Games, Interactivity, Gamification for Learning: Creating Engaged Learners

Session#: 210
Title: Games, Interactivity and
Gamificaiton for Learning: Creating
Engaged Learners
Date: Monday, February 18
Time: 9:15-10:15 AM
Contact Information:
Karl Kapp
Email: kkapp@bloomu.edu
Twitter: @kkapp
Slides available on Slideshare.net

Revision 1.0

1
http://www.kaplaneduneering.com/kappnotes/
Content for this handout exerted from “The Gamification of Learning and Instruction” by Karl M. Kapp

Agenda

In this session, we are going to cover the following topics:

Definition of Gamification
• What is “Game-based thinking?”

Avatars for Learning

• We’ve always wanted to be an Avatar
• Learners interact with avatars
• Avatar experiences translate to real-life

Learning Transfer

• Simulation/Games translate learning better than classroom
• Simulation/Game doesn’t need to be enjoyed to be educational

Flow

• Sense of flow influenced by sense of “presence”
• Interactivity is important
• Matching skills to task helps flow

Game Perspective

• First-person vs. Third-Person
• Perspective Matters

Putting It All Together

• Inventory Observation
• Pro-Social Gaming

? Question
Think about games/simulations you’ve played and how they impact you.

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Objectives

Here are the objectives for the presentation:

• What does research say about 3D avatars, storytelling and games/simulations for
learning?

• Learn to add game-based elements to your toolkit

• Understand how learning can be transformed with gamification—by using experience
points, game-based storytelling and leader boards

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Definition

Gamification:
“Gamification is using game-based mechanics, aesthetics and game thinking to
engage people, motivate action, promote learning, and solve problems.”

4

Avatars for Learning
Avatar Research

Several studies have been conducted showing the effectiveness of avatars for instruction.

• An experience as an avatar can change a person’s real life perceptions. In a study
conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the
elderly was significantly reduced when participants were placed in avatars of old people
compared with those participants placed in avatars of young people.[4]

• Watching an avatar that looks like you performing an activity influences you to
perform a similar or same activity in the future. Creating avatars and having a learner
perform a task as an avatar influences a person’s actual behavior outside of the virtual
environment. In one study, users watched an avatar that looked like them exercising and
losing weight in a virtual environment, the result was that those that watched the avatar of
their self subsequently exercised more and ate healthier in the real world as compared to
a control group. This as reported by Fox and Bailenson (2009).[5] In similar study
conducted by Yee, Bailenson & Ducheneaut, (2009), had three control group.[6] One
where participants were exposed to an avatar representing themselves running on a
treadmill, the second with avatar running that did not represent the participant and the
third group with avatar representing themselves loitering. Within 24 hours, after the
experiment, participants who were exposed to the avatar running that represented
themselves exercised significantly more than those in the other conditions.

• Watching an avatar that resembles yourself changing in some way impacts future
decisions. A study by Ersner-Hershfield et al. (2008) found that when college-aged
students observed their avatar ageing in a virtual mirror, they formed a psychological
connection to their “future self” and decided to invest more money in a retirement
account as opposed to a control group.[7]

• Behavioral changes occurring in a virtual environment can transfer to the physical
environment. In a study by Yee and Bailenson (2007) comparing the heights of avatars, it
was found that participants with taller avatars behaved more confidently in a negotiation
task than participants with shorter avatars; specifically, they were more willing to make
unfair splits in negotiation tasks. In contrast, participants with shorter avatars were more
willing to accept unfair offers than those who had taller avatars.[8] Then Yee et. al.
(2009) found behavior changes originating within the virtual environment transferred to
subsequent face-to-face interactions.[9] In the study, participants were placed in an
immersive virtual environment and were given either shorter or taller avatars. They then

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interacted with a human confederate for about 15 min. In addition to causing a behavioral
difference within the virtual environment, the authors found that participants given taller
avatars negotiated more aggressively in the subsequent face-to-face interaction with the
confederate than participants given shorter avatars.[10]

