Here are some of the traits that gamers expect from eLearning, or else some of the expectations to be mindful of when approaching eLearning as a game based learning activity
During the past year, there has been much discussion about learning gamification and game- based learning. Is all of the hoopla just a passing fancy, or is there substance to games as a learning strategy?
In this session, Dr. Karl Kapp and Bryan Austin will summarize the research supporting learning games. They will differentiate between learning gamification and game-based learning, share the rationale for leveraging games to increase engagement, and provide the business rationale used by organizations to implement game-based corporate learning. Finally, this session will outline research under way to benchmark the performance impact of game-based e-learning versus other modes of training.
At the end of this session, attendees will have a clear idea of where learning games fit in their training strategy and their potential value in improving workforce performance.
Learning objectives
Evaluate training techniques, i.e. game-based learning.
Develop, select and implement employee training programs to increase individual and organizational effectiveness.
Evaluate the effectiveness of employee training programs through the use of metrics.
Develop and utilize business metrics to measure the achievement of the organization’s strategic and performance goals and objectives.
Develop qualitative and quantitative methods and tools for analysis, interpretation and decision-making purposes.
Andrew Hughes - Gamification vs. Game-Based LearningSeriousGamesAssoc
Gamification involves using game mechanics and thinking in non-game contexts to engage users and solve problems. It uses points, levels, progress bars, leaderboards, and badges to motivate behavior. Game-based learning involves using games to motivate learning. It places learning activities within a game's storyline and fantasy context. Game-based learning aims to engage users and provide immediate feedback and rewards to support cognitive learning. Examples include using motion tracking, augmented reality, and immersive experiences to create educational games. Best practices for gamification and game-based learning include focusing on learning objectives, using rewards systems, testing designs iteratively, and measuring outcomes and return on investment.
This document discusses gamification and game-based learning. It begins by defining gamification as applying game design elements to non-game applications to make them more fun and engaging. Some benefits of gamifying the classroom mentioned include increased motivation, opportunities for assessment and learning, and incorporating fun. Game mechanics that can be used include badges, leaderboards, levels, and challenges/quests. The document also discusses how gamification can be used to support different types of motivation and tasks. Overall, the document advocates for using game design elements and game creation to make learning more engaging and to help students develop important skills.
I talked about gamification and it's usage in education and training for 2 hours in Tabatabayi University of Tehran. I'll try to prepare a small workshop in this subject.
Engaging Kids in Learning: game based learning and gamification in education Pierre Le Lann
Talk at Digital Kids Edu about engaging kids in learning using various forms of games: open ended play, game based learning and gamification
By Pierre Le Lann Co General Manager and Co founder, Tribal Nova, a Houghton Mifflin Harcourt company
This document discusses gamification in education. It defines gamification as applying game elements to non-game environments to motivate and engage users. In education, gamification aims to maximize enjoyment and engagement in learning through elements like feedback, fun challenges, and progress indicators. Some benefits of gamification in education include immediate feedback, scaffolded learning, a sense of mastery and progress. The document also provides examples of how game mechanics can be applied and discusses tools to implement gamification.
Gamification of e-learning involves adding game elements to corporate training programs to improve learning outcomes. By 2015, 50% of organizations will gamify aspects of their business and 40% of Global 1000 companies will use gamification as their primary training mechanism. Gamification reduces stress, actively engages learners, increases motivation, allows for better learning reinforcement, and appeals to natural human instincts. When implemented effectively for corporate training programs, gamification can result in better learning and higher productivity.
Carole Bagley - Elements of Effective Instructional Learning Game DesignSeriousGamesAssoc
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.
During the past year, there has been much discussion about learning gamification and game- based learning. Is all of the hoopla just a passing fancy, or is there substance to games as a learning strategy?
In this session, Dr. Karl Kapp and Bryan Austin will summarize the research supporting learning games. They will differentiate between learning gamification and game-based learning, share the rationale for leveraging games to increase engagement, and provide the business rationale used by organizations to implement game-based corporate learning. Finally, this session will outline research under way to benchmark the performance impact of game-based e-learning versus other modes of training.
At the end of this session, attendees will have a clear idea of where learning games fit in their training strategy and their potential value in improving workforce performance.
Learning objectives
Evaluate training techniques, i.e. game-based learning.
Develop, select and implement employee training programs to increase individual and organizational effectiveness.
Evaluate the effectiveness of employee training programs through the use of metrics.
Develop and utilize business metrics to measure the achievement of the organization’s strategic and performance goals and objectives.
Develop qualitative and quantitative methods and tools for analysis, interpretation and decision-making purposes.
Andrew Hughes - Gamification vs. Game-Based LearningSeriousGamesAssoc
Gamification involves using game mechanics and thinking in non-game contexts to engage users and solve problems. It uses points, levels, progress bars, leaderboards, and badges to motivate behavior. Game-based learning involves using games to motivate learning. It places learning activities within a game's storyline and fantasy context. Game-based learning aims to engage users and provide immediate feedback and rewards to support cognitive learning. Examples include using motion tracking, augmented reality, and immersive experiences to create educational games. Best practices for gamification and game-based learning include focusing on learning objectives, using rewards systems, testing designs iteratively, and measuring outcomes and return on investment.
This document discusses gamification and game-based learning. It begins by defining gamification as applying game design elements to non-game applications to make them more fun and engaging. Some benefits of gamifying the classroom mentioned include increased motivation, opportunities for assessment and learning, and incorporating fun. Game mechanics that can be used include badges, leaderboards, levels, and challenges/quests. The document also discusses how gamification can be used to support different types of motivation and tasks. Overall, the document advocates for using game design elements and game creation to make learning more engaging and to help students develop important skills.
