition and rewards
 Increasing complexity
 Challenges
 Freedom to fail

19
• Gamification is to Learning Game as:
– Part is to Whole
– Piece is to Puzzle
– Slice is to Pie
– Steering Wheel is to Car
• Gamification uses parts of games but is not a
game in-and-of itself.
#CLOgameon

20
Gamification is
using game-based
mechanics,
aesthetics and
game-thinking to
engage people,
motivate action
promote learning,
and solve
problems.
Game-based
Learning is the
use of a game to
teach knowledge,
skills and abilities
to learners using
a self-contained
game.
Simulation
Learning is a
realistic, controlled-
risk environment
where learners can
practice specific
behaviors and
experience the
impacts of their
decisions.

The Theory and
Research Behind
Game-Based
Learning
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#CLOgameon

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Lectures are NOT effective for
fostering higher level
thoughts and information
processing
Gibbs, G., (1981). Twenty Terrible Reasons for Lecturing, SCED Occasional Paper No. 8, Birmingham.
http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html and Bligh, D., (1972). What’s the Use of Lectures? Penguin.
Bloom, B. S., (1953). “Thought Processes in Lectures and Discussions.” Journal of General Education Vol. 7.
Isaacs, G., (1994). “Lecturing Practices and Note-taking Purposes.” Studies in Higher Education, 19:2.

23
• Researchers could not track down a single
study which found lecturing to be more
effective than another method for the
promotion of thought:
– 21 studies found lecturing to be less effective
than: discussion, reading and individual work in
class.
– The evidence on the weakness of lectures to
promote thought is devastating.
Lecture-Based Learning
Research
#CLOgameon

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• During lectures students' thoughts
– involved attempting to solve problems, or synthesize
or inter-relate information for only 1% of the time
– 78% of the lecture was spent in ‘passive thoughts
about the subject’ and ‘irrelevant thoughts’.
• In 1994, a researcher named Isaacs observed
– “Lectures are not a very effective way of teaching in
higher education – especially if the aim is to teach
thinking, or to change attitudes or other higher aims
beyond the simple transmission of factual
knowledge.”
Lecture-Based Learning
Research
#CLOgameon

25
Instruction with learning
games yields higher gains
in learning and retention
than traditional instruction.
Statistics are from: Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games.
Personnel Psychology .Review of 65 studies
Confirmed findings (not statistics): 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. Review of 39 studies 54% conducted in the last year.

26
Type of
Knowledge /
Retention
% Higher
Declarative 11%
Procedural 14%
Retention 9%
#CLOgameon
Percentages of Impact Over
Traditional Training

27
Type of
Knowledge /
Retention
% Higher
Declarative 11%
Procedural 14%
Retention 9%
17% Higher than
Lectures
5% Higher than
Discussion
#CLOgameon

28
Type of
Knowledge /
Retention
% Higher
Declarative 11%
Procedural 14%
Retention 9%
It wasn’t the game, it was level
of activity in the game.
In other words, the engagement
of the learner in the game leads
to learning.
#CLOgameon

29
Transfer
The ability of simulations to teach skills that transfer to real-life,
on-the-job situations seems abundantly positive… Computer-
based simulations—assessed as an alternative to other means of
training, as a supplement to other means of training, as a device to
combat skill decay in experienced trainees, and as a means of
improving performance levels as they stand prior to training—
show positive results for transfer a majority of the time.
In 22 out of 26 studies, trainees demonstrated equal or
superior transfer to the control group from simulations.
Shenan Hahn
ADL Research and Evaluation Team
#CLOgameon

30
Engagement
PedagogyGame
Educational
Simulation
Instructional games should be embedded
in instructional programs that include
debriefing and feedback.
Instructional support to help learners
understand how to use the game increases
instructional effectiveness of the gaming
experience.
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and
discussion. Naval Air Warfare Center Training Systems Division (No 2005-004).

31
Serious games lead to well-
structured prior knowledge on
which learners can build but the
effect is only seen over time.
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. Review of 39 studies 54% conducted in the last year.

32
Negotiation Skills
Can be divided into different
segments:
• Know your position
• Know your opposition’s
position
• Understand what you
can give up.
.
Immediately after the learning from conventional
instruction or a game, the surface level and text base
level representation of content is still sufficiently available
causing no difference between the conventional
instruction or the game in comparison studies.
In contrast, after 2-4 days, the benefit of deeper processing
in the game condition pays off as the surface level and text
base level representation of the content decays.
Studies with a one session learning stage in which an immediate and a delayed test
is administered show no efficacy on the short term but they do in the long term.

33
What motivates learners?
Malone, T. (1981) Toward a theory of intrinsically motivating instruction. Cognitive Science, 4. pp. 333-369.
#CLOgameon

34
Malone’s Theory of
Intrinsically Motivating Instruction
Challenge Fantasy Curiosity

Challenge
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology
for educational reform. North Central Regional Educational Laboratory. [Online]. Available:
http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing
better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2
“The Gamification of Learning and Instruction.”

36
Fantasy– There are both cognitive and
emotional reasons for evoking fantasy.
Cognitively a fantasy can help a learner
apply old knowledge to understand new
things and help them remember the
content (Episodic memory).
Emotionally, a person can connect with
the experiences and not bring with it “real-
world” concerns or fears.