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Learning Transfer
• Trainees’ gain higher confidence in applying learning from a training session to their
job when the training is simulation game based. The research evidence suggests the use
of simulations to enhance the confidence trainees have in their ability to apply the skills
learned in the training to their job. In a meta-analysis of more than 60 studies with 6,476
participants, it was found that trainees receiving instruction via a simulation game had
20% higher confidence they had learned the information taught in training and could
perform the training-related tasks (self-efficacy) than trainees in a comparison group of
more traditional methods. (5 stars)

Reference: Sitzmann, T. (in press) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel Psychology and Sitzman,
T. & Ely, K. (2010) A meta-analytic examination of the effectiveness of computer-based
simulation games. ADL Research Lab. Retrieved on November 9, 2010 from
http://www.adlnet.gov/Technologies/Evaluation/Library/Document%20Homepages/Liter
ature%20Reviews%20and%20Meta-Analyses.aspx

• Simulations embedded in a program of instruction are better tools for learning than
stand alone simulations. Trainees learn more from simulations games that are embedded
in a program of instruction than when simulation games are the sole instructional method.
When simulation games were used as a supplement to other instructional methods, the
simulation game group had higher knowledge levels than the comparison group.
However, when simulation games were used as standalone instruction, trainees in a
comparison group learned more than trainees in the simulation game group. (5 stars)


• Simulation games don’t have to be entertaining to be educational. In a meta-analysis of
studies, the research indicated that trainees learned the same amount of information in
simulation games whether the games were ranked high in entertainment value or low in
entertainment value. There does not appear to be a correlation between the entertainment
value of a simulation game and its educational merit. (5 stars)

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• Trainees learn more from simulations games that actively engage trainees in learning
rather than passively conveying the instructional material. When the majority of the
instruction in a simulation game was passive, the comparison group learned more than
the simulation game group. However, when the majority of the instruction in the
simulation game was active, the simulation game group learned more than the
comparison group. These findings suggest that simulation games are more effective when
they actively engage trainees in learning the course material. (5 stars)


• Trainees participating in simulation game learning experiences have higher
declarative knowledge, procedural knowledge and retention of training material than
those trainees participating in more traditional learning experiences. Post-training
declarative knowledge, post-training procedural knowledge and retention of the training
material is higher for trainees participating in a simulation game experience than the
comparison groups. In examining the effectiveness of computer-based simulation games
related to comparison groups, it was found that declarative knowledge was 11% higher
for trainees taught with simulation games than a comparison group; procedural
knowledge was 14% higher and retention was 9% higher. (5 stars)


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Flow
Undergraduate college students at a university in the Southeast region of the United States were
chosen as participants, and data were collected in April 2009, entailing 42 usable surveys. This
study demonstrated that flow experiences in 3D virtual worlds had a significant and positive
impact on students' attitudes toward e-learning. This study found that the quality of engaging and
pleasant experiences is influenced by three factors: the skills available to tackle challenging
tasks, the perception of interactivity in the virtual learning experience, and the degree of presence
sensation perceived by students.

Student Attitude Toward Virtual Learning in Second Life: A FlowTheory Approach. Yu-Chih
Huang1 yhuang@clemson.edu Backman, Sheila J. Backman, Kenneth F. Source:Journal of
Teaching in Travel & Tourism; Oct-Dec2010, Vol. 10 Issue 4, p312-334, 23p, 5 Charts

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Game Perspective
Research has found that a person is more likely to adjust their self-concept to match a desired
behavior if that behavior is imagined from a third-person, observer’s perspective rather than a
first-person, experiencer’s perspective. The research strongly suggests that the idea of ‘‘picturing
yourself’’ performing a desired behavior may, “in fact, be an effective strategy for translating
good intentions into practical actions.”

