Carole Bagley, Univ. of St. Thomas This presentation was given at the 2017 Serious Play Conference, hosted by the George Mason University - Virginia Serious Play Institute. Game-based learning is a form of game play with specific learning outcomes; it is instructionally designed to provide a balance between subject matter that needs to be learned, playing games, and the capability of the learners to apply the knowledge and skills in the real world. Whether you’re rolling dice or racing against the clock, adding gamification elements to e-learning courses is a great way to keep learners focused and motivated. This presentation will focus on: Elements of Game Based Learning Critical Aspects in Game Creation Demonstration of three games:  Who wants to be a Millionaire, Backward Basketball and Dusty the Dragon. Practical experience and challenges with the creation and use of Games in Learning will occur.  Participants will be asked to join in the discussion.

1. Elements of EffectiveElements of Effective
Instructional LearningInstructional Learning
Game DesignGame Design
Dr. Carole Bagley, Ph.D.Dr. Carole Bagley, Ph.D.
University of St. Thomas andUniversity of St. Thomas and
The Technology Group, Inc.The Technology Group, Inc.
Patty MyersPatty Myers
Oak Grove TechnologiesOak Grove Technologies

2. What is Gamification ?What is Gamification ?
 Gamification of e-learning is the application of gameGamification of e-learning is the application of game
elements & gaming techniques to non-game elementselements & gaming techniques to non-game elements
(online learning content) in an effort to make it fun &(online learning content) in an effort to make it fun &
engaging.engaging.
 Whether you’re rolling dice or racing against the clock,Whether you’re rolling dice or racing against the clock,
adding gamification elements to e-learning courses isadding gamification elements to e-learning courses is
a great way to keep learners focused and motivated.a great way to keep learners focused and motivated.
 Gamification, or applying the elements of games toGamification, or applying the elements of games to
other types of content, is a great way to add interestother types of content, is a great way to add interest
and engagement to e-learning.and engagement to e-learning.

3. Game-based LearningGame-based Learning
 Game-based learningGame-based learning is a form of game playis a form of game play
with specific learning outcomes; it is typicallywith specific learning outcomes; it is typically
instructionally designed to provide a balanceinstructionally designed to provide a balance
between subject matter that needs to be learned,between subject matter that needs to be learned,
playing games, and the capability of the learners toplaying games, and the capability of the learners to
apply the knowledge and skills in the real world.apply the knowledge and skills in the real world.
 Virtual Worlds with simulations could permitVirtual Worlds with simulations could permit
learners to tinker with chemical reactions, practicelearners to tinker with chemical reactions, practice
operating or performing an experience.operating or performing an experience.
 Games help players to develop and exercise a skillGames help players to develop and exercise a skill
including planning, thinking using technical skills,including planning, thinking using technical skills,
collaboration, etc.collaboration, etc.

4. ExamplesExamples
 Who wants to be a Millionaire?Who wants to be a Millionaire?
 Moving Forward (Mental Health)
 Dusty the Dragon / Save theDusty the Dragon / Save the
King immersive environmentKing immersive environment
virtual worldvirtual world

5. Dusty the DragonDusty the Dragon
student performancestudent performance
School Percentage increase of mean
from pre to post test
Amery class1: 5th
grade 19% increase
Amery class2: 5th
grade 37% increase
Hudson: 6th
grade 22% increase
CVA class1: 5th
grade
with many special needs students 16% increase
CVA class2: 4th
grade 15% increase
Comparison of the Pre-test and Post-test shows there is a statistical significant
difference overall for all schools. There were 10 questions on the pre and post tests.
The pre test has an average score of 5.5, the post test has a average score of 7.86 .

6. Dusty the DragonDusty the Dragon
Female/Male performanceFemale/Male performance
There is No significant difference between female & male in both pre test & post test .
Gender N
Female
Male
44
59

7. Critical aspects in Game creationCritical aspects in Game creation
for Learningfor Learning
 Instructional DesignInstructional Design
Objectives for learningObjectives for learning
Content must provide satisfaction and challengeContent must provide satisfaction and challenge
Discovery is important with hints, guidanceDiscovery is important with hints, guidance
Storytelling and scenarios provide goals and motivationStorytelling and scenarios provide goals and motivation
 Stimulating questionsStimulating questions
Scorekeeping may positively impact one type of game orScorekeeping may positively impact one type of game or
learning style / learner, but may hamper anotherlearning style / learner, but may hamper another
 FeedbackFeedback
Feedback and Guidance are important for learning and forFeedback and Guidance are important for learning and for
assessing the knowledge and skillsassessing the knowledge and skills
 SimulationsSimulations
Reuse of interface, software objects/characters to provideReuse of interface, software objects/characters to provide
help/hints and scaffolding for various levels, and leverage thehelp/hints and scaffolding for various levels, and leverage the
non-sequential, immersive environment / simulationsnon-sequential, immersive environment / simulations

8. Gamification for LearningGamification for Learning
Use of game mechanics to encourage learners toUse of game mechanics to encourage learners to
explore and learn as they move towards an end goal.explore and learn as they move towards an end goal.
Examples of game mechanics:Examples of game mechanics:
Narrative
Rules
Player Control
Discovery
Interactivity
Time restraints
Points and Loss Aversion
Continuous Play
Rewards
Levels
Competition
Feedback and
Collaboration

9. Elements of Game-basedElements of Game-based
Learning / MechanicsLearning / Mechanics
 Narrative
A key part of many games is the narrative, or the story,
behind them. These stories often incorporate a
protagonist (a relatable character), the antagonist (the
challenge the character faces) and a plot (a sequence
of events).
How to incorporate this game element?
Creating a scenario is a great way to add a narrative
element to your course. Scenarios involve characters
that follow a simple plot or sequence of events.