37

Why Game-Based
Learning in
Corporate
Workforce
Development?
38
#CLOgameon

39
A Common Theme
#CLOgameon

40
Another Common Theme

41
“When it comes to employee skill gaps,
companies typically don’t tolerate technical
competence – at any level. That’s why I’m
always baffled that so many companies
tolerate leadership incompetence – at
every level.”
Source: DDI
“More than half of organizations report their
business is being held back by a lack of
leadership talent.”
Source: Bersin by Deloitte study, 2011
Leadership Mediocrity
#CLOgameon

42
♦Communication skills
♦Self motivation
♦Learning agility
♦Self awareness
♦Adaptability
Source:
Center for Creative Leadership
Most Desired Leadership
Competencies
#CLOgameon

43
The Corporate Lattice
Cathleen Benco and Molly Anderson
♦ Build a portfolio of
career-enhancing skills
and experiences
♦ Develop transferable
skills
♦ Be an agile learner
♦ Choose companies
wisely

44
♦Communication
♦Critical thinking
♦Creativity
♦Collaboration
Source: Center for Creative Leadership
Soft Skills Critical
Competencies – the 4 “Cs”
#CLOgameon

45
Business professions often have the
business, technical or product knowledge.
The question is whether they also have the
communication skills and the ability to work
effectively with people as they build
credibility with clients and/or their own staff.
Communication
“People now spend over 40% of their time at
work engaged in non-sales selling – persuading,
influencing, and convincing others. We spend
24 minutes of every hour devoted to moving
others. This aspect of work is crucial to our
professional and organizational success.”

46
400 Senior HR professionals were asked to name the most
important skill their employees will need in the next 5 years.
Critical thinking was #1, surpassing innovation and
application of IT.
Source: SHRM and The Conference Board
Critical thinkers possess:
– Analysis/problem solving skills
– Good judgment/decision making
– Ability to evaluate information
– Creativity
Source: Pearson Education
Critical Thinking
#CLOgameon

47
♦ Learning is best defined as moving data
out of short-term memory and consolidating
it into long-term memory.
♦ Solidifying learning: the brain seeks novelty
above all else and is highly activated by
anything new or unusual. Conversely,
when the brain is bored, it stops paying
attention and learning is impossible.
Source: Training Industry Quarterly
“What We’ve Learned About Learning”
How Can Higher Order Skills
Be Best Learned?
#CLOgameon

48
“Serious games can develop soft skills like
emotional intelligence, communication
management, critical problem solving and
collaboration skills.”
Source: Marinho, 2012
Serious games can teach higher-order
thinking skills such as strategic thinking,
interpretive analysis, problem solving, plan
formulation and the ability to adapt to rapid
change
Source: Harvard Business Review
Enter: “Serious” Games
#CLOgameon

49
♦ 6 main reasons:
 Engagement challenges with traditional elearning
 Course completion rates with traditional elearning
 Better skill building effectiveness
 Startling word-of-mouth, momentum, buzz
 Learner feedback and willingness to recommend
 Longer retention of acquired skills
Why are organizations
implementing?
#CLOgameon

50
Engagement
“Intuitive, didactic and somewhat addictive. A spectacular course!”
“Completely interesting, both in terms of your desire to do it, and your
retention of the concepts, as they are based on practical cases.”
“The online experience is like nothing I’ve seen. It is a very enriching course
presented in a very enjoyable way.”
“The best training course that I’ve seen, useful and above all educational.”
“I’ve finished the course, what a shame! The most entertaining, interesting
and useful course that I have done.”
“The best elearning course I have ever seen.”
“I didn’t want it to end! I completely recommend it.”

51
“Intuitive, didactic and somewhat addictive. A spectacular course!”
“Completely interesting, both in terms of your desire to do it, and your
retention of the concepts, as they are based on practical cases.”
“The online experience is like nothing I’ve seen. It is a very enriching course
presented in a very enjoyable way.”
“The best training course that I’ve seen, useful and above all educational.”
“I’ve finished the course, what a shame! The most entertaining, interesting
and useful course that I have done.”
“The best elearning course I have ever seen.”
“I didn’t want it to end! I completely recommend it.”
30,000+
Learners
Engagement

52
Attained Proficiency
Engagement
Engagement#CLOgameon

53
Confidence
♦ Skill practice time versus traditional
training
♦ Versatility in the new skills by
applying them in varied types of
scenarios
♦ Specific, individualized remediation
♦ Competition with colleagues
♦ Rewards and recognition earned as
the game progresses
♦ Increasingly complex challenges
Engagement
Engagement
Attained
Proficiency
Attained
Proficiency#CLOgameon

54
Retention
♦ Memorable context
♦ Animated video
♦ Relevant to, but not mimic job
Engagement
Engagement
Attained
Proficiency
Attained
Proficiency
Confidence
Confidence#CLOgameon

55
Learning transfer to job
Learning Metric
Traditional
eLearning
Game-Based
eLearning
Game-Based eLearning
Characteristics
Application-Based Learning Flow Low High
90%-95% training time at the skill
application level, increasingly
challenging practice scenarios
Level of Engagement Low High
Game-based learner experience,
competition, level of challenge,
recognition and rewards
Attained Skill Proficiency Low High
Application-based learning flow,
increasingly complex scenarios,
individualized remediation
Post-Training Confidence Low-Moderate High
Amount of challenging practice time,
competition, engagement,
individualized remediation
Retention of Learned Skills Moderate High
Experiential learning, amount of
challenging practice time, competition,
memorable learning
#CLOgameon

Measuring
Performance
Impact – Do
Serious Games
Stack Up?
56
#CLOgameon

57
♦Would your organization make a good
research partner?
– Co-present research findings
– Skill area: negotiation/persuasive communication
skills
– Participants: sales professionals
– Existing focus and infrastructure on learning
analytics and measurement
– Key sales competencies already defined
♦Let us know of your interest!
Ready to Start?
#CLOgameon

Questions?
Next Steps?
Bryan Austin bryan@gameonlearning.com (352) 366-1001
http://www.gameonlearning.com/blog
Karl Kapp kkapp@bloomu.edu (570) 389-4849
http://www.uleduneering.com/kappnotes
58

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Can Game-Based Learning Improve Learning Impact?

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