In one study before the 2004 U.S. presidential election, researchers asked registered voters in
Ohio to picture themselves voting in the election from either a first-person perspective (looking
through their own eyes) or a third person perspective (observing themselves as if in a movie
looking over their shoulder). [11]

The individuals who pictured them self voting from a third-person perspective adopted a stronger
pro-voting mind-set; they indicated they were more likely to vote. Not only did they think they
were more likely to vote. They were more likely to vote. Those people who pictured self voting
in third person were significantly more likely to vote in the election than those who pictured
themselves voting in first-person.

Other studies in autobiographical memory shows that the visual perspective people use to picture
a past event affects their present emotions, self-judgments, and even behavior. Perspective
matters when visualizing activities and translating those visualizations into changes. [12]

Additionally, the changes in behavior are even stronger when photographs are used to depicting
the desired behavior. It is believed by researchers in the field of autobiographical memory that
manipulations of perspective in 3D virtual environments should work like manipulations in
mental imagery, maybe even better since with the VIE you could more carefully control the
image whereas with mental imagery you are relying on people maintaining the perspective you
instruct on their own.[13]

Translating this concept to games/simulations, the actions in a game/simulation are best
presented from the third-person perspective. Often in these environments, the learner is looking
over his or her own shoulder. That perspective may lead to more behavior change than asking the
learners to witness their activities in first-person as is often in the case in a simulation or in a
role-play that occurs within a traditional classroom environment.

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Putting It All Together
The question, “does playing prosocial video games cause prosocial behavior and prosocial
thoughts?” To find out the answer the researchers conducted an interesting experiment placing
the subjects of the experiment in a position to assist others or not assist them after the subjects
had played a prosocial video game. The subjects who played a prosocial video game were more
willing to help than the other experimental groups.

An experiment was designed to examine the impact of prosocial, aggressive and neutral games
on spontaneous, unrequested assistance. The researchers used a method that is commonly used as
a measure of spontaneous, unrequested assistance; they would “accidently” spill pencils on the
floor and observe whether or not the subjects assisted in picking them up.

First the researches randomly assigned subjects ranging in age from 19 to 43 to one of three
video game conditions. The prosocial game was Lemmings, in that game the object is to help a
group of animals, called Lemmings, get to safety. The basic objective of the game is to guide the
lemmings through a number of obstacles to a designated exit and save the required number of
lemmings to win.

Figure 1: In the prosocial game Lemmings, you win by helping others.

The aggressive game was Lamers which is the exact opposite of Lemmings, in Lamers, the
player has an arsenal of weapons and attempts to destroy as many lemmings as possible so they
do not reach their intended destination, if enough lemmings are destroyed, the player wins.

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Figure 2: In Lamers, the object is to shoot and kill the Lamers. Notice the arsenal of weapons.

The neutral game was Tetris. Tetris, for those who may not know, is a puzzle game with a
number of random shapes the player manipulates to complete a solid row of blocks.

Figure 3: Tetris is the neutral game.

After a subject played a video game for 8 minutes, at that point, the researcher came into the
room, acted as if they were reaching for a questionnaire and spilled a cup of pencils. The
researcher then waited five seconds to see if the subject would help. It turns out that the subjects
who played the prosocial video game were more likely to help pick up the pencils than those
who had played the neutral or aggressive game. In total 18 subjects played the prosocial game
and 12 (67%) helped to pick up pencils, 18 subjects played the neutral game and 6 (33%) helped
with the pencils. Of the 18 subject who played the aggressive game, 5 (28%) helped pick up.
Most subjects who played the prosocial game exhibited prosocial behavior, they helped to pick
up the pencils.

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References
[1] Kapp, K. M., and O’Driscoll, T. Learning in 3D: Adding a New Dimension to Enterprise Learning and
Collaboration. New York: Pfeiffer, 2010. This section is based on information originally published in this
book.

[2] Gee, J. P. Why Video Games are Good for Your Soul: Pleasure and Learning. Melbourne: Common
Ground, 2005 and Gee, J.P. Situated Language and Learning: A Critique of Traditional Schooling. London:
Routledge, 2004.