I talked about gamification and it's usage in education and training for 2 hours in Tabatabayi University of Tehran. I'll try to prepare a small workshop in this subject.
Engaging Kids in Learning: game based learning and gamification in education Pierre Le Lann
Talk at Digital Kids Edu about engaging kids in learning using various forms of games: open ended play, game based learning and gamification
By Pierre Le Lann Co General Manager and Co founder, Tribal Nova, a Houghton Mifflin Harcourt company
This document discusses gamification in education. It defines gamification as applying game elements to non-game environments to motivate and engage users. In education, gamification aims to maximize enjoyment and engagement in learning through elements like feedback, fun challenges, and progress indicators. Some benefits of gamification in education include immediate feedback, scaffolded learning, a sense of mastery and progress. The document also provides examples of how game mechanics can be applied and discusses tools to implement gamification.
Gamification of e-learning involves adding game elements to corporate training programs to improve learning outcomes. By 2015, 50% of organizations will gamify aspects of their business and 40% of Global 1000 companies will use gamification as their primary training mechanism. Gamification reduces stress, actively engages learners, increases motivation, allows for better learning reinforcement, and appeals to natural human instincts. When implemented effectively for corporate training programs, gamification can result in better learning and higher productivity.
Carole Bagley - Elements of Effective Instructional Learning Game DesignSeriousGamesAssoc
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.
Game-based Learning Webinar by GreenBooks & GamelearnShyam Sunder
This document discusses using game-based learning to enhance learning outcomes. It describes an L&D manager named Prasad who was questioned about learner engagement, skill proficiency, and ROI of training. To address these issues, Prasad decided to increase engagement through gamification and simulation. The document provides examples of how games can incorporate elements like stories, challenges, and feedback to create optimal learning experiences. It also shares research finding games are effective ways for adults to learn and outlines benefits experienced by organizations that adopt game-based learning.
The document discusses challenges, strategies, and obstacles related to using games in education. Some of the key challenges mentioned include overcoming the mentality that games are not for learning, finding available educational games, and implementing games effectively in the classroom. Strategies proposed for integrating games include using commercial games to supplement lessons, designing new games based on educational goals, and basing an entire curriculum around a game or simulation. Common obstacles to implementing educational games include lack of time, money, technical issues, and organizational barriers. The document advocates for using games to increase student interest and engagement in learning.
The document discusses gamification of learning and instruction. It provides examples of how game elements like interactivity, immersion and engagement can lead to meaningful learning. Specifically, it discusses using challenges, fantasy, curiosity and feedback in learning. It recommends using characters, stories and simulations to embed learning in contexts. The document also provides examples of how gamification has improved learning outcomes and business results for companies that have used gamified learning experiences.
This is a presentation a bout Educational Games.It has difinition and spicific components of educational games.Alsi it has uses in education and some examples of it.
Gamification in education uses elements of game design to motivate students and improve engagement with learning materials. It can provide a better learning experience through fun and maximize enjoyment. Game mechanics like points, badges, levels and leaderboards are used to encourage participation similar to video games. Examples show that gamification in learning management systems and schools can improve learner retention and achievement of educational goals through competition and feedback. However, gamification must be applied carefully to align with educational objectives and not just focus on rewards.
These slides accompany a workshop called "Play to Learn" presented at Learning Solutions 2015 conference. In the workshop participants complete an entire instructional game prototyping process.
This document summarizes two case studies that used gamification to increase desired behaviors and learning outcomes. In the first case study, an insurance company used a gamified system to increase sales activity logging by over 250% and improve data in their salesforce system. The second case study discusses how a car company gamified an existing sales training program, which led to a 417% increase in site usage and exceeding the previous year's traffic volume within three months. Both cases illustrate how gamification can effectively promote learning and behavior change in organizational settings.
Games, Gamification and Interactivity for LearningKarl Kapp
The document discusses how to apply game design principles to instructional design. It describes a scenario where two teams compete to design a game about slaying dragons. Throughout the scenario, the teams are presented with design decisions and arguments for why challenges, risk, curiosity and player choices lead to more engaging learning experiences based on research on self-determination theory and motivation. The document concludes by providing five tips for instructional designers to think like game designers such as beginning with activities, creating mystery, challenges, risk, and meaningful choices for learners.
DevLearn 2019 Create Engaging Instruction Using Game ElementsKarl Kapp
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.
Play to Learn, Learn to Play! How and Why Game-Based Learning Works
Description: This workshop will address the ins and outs of game-based learning, including: the characteristics of effective games, the features of games that make them useful learning tools and the best ways to use games in your classroom. Attendees will learn how games cater to active learning experiences; how they safely encourage experimentation, trial and error, and independent learning; how they contribute to personalized learning; and how to use games to increase engagement for students. The workshop will include hands-on gameplay, walkthroughs of games and a breakdown of learning game design. Also included will be a discussion of places to find quality games and strategies to evaluate the best games for your curriculum. The goal of the workshop is to educate participants on important features of game-based learning to make it easier to find, evaluate and utilize games in your teaching.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Create Tabletop Games to Foster Organizational LearningKarl Kapp
How can a simple game transform your learning efforts?
The CIA uses tabletop games to teach intelligence gathering, overcoming collection obstacles, and collaboration. The Harvard Business Review describes board games as a microcosm of business training that can help leaders and managers build the skills needed to operate effectively in the real world. In fact, board games have been used formally for teaching business concepts since at least the 1960s with the introduction of the MIT Beer Distribution game.
Many instructional designers, course developers, and training managers struggle to create engaging learning programs that get results. At the ATD LearnNow: Game Design workshop, you’ll learn how to design a tabletop game that can help transform your live instruction into a powerful, memorable learning experience.
