Short introduction to Workshop talking about some developments in eLearning and learning.

1. The Future of Learning, Game, Gamification and Learning Engagement
By:
Karl M. Kapp, Ed.D.
Professor, Instructional Technology
Bloomsburg University
October 17, 2015

3. Super Hero Card

4. Superpower:
Writing about games
From Bloomsburg University!
Introduction Exercise

5. What Super Power
do you Want to acquire?

6. What is the value of game-based learning?
How do I integrate characters and stories into elearning and learning events?
How can I use newer technologies to engage learners?
How do I bridge the boomer/gamer knowledge gap?

7. Takeaway Challenge

8. Brief history of…
The World

11. We’ve learned and struggled for a few
years here figuring out how to make a
decent phone. PC guys are not going
to just figure this out.
They’re not going to just walk in.
--Palm CEO Ed Colligan, 16 Nov 2006

12. This is our best iPhone launch yet — more than 9 million new iPhones sold — a new record for first weekend sales—Tim Cook, 2013.
Palm sold to HP in 2010, by 2011 Palm was done.

13. ENIAC's main control panel

18. 4
2
Games 1.0
3

19. 4
Games 1.0
3
Where is my opponent
going to go next?
In what direction should I try to move the ball?
How will the ball bounce off the wall?

20. Games 2.0

21. Games 2.0
Should I shoot the aliens on the end or in the middle or all the bottom aliens first?
How long do I have to shoot before an alien shoots at me?
What is the pattern these aliens are following?

23. What actions should I take based on this information?

25. Games 3.0

27. Where do I explore first?
What activities are of the most value?
What must I do to achieve my goal?

28. Games 4.0

29. Games 4.0
What activities give me the most return for my efforts?
Can I trust this person who wants to team with me to accomplish a goal?

30. Flippy wants to become friends with you. Do you want to add Flippy to your friend’s list.
Games 4.0

33. 10,000 hours
of
Game play
13 hours
of console
games a
week
Digital divisions. Report by the Pew /Internet: Pew Internet & American Life.
US Department of Commerce
87% of 8- to 17-
year olds
play video games
at home.

34. Females play 5 hours a week of console games. They make up the majority of PC gamers at 63%.
Almost 43% of the gamers are female and 26% of those females are over 18.

35. What variables do I balance to keep my person happy?
How should I manage my time?

36. What leadership
strategy should I use?

37. - Realistic simulators for contemporary
Leadership Training
- Integrate these games into leadership development
programs
- Attempt various leadership structures
-Employees may make hundreds of leadership
decision an hour in a game
Leadership’s Online Labs
Harvard Business
Review, May 2008

40. What activities give me the most return for my efforts?
Can I trust this person who wants to team with me to accomplish a goal?

41. What can we create together?

45. New Approaches are Needed

47. Let’s Play
Fact or Fishy…

48. “Study of 2,300 people found only 6% of organizations are successful in influencing behavior change among employees.”
--Al Switzler

50. The average person checks their phone 150 times a day that’s about 9 times an hour.
People send or receive an average of 41 text messages per day.,
Smartphones users spend over 2.5 hours a day on their phones, with 32% of that time playing games.

51. We are five years away from truly adaptive learning?
Is that Fact or Fishy?

52. FISHY

54. “What is the first step you would take to solve this problem?”
2(3X-1)=1

55. Level of Learner
Level of Knowledge
Anticipated Response
Example Problem
2(3X-1)=1
Skill
Novice Learner
Basic
Incorrect Answer
I don’t know
No answer, no idea how to work problem.
None at this point.
Intermediate Learner
Intermediate
Writing down the steps required to obtain the answer.
2*3X-2*1=1
6X-2=1
6X-2=1
6X=3
6X/3=3/3
2X=1
X=1/2
X=.5
Expanding values in brackets, work through the equation. Learner may start at any level of the steps.
Expert
Advanced
States the answer. No need to write down steps.
6X=3 or X=.5
Multiplying both sides of the equation by the same number while incorporating basic and advanced skills.

56. Concepts
A
B
C
D
1
2
3
4
Procedural
Content
Assessment
A
1
C
3
Identified Areas of
Deficiency/
CONTENT
LEARNING
NEEDS
Delivery

57. Give learner choices into the content.

58. What can you do?
Create choices for the learner when starting a learning module.

59. Adding points, badges and leaderboard to any training makes it awesome!
Is that Fact or Fishy?

60. Use game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems.
Gamification

61. … if it was that easy…this would be the most engaging game in the world.

62. Agenda
•
Five Bottom Line Case Studies
–
Retail
–
Marketing Product
–
On Boarding
•
Quick Engagement Case Studies
•
Lessons Learned

63. Pep Boys has over 700 stores in 35 states and Puerto Rico; those stores have more than 7,000 service bays. Does over $2 billion dollars of business a year by focusing on meeting the needs of the do-it-yourself crowd as well as people who come in for routine and emergency services and sales to professional garages.

64. Associates received daily reinforcement of the monthly safety and loss prevention training.
In a quiz-type game, associates answer quick, targeted questions related to risk, loss prevention, safety, and operational policies and procedures—standard questions in these areas.

65. If they answered correctly, they played a slot- machine game titled “Quiz to Win” for a chance to win cash prizes
If answered incorrectly, the system immediately presented a short training piece designed to specifically address the topic covered in the initial question. Questions repeated at various intervals until the associate demonstrated mastery of the topic.

66. Business Results
•
Voluntary participation rate of over 95 %.
•
Safety incidents and claim counts reduced by more than 45% with an increase in the number of stores and employees.
•
Reduction in shrinkage has been at a level of 55 %.
•
In the case of internal loss, each time a burst of content related to employee theft is pushed out, they see at least a 60% increase in their “Integrity Pays” hotline calls, resulting in a direct reduction in inventory loss.