[3] Tremmel, P., In Virtual World Real-World Behavior and Biases Show Up. (2008, September, 11)
Retrieved May 30, 2009, from Medical News Today at
www.medicalnewstoday.com/articles/121006.php. And Bower, B., Playing for real in a virtual world.
(2009, March, 28) Science News, Vol. 175 Issue 7, p15-15, 1/2p.

[4] Yee, N., & Bailenson, J.N. (2006). Walk a mile in digital shoes: The impact of embodied perspective-
taking on the reduction of negative stereotyping in immersive virtual environments. Proceedings of
PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24- 26, Cleveland, Ohio,
USA.

[5] Fox, J. & Bailenson, J. N. (2009). Virtual self-modeling: the effects of vicarious reinforcement and
identification on exercise behaviors. Media Psychology. 12, 1–25.

[6] Yee, N., Bailenson, J.N., & Ducheneaut, N. (2009). The Proteus Effect: Implications of transformed
digital self-representation on online and offline behavior. Communication Research, 36 (2), 285-312.

[7] Ersner-Hershfield, H., Bailenson, J. & Carstensen, L. L. (2008). A vivid future self: immersive virtual
reality enhances retirement saving. Chicago, IL: Association for Psychological Science.

[8] Yee, N. & Bailenson, J. N. (2007) The proteus effect: the effect of transformed self-representation on
behavior. Human Communication Research. 33, 271-290.

[9] Yee, N. & Bailenson, J. N. & Ducheneaut, N. (2009) The Proteus effect implications of transformed
digital self-representation on online and offline behavior. Communication Research. 36, 285-312.

[10] Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical agents.
International Journal of Artificial Intelligence in Education, 15(1), 95-115.

[11] Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual
perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-
203.

[12] Libby, L.K., Eibach, R.P., & Gilovich, T. (2005) Here's looking at me: The effect of memory
perspective on assessments of personal change. Journal of Personality and Social Psychology. Vol. 88:
50-62. And McIsaac, H.K., & Eich, E. (2002). Vantage point in episodic memory. Psychonomic Bulletin &

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Review, 9, 146–150. And Robinson, J.A., & Swanson, K.L. (1993). Field and observer modes of
remembering. Memory, 1, 169–184.

[13] Lisa, L. Personnel correspondence, May 23, 2011.

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Presenter Bio:
Karl Kapp (Pronounced “Cop”) is a professor of instructional technology at Bloomsburg
University in Bloomsburg, PA and is author of four books. Two of which are related to this
topic. He is author of Gadgets, Games and Gizmos for Learning which discusses how to use
technology tools (Games, simulations, mobile devices and Web 2.0) to transfer learning from
experienced, veteran employees to the new generation of employees through the effective use of
technology.

He is co-author with Tony O’Driscoll of the book Learning in 3D: Adding a New Dimension to
Enterprise Learning and Collaboration which discusses the use of 3D virtual worlds for serious
learning.

His fifth book is The Gamification of Learning and Instruction where much of today’s subject is
discussed in more detail. In his latest book, Karl is exploring the research and theoretical
foundations behind effective game-based learning. In his latest book, he is examining everything
from variable reward schedules to the use of avatars to games that teach pro-social behaviors.

Karl also keeps busy by teaching an Instructional Game Design Class at Bloomsburg University,
consulting with educational companies implementing gamification into their curriculums and as
a Co-Principle Investigator on a National Science Foundation grant to teach middle school
students engineering concepts through online gaming.

Follow his blog by Googling “Kapp Notes” or following him on Twitter @kkapp

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The “Immernet”: Immersive Learning
through Games, Gamification and Virtual
Worlds

By Karl M. Kapp
Bloomsburg University
Gamification of Learning and Instruction
Twitter:@kkapp Session W403

Interactivity (I) + Immersion (I) = Sustained Engagement (E)
Results in meaningful learning.

Latest Slides for This Presentation

Google “Kapp Notes”

Ripped from the pages of “The
Gamification of Learning and
Instruction”

Agenda

1 2
What are four instructional design methods
What are three simple, low‐tech that encourage immersive learning
techniques for creating engaging
learning experiences?