The Role of Games and Simulations in Learning Karl Kapp
1. Games and simulations can be effective learning tools when used appropriately. Avatars can model behaviors and influence learners' perceptions, especially when the learner takes the perspective of the avatar.
2. Simulations are most effective when embedded within a broader instructional program rather than used alone. Learners show greater confidence and retention when simulations include active, rather than passive, learning components.
3. Meta-analyses found simulations improved outcomes like confidence by 20%, and declarative and procedural knowledge by 11% and 14% respectively, compared to traditional instruction alone. However, simulations are not inherently better - their educational value depends on how they are designed and applied.
Games, Simulations and Gamification in Learning Design and Delivery Karl Kapp
What role should games, simulations and gamification play in learning design and delivery?
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning.
This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.
Educational games and simulations can provide benefits to learning but also have some disadvantages. They have been shown to improve motivation, engagement, and cognitive learning when used effectively. Some examples mentioned are Froguts, which allows simulated frog dissection, and Chucky's Chicken Stacker, a word game with adjustable difficulty levels. However, excessive use may reduce social skills and physical activity. Effective use requires guidance, appropriate challenges, and time for reflection.
The document discusses the concept of gamification, which involves adding game mechanics and elements to activities that are not typically considered games. Some benefits of gamification mentioned include stimulating emotions, being pedagogically sound, and motivating learning and engagement. The document outlines some core principles of gamification related to motivation and rewards. It also describes a gamification design framework involving defining objectives, target behaviors, players, activity loops, and appropriate tools. Finally, it provides some practical examples and references related to implementing gamification in Moodle.
TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game Karl Kapp
Video games seem to be the perfect medium for helping people learn. However, few companies are able to invest the time and resources to create a video game–type learning module. This session, in a case study format, covers the steps taken to conceptualize, develop, and deliver an immersive 3-D game to teach sales concepts. Examine the required tradeoffs, discover where to find relatively low-cost 3-D assets, and learn how the combination of fantasy and branching story techniques help make the game engaging. We'll also examine how an underlying model is used to evaluate the effectiveness of the learners' game play and provide constructive feedback to improve their performance in the field.
Primer on Play: Case Study for Knowledge GuruMarlo Gorelick
As shared in #GE4L, great structure of how and why to create game based learning. Prime case study to use when discussing possibilities of gamification for business
Game based learning ppt presentation - final projectRobin Lemire
The document discusses game-based learning in early childhood education. It argues that play is important for early childhood development and that game-based learning can be an effective educational tool. Game-based learning uses digital games and virtual environments to engage students and help them learn while having fun. The document reviews research showing that game-based learning leads to better educational outcomes than traditional methods alone. It also examines the diffusion and adoption of educational games and virtual worlds in early childhood classrooms over time.
Game-Based Learning: A workshop to inform educators and engage contemporary l...Eric B. Bauman
Game-Based Learning: A workshop to inform educators and engage contemporary learners was presented on May 17, 2011 at the Making it Happen: Enhancing Education through Games & Storytelling. This event was co-provided by the Community Nursing Staff Development Group and the University of Michigan Health System’s MLearning and Professional Development & Education for Nursing Departments. Copyright E.B. Bauman 2012 All Rights Reserved
Game-based Learning Webinar by GreenBooks & GamelearnShyam Sunder
This document discusses using game-based learning to enhance learning outcomes. It describes an L&D manager named Prasad who was questioned about learner engagement, skill proficiency, and ROI of training. To address these issues, Prasad decided to increase engagement through gamification and simulation. The document provides examples of how games can incorporate elements like stories, challenges, and feedback to create optimal learning experiences. It also shares research finding games are effective ways for adults to learn and outlines benefits experienced by organizations that adopt game-based learning.
The document discusses challenges, strategies, and obstacles related to using games in education. Some of the key challenges mentioned include overcoming the mentality that games are not for learning, finding available educational games, and implementing games effectively in the classroom. Strategies proposed for integrating games include using commercial games to supplement lessons, designing new games based on educational goals, and basing an entire curriculum around a game or simulation. Common obstacles to implementing educational games include lack of time, money, technical issues, and organizational barriers. The document advocates for using games to increase student interest and engagement in learning.
The document discusses gamification of learning and instruction. It provides examples of how game elements like interactivity, immersion and engagement can lead to meaningful learning. Specifically, it discusses using challenges, fantasy, curiosity and feedback in learning. It recommends using characters, stories and simulations to embed learning in contexts. The document also provides examples of how gamification has improved learning outcomes and business results for companies that have used gamified learning experiences.
This is a presentation a bout Educational Games.It has difinition and spicific components of educational games.Alsi it has uses in education and some examples of it.
Gamification in education uses elements of game design to motivate students and improve engagement with learning materials. It can provide a better learning experience through fun and maximize enjoyment. Game mechanics like points, badges, levels and leaderboards are used to encourage participation similar to video games. Examples show that gamification in learning management systems and schools can improve learner retention and achievement of educational goals through competition and feedback. However, gamification must be applied carefully to align with educational objectives and not just focus on rewards.
These slides accompany a workshop called "Play to Learn" presented at Learning Solutions 2015 conference. In the workshop participants complete an entire instructional game prototyping process.
This document summarizes two case studies that used gamification to increase desired behaviors and learning outcomes. In the first case study, an insurance company used a gamified system to increase sales activity logging by over 250% and improve data in their salesforce system. The second case study discusses how a car company gamified an existing sales training program, which led to a 417% increase in site usage and exceeding the previous year's traffic volume within three months. Both cases illustrate how gamification can effectively promote learning and behavior change in organizational settings.
