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DevLearn 2019 Create Engaging Instruction Using Game Elements
Karl Kapp presented on creating engaging instruction using game elements. He discussed defining games and game terminology. Participants played sample learning games and provided feedback. Best practices for designing learning games were covered, such as embedding games within curriculum and allowing for failure. Paper prototyping tools like PowerPoint were demonstrated for rapid iteration. Participants then worked in teams to prototype a learning game for a customer service training scenario.
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DevLearn 2019 Create Engaging Instruction Using Game Elements
- 1. Create Engaging Instruction UsingGame Elements Karl M. Kapp
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- 3. Karl Kapp 3 KARLKAPP Professor, Author, Learning Game Designer Bloomsburg University
- 4. Karl KappLinkedIn LearningCourses: Web Site:www.karlkapp.com Email: karlkapp@gmail.com Twitter: @kkapp
- 5. Karl Kapp Play LearningGames! Learning + Game START 5 Define game & highlight ability to transfer Play Games and learn the lingo of games Best practices to follow; pitfalls to avoid. Break Lunch Add game elements to instruction: paper prototyping Playtest w/ Share what you learned; wrap up B R E A K
- 6. Karl Kapp 6 Mental Involvement Memory Builders MotivationCognitive Balance Relevant Practice Specific, Timely Feedback Emotion Spaced Repetition Story Ability to Retrieve + + + + + = GameElementsEnableExecutionoftheLearning& RememberingEquation Relevant Practice
- 7. Karl Kapp Let’s PlayaGame 1.Get a piece of scrap paper and a pen. Write numbers 1 – 14. 2. Take 30 seconds to think of the words that should be part of the definition of the word “game.” 3. Write them down. 4. After 30 seconds, I will share the “right” 14 words. I’ll poll the group and see who gets all 14 – or the closest to all 14. 7 Game loosely based on Outburst
- 8. Karl Kapp CorrectSequence 8 1. Activity 2.Explicit 3. Goal 4. Challenge 5. Rules 6. Outcome 7. Interactivity 8. Players 9. Game Environment 10. Feedback 11. Cues 12. Performing 13. Quantifiable 14. Emotional reaction 30 How many did you get?
- 9. Karl Kapp 9 Definition Anactivity that has an explicit goal or challenge, rules that guide achievement of the goal, interactivity with either other players or the game environment (or both), and feedback mechanisms that give clear cues as to how well or poorly you are performing. It results in a quantifiable outcome (you win/you lose, you hit the target, etc). Usually generates an emotional reaction in players.
- 10. Karl Kapp BasicGame Lingo 10 GameGoal Core Dynamic Mechanics Game Elements • What player(s) have to do to win. • No goal? Not a game. • What game play is about; how you win • Design “around” a dynamic. • Rules for players • Rules for system. • Keep complexity proportional to target game length. • Features that help immerse you in game play • Tinkering with one element may vastly change game play.
- 11. Karl Kapp 11 Activity#1:Play/Evaluate Timeline 1. Work in your table group. 2. Play Timeline for 10-15 minutes. 3. Use worksheet in workbook to evaluate game.
- 12. Karl Kapp 12 Activity1(cont): Evaluate Timeline 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?)
- 13. Karl Kapp 13 Activity#2:Play/Evaluate LieSwatter 1. Work in your table group. 2. Take out your Phone 3. Type URL and Play Game.
- 14. Karl Kapp 14 Activity2(cont): Evaluate LieSwatter 1. What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?)
- 15. Karl Kapp 15 PlayLearning Games! Learning + Game START Define game & highlight ability to transfer Play Games and learn the lingo of games Best practices to follow; pitfalls to avoid. Break Lunch Add game elements to instruction: paper prototyping Playtest Share what you learned; wrap up B R E A K
- 16. Karl Kapp 16 ResourcesForYou Workbook pages cover a ton of material. It will be highlighted as we play learning games next.
- 17. Karl Kapp 17 MainTake-Aways •Game goal ≠ learning goal - you need BOTH • Before creating game, you: – Define instructional goal and objectives; keep in focus as you design the game to achieve them. • Audience matters • As you design the game, you want learning rationale for these things: - Choice of game mechanics (rules) - Game elements to include/exclude - Rewards/scoring
- 18. Karl Kapp 18 Activity#3:Play/Evaluate Designing the Winning Game 1. Use Your Smartphone 2. Log into PollEv.com/KarlKapp 3. Answer Questions for your Team.