3
How do I, create learning experiences tied to interactivity,
immersion and game‐based elements?

Malone’s Theory of Intrinsically
Motivating Instruction

Challenge Fantasy Curiosity

Challenge

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

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

Challenge and Consolidation– Good games offer players a set
of challenging problems and then let them solve these problems
until they have virtually routinized or automated their solutions.

Games then throw a new class of problem at the players requiring
them to rethink their now, taken-for-granted mastery, learn
something new, and integrate this new learning into their old
mastery.
James Paul Gee,
University of Wisconsin-Madison

Self‐Determination Theory
• Self‐Determination Theory
– Autonomy
– Competence
– Relatedness

Autonomy or Producers– Players are producers, not just
consumers, they are “writers” not just “readers.” Even at its
simplest level, players co-design games by the action they take
and decision they make.

James Paul Gee, University of Wisconsin-Madison

Competence or Pleasantly Frustrating– Good games stay
within, but at the outer edge, of the players “regime of
competence” (diSessa, 2000) Challenges in a game are
challenging but feel “doable.”

This is motivational. (Confidence from the ARCS model of
motivation.)

diSessa, A. A. Changing Minds: Computers, Learning and Literatcy. Cambridge, Mass.: MIT Press, 2000.

Performance before Competence– Good video games operate
by a principle just the reverse of Most training modules:
performance before competence (Cazden, 1981).

Players can perform before they are competent, supported by the
design of the game. It is learning by doing.


Relatedness– This is experienced when a person feels
connected to others. It can either be in real-time or related to
players who have played before through such items as a
leaderboard or artifacts left by other players.

Are game effective for
learning?

Yes!
Retention % Higher
Type of
Knowledge
Retention 9%
Procedural 14%
Declarative 11%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

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

Do simulation/games have to be entertaining to be
educational?

NO

Instruction.”

Do Simulation/games build more confidence for
on the job application of learned knowledge than
classroom instruction.

Yes, 20% higher
confidence levels.

Instruction.”

Fact: Instructional games should be embedded in
instructional programs that include
debriefing and feedback.
Engagement

Instructional support to help learners
Educational
understand how to use the game increases
Simulation
instructional effectiveness of the gaming
Game
experience. Pedagogy

Hays, R. T. (2005). The effectiveness of instructional games: A literature review and
discussion. Naval Air Warfare Center Training Systems Division (No 2005‐004). Chapter 4
“The Gamification of Learning and Instruction.”
g

Enspire Learning: http://www.enspire.com/

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

Shenan Hahn
ADL Research and Evaluation Team

Recommendations
1) Use a game/simulation to provide a context for the learning.

2) Don’t focus on “entertainment.”

3) Carefully craft the simulation/game to provide opportunities
to increase engagement and interactivity to increase
learning.

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

Gamification

http://success.adobe.com/microsites/levelup/index.html

Use measurement achievements instead
of completion achievements to increase
intrinsic motivation through feedback.

Locke, E.A., & Latham, G.P. (2002) Building a practially useful theory of goal setting and task
motivation: A 35‐year Odyssey. American Psychologist, 57(9), 705‐717 Chapter 11: “The
Gamification of Learning and Instruction”

Primarily use expected achievements so
players can establish goals for themselves and
create a schema of the learning environment.

http://www.coursehero.com/courses/

Schooler, L.J., & Anderson (1990) The disruptive potential of immediate feedback. The proceedings of the Twelfth Annual
Conference of the Cognitive Science Society, Cambridge, MA. Chapter 11: “The Gamification of Learning and Instruction”

Some people think Gamification is only about points,
badges and rewards…

… if it was, this would be the most engaging game in the
world.

… but the possibilities of “gamification” are far larger
than points, badges and rewards.

Elements of Immersive
Environments that Aid Learning

Elements of Immersive
Environments that Aid Learning

NOT Enough Time 

Researchers have found that the Yep, People tend to remember facts
human brain has a natural affinity for more accurately if they encounter
narrative construction. 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.