Games, Gamification and Interactivity for LearningKarl Kapp
The document discusses how to apply game design principles to instructional design. It describes a scenario where two teams compete to design a game about slaying dragons. Throughout the scenario, the teams are presented with design decisions and arguments for why challenges, risk, curiosity and player choices lead to more engaging learning experiences based on research on self-determination theory and motivation. The document concludes by providing five tips for instructional designers to think like game designers such as beginning with activities, creating mystery, challenges, risk, and meaningful choices for learners.
DevLearn 2019 Create Engaging Instruction Using Game ElementsKarl Kapp
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.
Play to Learn, Learn to Play! How and Why Game-Based Learning Works
Description: This workshop will address the ins and outs of game-based learning, including: the characteristics of effective games, the features of games that make them useful learning tools and the best ways to use games in your classroom. Attendees will learn how games cater to active learning experiences; how they safely encourage experimentation, trial and error, and independent learning; how they contribute to personalized learning; and how to use games to increase engagement for students. The workshop will include hands-on gameplay, walkthroughs of games and a breakdown of learning game design. Also included will be a discussion of places to find quality games and strategies to evaluate the best games for your curriculum. The goal of the workshop is to educate participants on important features of game-based learning to make it easier to find, evaluate and utilize games in your teaching.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
Create Tabletop Games to Foster Organizational LearningKarl Kapp
How can a simple game transform your learning efforts?
The CIA uses tabletop games to teach intelligence gathering, overcoming collection obstacles, and collaboration. The Harvard Business Review describes board games as a microcosm of business training that can help leaders and managers build the skills needed to operate effectively in the real world. In fact, board games have been used formally for teaching business concepts since at least the 1960s with the introduction of the MIT Beer Distribution game.
Many instructional designers, course developers, and training managers struggle to create engaging learning programs that get results. At the ATD LearnNow: Game Design workshop, you’ll learn how to design a tabletop game that can help transform your live instruction into a powerful, memorable learning experience.
The Role of Games and Simulations in Learning Karl Kapp
1. Games and simulations can be effective learning tools when used appropriately. Avatars can model behaviors and influence learners' perceptions, especially when the learner takes the perspective of the avatar.
2. Simulations are most effective when embedded within a broader instructional program rather than used alone. Learners show greater confidence and retention when simulations include active, rather than passive, learning components.
3. Meta-analyses found simulations improved outcomes like confidence by 20%, and declarative and procedural knowledge by 11% and 14% respectively, compared to traditional instruction alone. However, simulations are not inherently better - their educational value depends on how they are designed and applied.
Games, Simulations and Gamification in Learning Design and Delivery Karl Kapp
What role should games, simulations and gamification play in learning design and delivery?
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning.
This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.
Educational games and simulations can provide benefits to learning but also have some disadvantages. They have been shown to improve motivation, engagement, and cognitive learning when used effectively. Some examples mentioned are Froguts, which allows simulated frog dissection, and Chucky's Chicken Stacker, a word game with adjustable difficulty levels. However, excessive use may reduce social skills and physical activity. Effective use requires guidance, appropriate challenges, and time for reflection.
The document discusses the concept of gamification, which involves adding game mechanics and elements to activities that are not typically considered games. Some benefits of gamification mentioned include stimulating emotions, being pedagogically sound, and motivating learning and engagement. The document outlines some core principles of gamification related to motivation and rewards. It also describes a gamification design framework involving defining objectives, target behaviors, players, activity loops, and appropriate tools. Finally, it provides some practical examples and references related to implementing gamification in Moodle.
TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game Karl Kapp
Video games seem to be the perfect medium for helping people learn. However, few companies are able to invest the time and resources to create a video game–type learning module. This session, in a case study format, covers the steps taken to conceptualize, develop, and deliver an immersive 3-D game to teach sales concepts. Examine the required tradeoffs, discover where to find relatively low-cost 3-D assets, and learn how the combination of fantasy and branching story techniques help make the game engaging. We'll also examine how an underlying model is used to evaluate the effectiveness of the learners' game play and provide constructive feedback to improve their performance in the field.
Primer on Play: Case Study for Knowledge GuruMarlo Gorelick
As shared in #GE4L, great structure of how and why to create game based learning. Prime case study to use when discussing possibilities of gamification for business
Game based learning ppt presentation - final projectRobin Lemire
The document discusses game-based learning in early childhood education. It argues that play is important for early childhood development and that game-based learning can be an effective educational tool. Game-based learning uses digital games and virtual environments to engage students and help them learn while having fun. The document reviews research showing that game-based learning leads to better educational outcomes than traditional methods alone. It also examines the diffusion and adoption of educational games and virtual worlds in early childhood classrooms over time.
Game-Based Learning: A workshop to inform educators and engage contemporary l...Eric B. Bauman
Game-Based Learning: A workshop to inform educators and engage contemporary learners was presented on May 17, 2011 at the Making it Happen: Enhancing Education through Games & Storytelling. This event was co-provided by the Community Nursing Staff Development Group and the University of Michigan Health System’s MLearning and Professional Development & Education for Nursing Departments. Copyright E.B. Bauman 2012 All Rights Reserved
Interactivity, Games, and Gamification: A Research-Based Approach to Engaging...Karl Kapp
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning.
This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. And, yes, you will play a game at this presentation. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.
This document discusses game-based learning (GBL) and gamification in education. It defines game mechanics as rules and feedback loops intended to produce enjoyable gameplay. Common game mechanics mentioned include points/XP, levels/leveling up, achievements, and quests. The document also discusses concepts like flow, fiero, and affinity groups in gamified classrooms. Characteristics of a gamified classroom mentioned are starting students at level 0 and allowing them to level up to an A through quest-based learning. Different types of games for GBL are also listed such as tabletop, digital, and mobile games.