- 19. Karl Kapp 19 Activity3(cont):EvaluateDesigningtheWinningGame 1.What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?)
- 20. 90 Days ofPremium: Free 1. Create a free account (create a free account) 2. Email code: K_Kapp to support@polleverywhere.com Automatically downgrades to the standard free plan after 90 days
- 21. Karl Kapp 21 Activity#4:Play/Evaluate Zombie Instructional Design Apocalypse 1. Group of no less than four. 2. Up to 8 can play per deck. 3. Answer Questions for your Team.
- 22. Karl Kapp 22 Activity4(cont):EvaluateZombieInstructionalDesign Apocalypse 1.What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?)
- 23. Karl Kapp 23 Activity#5:Play/SortID Out(Sorting activity) 1. Group of no less than four. 2. Up to 8 can play per deck. 3. Sort elements into right category. 4. Fastest team wins. 5. Colored cards across top. 6. Take out the following cards: 7. Declarative, Conceptual, Procedural, Problem Solving, Affective, Psychomotor, Interpersonal.
- 24. Karl Kapp 24 Typeof Knowledge Definition Tell –Tale Verbs Appropriate Strategy Learning Objective Example Declarative Conceptual Game Example Procedural Problem Solving Affective Psychomotor Interpersonal Identify Recall 1 2 2 1 12
- 25. Karl Kapp 25 Activity5(continued):SortIDOut 1.What was the game goal? Was it fun? 2. What was the core dynamic? Was it fun? 3. What were 1-3 mechanics (rules) that stood out? Did they help – or confuse you? 4. What game elements did you notice? 5. How did you know how you were doing? (What feedback did you get?)
- 26. Karl Kapp 26 Learning+Game 1. Drive goal of “achieving mastery” correlates directly to sales success on the job. 2. Drive designed for spaced repetition; games played multiple times to earn mastery status. 3. Adaptive learning gives reps more practice where they need it most. 4. Every mini-game links to a level of Bloom’s taxonomy 5. Analytics help sales managers and reps spot areas where reps are either over- or under- confident. 6. Games “just enough,” deliberately minimal style and complexity. 7. Variety of core dynamics, depending on mini-game. Forest Flight and Safecracker use a “solve” dynamic. Fish Finder and Balloon Burst using a matching dynamic. Knowledge Knight is quiz-based.
- 27. Karl Kapp 27 DesirableDifficulty Manipulations that speed the rate of acquisition during instruction can fail to support long-term retention and transfer, whereas other manipulations that appear to introduce difficulties and slow the rate of acquisition learner can enhance post-instruction recall and transfer. Page 19
- 28. Karl Kapp 28 DesirableDifficulty • Testing • Spaced Practice (rather than blocking) • Switching Between Topics (Interleaving) • Freedom to Fail (learning from errors) • Organizing Unfamiliar Information • Generating Ideas (instead of reading or watching) • Self-Feedback • Vary Conditions of Practice or Learning • Transfer Knowledge to New Situations • Solving Multiple Types of Problems at Once • Allow for Confusion • Kobayashi Maru (seemingly impossible challenge)
- 29. Karl Kapp 29 ActiveLearning • Think-Pair-Share • One Minute Paper or Unclear Content Paper • Polling • Sorting or Sequencing • Concept Map or Mind Map or Fishbone Diagram • Role Playing Activities • Model Sharing • Jigsaw • Transfer Plan
- 30. Karl Kapp 30 PlayLearning Games! Learning + Game START Define game & highlight ability to transfer Play Games and learn the lingo of games Best practices to follow; pitfalls to avoid. Break Lunch Add game elements to instruction: paper prototyping Playtest Share what you learned; wrap up B R E A K
- 31. Design to meet learning objectives BestPractices Embed into curriculum Keep rules, scoring simple Get learner comfortable FIRST Don’t focus on the win
- 32. Focusing only on fun Pitfallsto Avoid Skipping or minimizing playtesting Skipping a pilot Trying to teach everything Making games w/out playing games
- 33. Karl Kapp Whatexperiencesareyougoingtocreate? • 2DOnline Learning Games: Asynchronous (self-paced) games where learners play online against themselves or computer with 2D motivation and graphics. • 3D Online Learning Games: Characters are 3D and interact with a 3D environment. • Live Audience Response Games: Games you can use with a live audience in classroom or large group setting. • Learning Activity: An experience that has game elements but is not necessarily a game. 33
- 34. Karl Kapp Buildvs.Buy 34 Customization Ease ofUse • Authoring Tools • 2D Game Engines • Programming Languages • Game Templates • 3D Game Engines • DIY • Branching Story Tools
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- 36. Branching Dialogue Engages theSales Rep.