67. Business Results
•
Voluntary participation rate of over 95 %.
•
Safety incidents and claim counts reduced by more than 45% with an increase in the number of stores and employees.
•
Reduction in shrinkage has been at a level of 55 %.
•
In the case of internal loss, each time a burst of content related to employee theft is pushed out, they see at least a 60% increase in their “Integrity Pays” hotline calls, resulting in a direct reduction in inventory loss.

68. Gamification Elements of that Aid Learning
1.
Challenge
2.
Mystery
3.
Avatars
4.
Stories & Challenges
5.
Levels
6.
Feedback
7.
Freedom to Fail

69. What can you do?
Intelligently add game elements to instruction, create a “drip” approach to instruction.

70. In a Meta-Analysis…
Games are more effective for learning than lectures.
Is that Fact or Fishy?

71. Lectures are NOT effective for fostering higher level thinking?
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.

72. During lectures students' thoughts involved attempting to solve problems, or synthesize information 1% of the time.
78% of the lecture is spent in ‘passive thoughts about the subject’ and ‘irrelevant thoughts’.

73. 21 studies found lecturing to be less effective than: discussion, reading and individual work in class.

74. Active learning increases student performance in science, engineering, and mathematics
Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta,
and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences) Aoproved April 15, 2014

75. Type of Knowledge/Retention
% Higher
Declarative
11%
Procedural
14%
Retention
9%
Percentages of Impact Over
Traditional Training
17% Higher than Lectures
5% Higher than Discussion
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies

76. Fact
Type of Knowledge/Retention
% Higher
Declarative
11%
Procedural
14%
Retention
9%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
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.

77. Type of Knowledge/Retention
% Higher
Declarative
11%
Procedural
14%
Retention
9%
Percentages of Impact
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
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.

78. What can you do?
Focus on interactivity within the learning, force the learner interact with the content.

79. MOOCs (Massively Open Online Courses) have attrition rates as high as 90%.
Is that Fact or Fishy?

80. The absence of instructional design is often cited as a reason for the huge attrition rate that has been observed.
The problem-- Faculty are presented much as they appear in a classroom, with no interactivity or visuals.

81. What can you do?
Apply instructional design strategies to courses…interactivity, mystery, cliff hangers…Avoid Death by Lecture.

82. Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction.
Is that Fact or Fishy?

83. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
20% higher confidence levels.

84. What can you do?
Simulate what the learner actually has to do on the job.

85. An on-screen character is distracting to the learner.
Is that Fact or Fishy?

86. On transfer tests involving different word problems, the group who had a character generated 30% more correct answers than the group with on-screen text.
Animated pedagogical agents (characters) can be aids to learning. A “realistic” character did not facilitate learning any better than a “cartoon-like” character.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of
Multimedia Learning. New York: Pfeiffer. Pg. 194.

87. Who is more likely to run 24 hours later?
A.
Person who watched an avatar that did not look like them running
B.
Person who watched an avatar that looked like them running
C.
Person watching an avatar that looked like them loitering /hanging out

88. Within 24 hours of watching an avatar like themselves run, learners were more likely to run than watching an avatar not like them or watching an avatar like them loitering .
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.

89. If learners watch an avatar that looks like them exercising & losing weight, they will subsequently exercise more in the real world as compared to a control group.
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 95-113.

90. Avatar as Teacher
Research indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) even when their functionality and adaptability are limited.
Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B Society. 364, 3559–3565

91. http://www.codebaby.com/showcase/elearning-showcase/

92. http://codebaby.com/elearning-solutions/examples/

93. What can you do?
Use characters in your learning design.

94. Learners remember facts better…
When presented as bulleted list rather than presented as a story.
Is that Fact or Fishy?

95. Researchers have found that the human brain has a natural affinity for narrative construction.
Yep, People tend to remember facts more accurately if they encounter them in a story rather than in a list.
And they rate legal arguments as more convincing when built into narrative tales rather than on legal precedent.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and Instruction.

96. 1.
Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution

97. NikePlus Stats for Karl

99. Think Radio talk- show, not lecture

100. Create a learning “reality” show.

102. What can you do?
Use stories. Provide the context for the learning.
Think NPR instead of “lecture.”

103. Graphic Novels and eBooks should not be used for “Serious Training.”
Is that Fact or Fishy?

105. http://www.worldwarfighter.com/hajikamal/activity/

106. http://hivpwp.org/pwp-action-0

109. http://www.youtube.com/watch?feature=player_embedded&v=WOQhduHFp2I

110. What can you do?
Create a graphic novel for learning. Introduce a subject, reinforce learning.

111. Games can influence people to behave in a positive manner.
Is that Fact or Fishy?

112. Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.
Fact

113. 28% helped to pick up pencils

114. 33% helped to pick up pencils

115. 67% helped to pick up pencils

117. 22% intervened

118. 56% intervened

119. Rosenberg, R.S. Baughman, S.L., Bailenson, J.N. (2013) Virtual Superheroes:
Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. PLOS One., 8(1), 1-9.
Flying around a virtual world as a superhero made subjects nicer in the real world. physical world

120. What can you do?
Create a game to influence learners to interact favorably with your content.

121. Covert Takeaways
•
Learning should be engaging.
•
Stories provide a context for learning.
•
It is ok for a learner to struggle.
•
Bulleted lists should be avoided.
•
Add multiple levels to your online instruction.
•
Simply adding points, badges and leaderboards does not make learning effective.