This document discusses using games to teach English language skills. It provides examples of games like 20 Questions and The Whispering Game that allow students to practice language skills while taking a break from regular lessons. These games motivate students and create meaningful contexts for language use while encouraging cooperation. The document recommends providing clear instructions for games, not interrupting or correcting students during gameplay, and stopping games if they become tiring or boring. It concludes that using games is an effective and interesting way to teach English that can be applied in any classroom to improve students' communicative skills. Teachers should consider factors like class size, students' proficiency levels, time, topics, and the classroom environment when selecting and conducting games.
Advantages and disadvantages of using games for learningwalshps
This document discusses the advantages and disadvantages of using games for learning. Some key advantages are that games can engage learners through experiential learning, interaction in games helps learners understand information better, and it creates an "engaged learning design." Game design can also influence instructional design by analyzing perspective, narrative, and interactivity among learners. However, games may also present developmental challenges for learners and game culture could disadvantage learners if not designed correctly.
The document lists various objects, items of technology, furniture, and other miscellaneous words with no apparent organizing principle. Numbers are interspersed throughout as well as the phrase "Lucky number". Over 50 distinct words and numbers are listed without categories, descriptions, or connections made between the different entries.
This document summarizes Skillsoft's cloud-based learning solutions for organizations. It outlines that Skillsoft helps organizations build learning cultures to improve employee performance and business outcomes. Skillsoft provides comprehensive online content and tools to deliver targeted learning across devices. It partners with organizations to develop customized learning strategies and tracks learning impact and ROI. Skillsoft has over 6,000 customers and supports 19 million learners globally with its expertise and experience in online learning.
Reduce skill gaps among your IT professionals.Skillsoft Virtual Practice-Labs can mirror hardware or software configurations from major vendors—enabling IT professionals to build critical technology skills in safe, virtual environments, 24x7x365 over the internet.
3 Ways the Skillsoft Global Leader Forum Employs Social LearningSkillsoft
Social learning plays on one of the most important aspects of basic human nature; engagement. Learn how the Skillsoft Global Leader Forum uses social learning in this infographic.
2013 State of the Industry report by ASTDSkillsoft
In a continuously changing economic environment, organizations remain committed to organizational learning and development. Find out how 475 organizations report on training metrics in their organizations. View the ASTD webinar now: http://webcasts.astd.org/webinar/1007
- Fortune telling has existed since at least 4000 BCE and was often connected to ancient religions
- People in ancient times were motivated to consult fortune tellers because it helped them plan for an uncertain future and there was no way to disprove the predictions
- Fortune telling was commonly practiced in ancient China and Rome, with emperors consulting fortune tellers, and it involved analyzing subtle phenomena like astrology and palm lines
A presentation delivered at iDesignX Australia 2017 containing definitions and reasons for taking a game-based learning approach. Demonstration on how to map existing L&D roles to game development tasks and project management best practice. A seven step practical process for developing a learning game with additional instructional design and game design tips at gerardfriel.com.
The document discusses using games to teach English. It notes that games help make language meaningful and engaging. Games are prevalent in children's lives through video games and sports. Using games in the classroom is an efficient way to teach English and develop students' social and language skills. Some example games that teach different skills are described, such as concentration for reading and phrase ball for speaking. The document emphasizes that games motivate students and prepare them for life.
About Bloomsburg's Instructional Technology ProgramKarl Kapp
The document discusses instructional technology, which involves designing effective instruction using the latest technologies. It is often delivered online but also through mobile and classroom settings. An instructional designer analyzes learning needs, designs instruction, develops the instruction using tools, implements the instruction at organizations, and evaluates the effectiveness of the instruction. The Department of Instructional Technology offers a graduate program focused on instructional design, with hands-on software experience and projects completed for corporate and education partners.
TH504 - Stop Thinking Like an Instructional Designer: Start Thinking Like a G...Karl Kapp
Instructional designers tend to think content first and then action. Game designers think action first. As a result, most games are engaging, intriguing, and immersive. Most instruction tends to be boring and perfunctory. Simply changing your mindset from instructional designer to game designer will help you to create engaging and effective instruction. Learn five methods to help you think like a game designer and change your stale training into an exciting and interesting experience for the learners.
Application on the Job:
Create engaging instruction using game design techniques.
Apply five methods for thinking activity first, content second.
Explore how game designers engage players and immerse them in the game environment.
Discover how game fosters action and activity.
How to Fix the 10 Biggest Mistakes in GamificationAggregage
This document discusses gamification in training and provides tips for effectively implementing gamification. It begins with an overview of ELB Learning and their gamification products and services. It then lists 10 common mistakes made with gamification and provides recommendations to address each mistake, such as focusing on learning objectives not just fun, using the right type of game, providing feedback, and analyzing results. The document encourages using a blended approach and social elements for better learning outcomes. It presents The Training Arcade and CenarioVR as gamification platforms that address these best practices.
Using game mechanics like goals, feedback, and rewards can increase engagement in eLearning by motivating learners in similar ways as video games. Gamification works best when the game elements directly support learning objectives. Designers should provide guidance to help learners progress towards goals and give frequent feedback to maintain engagement through rewarding feelings of accomplishment. Testing assumptions early is important to improve the design.
Leo Gaming with a Purpose DevLearn2015William West
Games are scientifically proven to affect growth in specific areas of the brain relating to spatial orientation, memory formation and strategic planning
Ok, we won’t overwhelm you with what you already know… games work, they’re cool, and we all want to know how to do them…
Gamification in eLearning - DevLearn 11trickyraymer
Using game mechanics like goals, feedback, and rewards can increase engagement in eLearning. Goals should directly support learning objectives. Rewards should motivate learners by triggering emotions. Frequent feedback and visual progress tracking keep learners engaged. Peer interaction and surprise elements can also increase attention. Testing assumptions frequently ensures the gamified elements properly support learning.