- 37. Engage: -Opening -Uncovering Needs Good Bette r Best Branching Dialogueis mapped to sales model. .
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- 39. Each element ofthe sales model is evaluated.
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- 41. Karl Kapp Summary • Trade-offsexist between software flexibility and ease-of-use with development tools. • Tons of resources exist, including inexpensive or free game development tools: – to make simple digital games. – to create non-digital games. 41
- 42. Karl Kapp 42 PlayLearning Games! Learning + Game START Define game & highlight ability to transfer Play Games and learn the lingo of games Best practices to follow; pitfalls to avoid. Break Lunch Create your own learning games: paper prototyping Playtest w/ your team Playtest w/ another team Share what you learned; wrap up B R E A K
- 43. Karl Kapp DumpADDIE;Go AgileInstead(Iterative) 43 Playtest.Playtest. Did I say playtest?
- 44. Karl Kapp 44 Prototyping…WhatIsIt? • Visuals are probably better than words here. • http://www.youtube.c om/watch?v=k- nfWQLmlMk
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- 46. One page prototypingof ideas and concepts.
- 47. Karl Kapp 47 WhatYouCanLearnFromaPrototype •Is your game effective at helping people learn? • Is your game engaging enough? • Are your game elements supporting or detracting from learning experience? • Are your rules clear and easy? Do they help or hinder learning? • The cognitive load on the learner – too high, too low, just right? • How complex the game might be to produce (without the expense of producing it before you find out!)
- 50. • Trauma Overview •Penetrating Chest Trauma Scenario • What to do? Created 2 elearning modules Reduce classroom time Reduce costs of speakers
- 58. Navigate a WholeOffice Call
- 59. You walk intothe Physicians office and the physician is not available, what do you say to receptionist? Not a good answer, try again. AGAIN Use a Simple Card Game(s) Drive Challenges and Disguise Role Plays
- 60. Finished Product: Zombie InstructionalDesign Apocalypse.
- 61. Let’s Put ItTo Use
- 63. Karl Kapp 63 PrototypingTools: Paper • Paper • Scissors • Crayons or markers • Tape
- 64. Karl Kapp Prototyping Tools:PowerPoint 64 PowerPoint: Provides many tools such as action buttons and drawing tools to create prototypes for digital games and provides linking so that you can progress through the game to test flow and interactions.
- 65. Karl Kapp Activity: LearningGame Design • As a team, create and playtest a learning game prototype designed to reinforce a company orientation program on customer service. • Turn to p. 24 for instructions; we’ll go through them together. 65
- 66. Karl Kapp Building YourPrototype Task Reviewworksheet; gain understanding of instructional need, audience Choose a core dynamic (or 2 if you want to push yourself Choose a theme and a game goal. Start building game content and selecting game elements (strategy, chance, time, etc. Define and document game rules out as you go. Put together the prototype Do internal playtest; tweak as needed. 66
- 67. Karl Kapp 67 ThePlaytest Thingsto find out…. • Do game goal and learning goals complement one another? • Were players engaged throughout game play? • Are our rules at right complexity level for our audience and the training situation? • Do our game mechanics and game elements support real-world context? • Are our rules clear?
- 68. Karl Kapp 68 Sowhat did you learn today about designing good learning games?
- 69. Thank you! Karl Kapp,Ed.D. Professor Bloomsburg University karlkapp@gmail.com @kkapp (Twitter)