10. Game-based LearningGame-based Learning
 Rules
Rules are a critical part of any game to set
expectations and parameters. They let players
know what they can and cannot do.
How to incorporate this game element?
Use specific & concise instructions for the learners
to communicate the rules for your scenario.
Clearly communicate what you expect learners to
do at all steps of the course, and make sure they’re
never left guessing what to do.

11. Game-based LearningGame-based Learning
 Player Control
Having control over the journey and the outcome is
a common element of many games. Players love
to feel in control of their potential for success.
How to incorporate this game element?
One way to give learners control is to let them
choose an avatar or character that appears in the
course. Another way is to open up navigation to
give learners control over how they progress
through the content. Let learners access content
from a main menu with several possible choices,
instead of forcing them down a linear path.

12. Game-based LearningGame-based Learning
 Discovery
Games often encourage discovery and exploration; for
example, people love to “hunt” for a hidden treasure.
How to incorporate this game element?
Include a little “Easter egg,” such as a hidden nugget
of extra information or the ability to score some extra
points.
Just remember that while looking for extra information
is a fun add-on, never make a learner hunt for critical
information that they need to know. You should also
make sure you provide learners with clear instructions
on what they are looking for. There’s nothing worse
than clicking aimlessly without knowing why or where
to look.

13. Game-based LearningGame-based Learning
 Interactivity
How many games have you played that required you to
do nothing? None! Games are all about stimulation and
engagement, whether mental or physical, and you
should be doing something as part of the process.
How to incorporate this game element?
Think about how you can make the content more
interactive. This doesn’t simply mean making the user
“click” more often, but instead crafting meaningful
interactions that require a learner to think and make
decisions. Instead of telling them the information
outright, make them select the correct choice from a list
and drag it into place. Instead of presenting them the
steps of a linear process, get them to order the steps
themselves.

14. Game-based LearningGame-based Learning
 Time Constraints
Games use time constraints to create a sense of
urgency, which pressures the gamer to think and
act quickly.
How to incorporate this game element?
To simulate a real-life constraint, consider using a
countdown or a timer on your quiz.
For example, if your call center expects calls to be
completed in less than five minutes, give your
scenario a time limit of five minutes for the learner
to pass.

15. Game-based LearningGame-based Learning
 Points and Loss Aversion
Loss aversion refers to the tendency of humans to
prefer avoiding losses to acquiring gains. Studies have
demonstrated that a loss is twice as powerful as a gain,
and this mental propensity is used by many game
developers.
How to incorporate this game element?
Use a points system in your course to let learners know
where they stand, and let them know points can be
taken away for incorrect answers. You could also use a
visual progress meter, such as a map with checkpoints,
that shows learner whether they are moving forwards or
backwards as they progress through the content.

16. Game-based LearningGame-based Learning
 Continuous Play
Continuous play is the ability for a gamer to pick up
where he left off and continue the game. This means
even if the gamer “loses” the game, they can start
over and try again as many times as they want.
How to incorporate this game element?
Let learners keep going! It’s a great sign when
learners want to retry or revisit content. It means they
are interested and intrigued. Remember: you want to
encourage and compel your viewers to learn, so if
they want to revisit course content, why not let them?
One way to incorporate continuous play into your
courses is to allow learners to retake a quiz or
assessment if they have failed. Another way is to give
them a second chance if they answer a question
incorrectly.

17. Game-based LearningGame-based Learning
 Rewards
Bonus points or rewards make people feel good, and
are used extensively in many different games.
How to incorporate this game element?
Consider giving “bonus points” to learners for more
difficult questions, or by providing them with an ability
to earn extra rewards based on good choices.
 Levels
Achieving different levels, goals, or challenges is a
common theme among games.
How to incorporate this game element?
One idea: instead of having chapters or modules,
organize your content into “levels” and “unlock” the
levels when learners answer choices correctly or hit a
certain number of points.

18. Game-based LearningGame-based Learning
 Competition
Leaderboards are one of the most popular ways to
encourage competition in the gaming world.
Leaderboards rank players and their scores, and
people love them because they like to get
recognition for their skills and effort.
How to incorporate this game element?
Use a corporate intranet page or your LMS to let
learners see how their coworkers are progressing.
Be mindful of the information you share; low scores
made public could be embarrassing for learners.
Remember: in order to properly and effectively add
gamification to your courses, the game elements
need to be thoroughly thought out and well designed.

19. Game-based LearningGame-based Learning
 Feedback
Provided as a part of each of the elements including
Narrative, Player control, Discovery, Interactivity,
Continuous Play, Rewards…
 Collaboration
Multiplayer games, virtual worlds with multiple people
in world, Chatting online, Levels with lower level
being individual and higher levels being multiplayer

20. THE ENDTHE END