This chapter discusses using games in educational situations. It defines games as fun activities governed by rules that involve strategy, competition, and goals. Games provide immediate feedback and can motivate students by appealing to their achievement and affiliation needs. The chapter outlines different types of games and their theoretical foundations. It also discusses conditions for effective learning with games, such as matching teaching strategies to student needs and including debriefing. The chapter provides resources for creating classroom games and tips for implementation, as well as potential problems to avoid like poor planning and lack of debriefing.
This chapter discusses using games in educational situations. It defines games as fun activities governed by rules that involve strategy, competition, and goals. Games provide immediate feedback and can motivate students by appealing to their achievement and affiliation needs. The chapter outlines different types of games and explains that simulation games are best for teaching problem-solving while board games reinforce cognitive skills. It emphasizes the importance of debriefing after games and provides resources for educators to develop their own games or adapt existing ones. Potential problems include poor planning, timing issues, and not meeting all student needs, so games should supplement rather than replace other teaching approaches.
This chapter discusses using games in educational situations. It defines games as fun activities governed by rules that involve strategy, competition, and goals. Games provide immediate feedback and can motivate students by appealing to their achievement and affiliation needs. The chapter outlines different types of games and explains that simulation games are best for teaching problem-solving while board games reinforce cognitive skills. It emphasizes the importance of debriefing after games and provides resources for educators to create their own games or adapt existing ones. Potential problems like poor planning, timing issues, and not meeting all student needs are also addressed.
Allen interactions gamification for e learningSaba Software
This document discusses gamification of e-learning. It summarizes a presentation by Angel Green from Allen Interactions on using games and game mechanics to motivate learning. The presentation introduces different types of games aligned to Bloom's taxonomy, including recall games for memorization, judgment games for understanding, consequence games for application, strategy games for analysis, exploration games for synthesis, and simulation games for creation. Examples are provided for each type of game.
This document provides guidance for using business simulations in the classroom. It outlines a step-by-step process for introducing and playing a simulation over multiple class periods. The process includes introducing the simulation, having students play the first round, reviewing results, and assigning further play for homework. In subsequent classes, instructors should review previous rounds, have students play in groups, and provide guidance as they play. By the fourth class, the learning curve should be overcome and students will be analyzing and synthesizing the simulation at higher levels. The document concludes by recommending celebrating the winning students and assessing the simulation experience.
Gamify your e learning! 6 Ways to Incorporate Gamification into eLearningLambda Solutions
Gamification has emerged as a significant trend in the field of learning and development in the past few years. By gamifying learning, you can harness the power of what people inherently love to do—have fun. But what is gamification and how can it be used effectively to motivate and engage learners?
Co-hosted by Paula Yunker, with 30+ years of instructional design experience—this webinar will explore what gamification is and how gamification can be used to create more meaningful, engaging and interactive eLearning experiences. We’ll discuss how you can create eLearning courses using principles of gamification that fit with your budget and we’ll also share examples of how organizations have successfully used gamification.
Topics covered are as follows. To listen to the recorded webinar, please visit: http://www.lambdasolutions.net/?p=6874
-What gamification really is
-The difference between learning games and gamification
-Using gamification to engage learners
-Getting started with gamification – what you need to know
-Six ways to incorporate elements of gamification regardless of your budget
-Successful examples of gamification in learning
Speakers: Paula Yunker, Managing Partner and instructional designer, Limestone Learning; Sean Hougan, Marketing Coordinator, Lambda Solutions
A Primer On Play: How to use Games for Learning and ResultsSharon Boller
Discover the power games have to produce learning and business results. View the latest research and case studies on game-based learning and gamification. See a demo of Knowledge Guru, a game engine your team can use to quickly build your own games.
Digital Learning Game Design: Lessons from the TrenchesSharon Boller
Learning games - and gamification of learning - are hot trends. What does it REALLY take to produce a learning game, and how do you produce a good one? This presentation outlines 6 lessons learned with links to games that offer examples for the lessons learned.
Gamification uses game mechanics and design principles to engage learners and motivate behavior in non-game contexts like education. It works by rewarding learners intrinsically when they experience wanting and liking through feedback. To design effective gamified learning, one should understand the audience, clearly define goals and objectives, provide frequent feedback on progress, reward effort through incremental rewards and adaptive systems, and incorporate elements of chance, peer interaction, and surprise. An iterative process of testing assumptions early allows for improvement.
GWC14: Jaume Juan - "Challenge: An incredible Game Dynamic for Massive Learning"gamificationworldcongress
The document describes a game dynamic called "challenge someone" that can be used for learning and training. It allows players to challenge each other to complete quizzes within a set time limit. This promotes learning through repetition and competition. The game is designed to be social and viral as players select others to challenge. It can be used by companies for sales training, product knowledge, and other areas. Data from real examples showed increased participation, knowledge gains, and comprehension over the course of a training campaign played through the game.
This document discusses using an issue hierarchy approach to prioritize issues found during research. It presents an issue hierarchy pyramid with the following levels from bottom to top: 1) Technical Performance, 2) Player Requirements, 3) Usability, 4) Motivation, 5) Fun. It explains that lower levels must be addressed before higher levels for improvements to be effective. For example, a game cannot be fun if it crashes or players do not understand how to play. The hierarchy also informs the type of research needed at each level.
How to boost learning effectiveness and employee engagement at the same time?