Story Elements
1. Characters

2. Plot (something has to happen).
3. Tension

4. Resolution
5. Conclusion

Re‐design the Instruction to
Start with a Challenge

Recommendations
• Embed facts to be learned in the context of stories.

• Start the learning process by providing a challenge to
the learner.

• Provide a progression from simple to more difficult
tasks.

• Use stories that are related to the context of the
desired learning outcome.

We’ve Always Wanted
Characters

Characters

On tests involving different word problems, the group who had
a character explain the problems generated 30% more correct
answers than the group with just 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. Chapter 4 “The Gamificaiton of Learning and Instruciton”

Avatar as Teacher

Research indicates that learners perceive, interact
socially with and are influenced by anthropomorphic
agents (characters) 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. Chapter 4 “The Gamification of Learning and Instruction”

Are two avatars better than
one?

Motivator

Mentor

Expert

Yes, two avatars are better
than one.

Motivator

Mentor

Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through
pedagogical agents. International Journal of Artificial Intelligence in
Education, 15(1), 95-115. Chapter 4 “The Gamification of Learning and Expert
Instruction”

http://codebaby.com/elearning‐solutions/examples/

Recommendations
• Use characters/agents to model desired behavior.

• Use characters/agents to provide feedback and
instruction to learners.

• Characters should speak in a natural, conversational tone.

• Use two characters, one for coaching and one for
expertise is better than just having one character trying to
do both.

Games provide
different levels for
different points of
entry.

Scaffolding: Process of controlling
the task elements that initially are
beyond the learner’s capacity.

Guided Practice. Step‐by‐step
instructions and then fading of
instruction

Having different entry points into a learning module
provides players with a comfort level that they can
enter the learning and be successful.

Many of the instructional methods that are effective for
novices either have no effect or, in some cases, depress
the learning of learners with more expertise.

Training designed for learners with greater prior
knowledge requires different instruction methods than
training designed for novice learners.

Clark, R., Nguyen, F. & Sweller, J. (2006) Efficiency in Learning: Evidence‐based guidelines to manage cognitive load. Pfeiffer. Page
247. Chapter 7 and 7  of “The Gamification of Learning and Instruction.

Recommendations
• Allow different entry points into the instruction.

• Provide a level demonstrating the needed skill, task or
concept, create a level with guided practice and create a
level that allows the player complete freedom to perform
the task or apply the concept on his or her own.

Do not view virtual worlds
as a next step in “how”
classroom‐based learning
will be delivered.

Instead, ask what kind of
learning can this new
technology can enable.

Human interaction around a
task where peer‐to‐peer or
group learning is enabled.

By adding immersion to the equation, organizations can allow
for higher quality learning interactions between employees
who work at a distance.

Learning content not organized around the work context
causes unnecessary overhead for the learner.

Learners tend to prefer
instructions over
instruction.

Simulated environments always made sense in
Medicine, Military and Aviation. Now they make sense
for Factories, Call Centers, Retail Stores and other
“work” environments.

First Experiment indicated that playing the
game Darfur is Dying resulted in a greater
willingness to help the Darfurian people than
reading a text conveying same information.

Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

Second Experiment indicated that playing
the game Darfur is Dying resulted in a
greater role taking and willingness to help
than either game watching or text reading.

Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of
Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

Take‐Away
1) Interactivity of games leads to higher knowledge retention
for declarative and procedural knowledge.
2) Embed facts to be learned in the context of stories.
3) Games/Simulations do not need to be fun to be educational.
4) On screen characters can enhance e‐learning.
5) Two on screen characters (mentor and expert) are better
then one.
6) Use stories rather than bulleted lists to present facts.
7) Present learners with a difficult challenge to engage and
motivate them.
8) Use stories that are related to the context of the desired
learning outcome.
9) Allow different entry points/levels into the instruction.
10) Games can be more influential than reading about a subject.

Contact Karl via
Twitter or email

Twitter:@kkapp
kkapp@bloomu.edu

Games, Interactivity, Gamification for Learning: Creating Engaged Learners

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