Change your organization learning forever through game-based learning.
www.greenbookslearning.com
This document discusses integrating game mechanics into teaching to make courses more fun and engaging for students. It begins with an introduction to the presenter and their background in game design and education. The presentation then discusses what fun is, how gamification works, and applying game elements like status, leaderboards, incentives, and goals to motivate students. Examples are given of a video game programming course that was gamified, which led to increased attendance, assignment submission, and student engagement. The presentation concludes by addressing problems with gamification and taking questions.
In playing games, we are following outdated strategies.
Game playing was one of the devices we adopted as young children to get what we wanted from the world.
But in adult life, we have other, more effective options.
This document discusses player study and game design, focusing on difficulty curves. It covers:
- Types of players (killers, achievers, explorers, socializers), plays (agon, alea, mimicry, ilinx), and fun (sensation, fantasy, narration, etc.).
- Cognitive skills needed for games like spatial perception and pattern recognition.
- The importance of difficulty curves in presenting a game's progression and identifying its flow and pace.
- Ideal difficulty curves allow time to learn, play with new skills, and have rest spots, varying the flow. Standard curves keep difficulty increasing playably.
- First-time player experiences of learning controls and gameplay
Volkswagen Hidden Advert - Gamification in Recruitment - Dr. Manu Melwin Joymanumelwin
For more interesting case studies and updates about Gamification, visit my website
https://www.youtube.com/channel/UCm_r2ZYJJBwGJ2rAaRNTNBA/videos
Volkswagen was in need of skilled mechanics. So clearly, they should just jumped on the web and started advertising for open positions, right? Wrong. The best candidates may already be working somewhere else. Volkswagen chose a no less unusual place for their vacancy ads.
Swedish Armed Force - Who Cares? - Gamification in Recruitment - Dr. Manu Mel...manumelwin
For more interesting case studies and updates about Gamification, visit my website
https://www.youtube.com/channel/UCm_r2ZYJJBwGJ2rAaRNTNBA/videos
The Swedish Armed Forces are recruiting. They need young men and women for an occupation that in many ways is about giving up your own safety in order to help others. They wanted to activate the target group while simultaneously raising the question. Would people sacrifice their own freedom for someone they have no relation to? Are people prepared to show that they care in ways that don’t include sharing something on Facebook or tweeting a specific hash-tag?
IKEA - Assemble your career - Gamification in Recruitment - Dr. Manu Melwin Joymanumelwin
For more interesting case studies and updates about Gamification, visit my website
https://www.youtube.com/channel/UCm_r2ZYJJBwGJ2rAaRNTNBA/videos
In an attempt to recruit a large number of workers for their new megastore in Australia, IKEA amusingly decided to include what they called ‘Career Instructions’ into each of their flat packs. Based on their traditional furniture instructions, all customers took home the witty application forms without realising. The clever initiative not only minimised the costs on advertising, but it also ensured IKEA fans were targeted.
Bletchley Park’s crossword - Gamification in Recruitment - Dr. Manu Melwin Joymanumelwin
For more interesting case studies and updates about Gamification, visit my website
https://www.youtube.com/channel/UCm_r2ZYJJBwGJ2rAaRNTNBA/videos
One great historical example of gamification is the Daily Telegraph’s crossword, which British Intelligence agents created along with Alan Turing, to help them recruit new code breakers from the public.
Yates’ algorithm for 2n factorial experiment - Dr. Manu Melwin Joy - School o...manumelwin
In statistics, a Yates analysis is an approach to analyzing data obtained from a designed experiment, where a factorial design has been used. This algorithm was named after the English statistician Frank Yates and is called Yates' algorithm.
Factorial design - Dr. Manu Melwin Joy - School of Management Studies, Cochin...manumelwin
In statistics, a full factorial experiment is an experiment whose design consists of two or more factors, each with discrete possible values or "levels", and whose experimental units take on all possible combinations of these levels across all such factors.
Ducan’s multiple range test - - Dr. Manu Melwin Joy - School of Management St...manumelwin
This document provides an overview of Duncan's multiple range test, a statistical method used to compare all pairs of means and group means that are not significantly different. It explains the steps to perform Duncan's test, including calculating ranked means, finding critical values using tables, and comparing means to determine grouping. An example using data from a plant study demonstrates how to apply Duncan's test to analyze differences between varietal means.
Latin square design- Dr. Manu Melwin Joy - School of Management Studies, Coch...manumelwin
The Latin square design is used where the researcher desires to control the variation in an experiment that is related to rows and columns in the field.
Randomized complete block design - Dr. Manu Melwin Joy - School of Management...manumelwin
A completely randomized design (CRD) is one where the treatments are assigned completely at random so that each experimental unit has the same chance of receiving any one treatment.
For the CRD, any difference among experimental units receiving the same treatment is considered as experimental error.
ANOVA - Dr. Manu Melwin Joy - School of Management Studies, Cochin University...manumelwin
Analysis of Variance technique is used to test whether the mean of several samples differ significantly. An agronomist may like to know whether yield per acre will be the same if four different varieties of wheat are sown in different identical plots. A diary farm may like to test whether there is significant difference between the quality and quantity of milk obtained from different classes of cattle. A business manager may like to find out whether there is any difference in the average sales by four salesmen.
Design of experiments - Dr. Manu Melwin Joy - School of Management Studies, C...manumelwin
Planning an experiment to obtain appropriate data and drawing inference out of the data with respect to any problem under investigation is known as design and analysis of experiments.
This might range anywhere from the formulations of the objectives of the experiment in clear terms to the final stage of the drafting reports incorporating the important findings of the enquiry
How information system is transforming business - - Dr. Manu Melwin Joy - Sch...manumelwin
In 2010, American businesses will spend over $562 billion on information systems hardware, software, and telecommunications equipment. In addition, they will spend another $800 billion on business and management consulting and services—much of which involves redesigning firms’ business operations to take advantage of these new technologies.
Internet revolution - Dr. Manu Melwin Joy - School of Management Studies, Coc...manumelwin
The computer networking revolution began in the early 1960s and has led us to today s technology. The Internet was first invented for military purposes, and then expanded to the purpose of communication among scientists. The invention also came about in part by the increasing need for computers in the 1960s. The Internet is bringing a revolution along with it. Access to information combined with global supply and demand is reshaping established conventions and destroying old world definitions.
Smart phone revolution - Dr. Manu Melwin Joy - School of Management Studies, ...manumelwin
A smartphone is a handheld personal computer with a mobile operating system and an integrated mobile broadband cellular network connection for voice, SMS, and Internet data communication; most if not all smartphones also support Wi-Fi. Smartphones are typically pocket-sized, as opposed to tablets, which are much larger.Smartphones became widespread in the late 2000s. In the third quarter of 2012, one billion smartphones were in use worldwide. Global smartphone sales surpassed the sales figures for feature phones in early 2013.
Definition of information system - Dr. Manu Melwin Joy - School of Management...manumelwin
An information system has six main components: hardware, software, data, procedures, people, and communication. Hardware includes devices like CPUs, input/output devices, and storage devices. Software includes computer programs and supporting manuals. Data are the facts used by programs to produce useful information. Procedures are the policies governing computer system operation. People include users, operators, maintainers, and network support. Communication allows interaction between computers and users.
PESTEL Analysis - Manu Melwin Joy - School of Management Studies, Cochin Univ...manumelwin
Image result for pestel analysis
A PESTEL analysis is a framework or tool used by marketers to analyse and monitor the macro-environmental (external marketing environment) factors that have an impact on an organisation. The result of which is used to identify threats and weaknesses which is used in a SWOT analysis.
Oxytocin and Trust - Neuro Human Resource Management (NHRM) - Manu Melwin Joymanumelwin
Neuro human resource management is a new field of human resource management which uses medical technologies such as functional Magnetic Resonance Imaging (fMRI) to study the brain's responses to enhance employee experience. The term Neuro Human Resource Management (NHRM) was coined by noted HR expert Dr. Manu Melwin Joy in April 2017.
Industrial marketing (B2B) is the marketing of goods and services by one business to another. Industrial goods are those an industry uses to produce an end product from one or more raw materials.
Industrial marketing, also known as business-to-business (B2B) marketing, involves the sale of goods and services between businesses. It focuses on marketing industrial goods, which are materials and components used by industries in the production of end products. Industrial marketing is characterized by one-to-one relationships between sellers and buyers, complex multi-stage buying processes that require approval from several decision makers, and long selling cycles that involve prospecting, qualifying leads, presentations, contract negotiations and more.
Green marketing is the of products that are presumed to be environmentally safe. It incorporates a broad range of activities, including product modification, changes to the production process, sustainable packaging, as well as modifying advertising.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
2. Prepared By
Manu Melwin Joy
Assistant Professor
SCMS School of Technology and Management
Kerala, India.
Phone – 9744551114
Mail – manu_melwinjoy@yahoo.com
Kindly restrict the use of slides for personal purpose.
Please seek permission to reproduce the same in public forms and presentations.
3. Gamer's Expectation of eLearning
• Here are some of the traits
that gamers expect from
eLearning, or else some of
the expectations to be
mindful of when
approaching eLearning as a
game based learning
activity.
4. Gamer's Expectation of eLearning
• Instant feedback to
actions.
– Games require split second
reasoning and decision
making which tests the
player. Most actions translate
to reactions. eLearning
should do a good job of
turning learner reactions and
responses into feedback to
complete the learning
experience.
5. Gamer's Expectation of eLearning
• A journey that feels
personal.
– With mainstream video games
that offer choice, everyone
plays the same game but many
will choose a unique path that
feels right for them. Some
players who are experts in a
certain genre may set a higher
difficulty rating right from the
start in order to challenge
themselves because they feel
they can achieve that
benchmark.
6. Gamer's Expectation of eLearning
• A journey that feels
personal.
– With mainstream video
games eLearning needs to
provide pathways that a
learner can follow that feels
personal, speaks at their
level, and encourages them
to progress and better
themselves towards the end
result – completion.
7. Gamer's Expectation of eLearning
• Digital storytelling
– Digital storytelling is a
growing style in learning, and
you can read many more
articles on the subject on this
website. Digital storytelling
works well in video games, as
a player will often feel
affinity with a characters
plight or story.
8. Gamer's Expectation of eLearning
• Digital storytelling
– They may feel compelled to
complete a task or challenge to
feel like justice has been done,
or to reach a resolution. This is
a powerful medium to employ
in learning too, as a learner will
want to challenge themselves if
they understand the purpose
and overall end reason for
doing so.
9. Gamer's Expectation of eLearning
• The ability to lose
– You see the term “Game
Over” used so much in
gaming, but rarely when
those words are displayed is
the game truly over. Most
players will feel motivation to
start again to better
themselves and improve
their performance.
10. Gamer's Expectation of eLearning
• The ability to lose
– A popular saying in
education is that a learner
should be allowed to make
mistakes in order to learn
from them, so too should
this be adapted into
eLearning.
11. Gamer's Expectation of eLearning
• The ability to lose
– A bad result in a quiz shouldn’t
result in reaching the final
screen/slide without
consequence. Instead you
should build in scenarios where
the learner needs to improve,
and show them why this is
important - motivating them to
revisit their understanding and
not simply give up and hurry to
the end.