This document summarizes a presentation on games, interactivity and gamification for learning. The presentation covers definitions of gamification, research on using avatars for learning, how simulation/games can improve learning transfer compared to a classroom, the concept of "flow" in learning, different game perspectives, and provides examples of putting these concepts together. The objectives are to learn about research on avatars, storytelling and games/simulations; learn game-based elements; and understand how gamification can transform learning.
PELAKSANAAN PSIKOMETRIK PPsi SEKOLAH RENDAH.pdfkhusairi1
Panduan berkaitan PELAKSANAAN PSIKOMETRIK PPsi SEKOLAH RENDAH tahun 2022 yang lengkap dengan maklumat asas yang diperlukan oleh pembaca dari kalangan guru dan waris
PELAKSANAAN PSIKOMETRIK PPsi SEKOLAH RENDAH.pdfkhusairi1
Panduan berkaitan PELAKSANAAN PSIKOMETRIK PPsi SEKOLAH RENDAH tahun 2022 yang lengkap dengan maklumat asas yang diperlukan oleh pembaca dari kalangan guru dan waris
Interactivity, Games and Gamification: Creating Engaged LearnersKarl Kapp
Based on the bestselling learning book, “The Gamification of Learning and Instruction” this presentation introduces, defines, and describes the concepts of gamification, games for learning and interactivity. It then dissects the elements of games and describes how they can be applied to the design and development of interactive learning.
The presentation is based on solid research including peer-reviewed results from dozens of studies that offer insights into why game-based thinking and mechanics makes for vigorous learning tools. Not all games or gamification efforts are the same, creating engaging learning using game-based thinking requires matching instructional content with the right game mechanics and game thinking. Moving beyond the theoretical considerations, the presentation explores three methods for designing interactive learning based on concepts from games.
Interactivity, Games and Gamification: Creating Engaged LearnersKarl Kapp
Based on the bestselling learning book, “The Gamification of Learning and Instruction” this presentation introduces, defines, and describes the concepts of gamification, games for learning and interactivity. It then dissects the elements of games and describes how they can be applied to the design and development of interactive learning.
The presentation is based on solid research including peer-reviewed results from dozens of studies that offer insights into why game-based thinking and mechanics makes for vigorous learning tools. Not all games or gamification efforts are the same, creating engaging learning using game-based thinking requires matching instructional content with the right game mechanics and game thinking. Moving beyond the theoretical considerations, the presentation explores three methods for designing interactive learning based on concepts from games.
Gamification Research: What the Numbers RevealKarl Kapp
Gamification is a hot topic, but where is the research to back up the use of gamification? Anyone interested in gamification for learning will be interested in seeing empirical results to be better informed about whether or not gamification is appropriate for their learning environment.
In this Slideshow, we look at material prepared for submission to a peer-reviewed journal, highlighting correlational results, retention, and memorization data, as well as usage data related to the gamification platform of Axonify.
These slides show correlation research related to gamification and highlights empirical results, linking gamification actions to retention and learning results. Data extracted from a database of over 250,000 users of a gamified platform is examined.
-How gamification impacts learner engagement
-How gamification provides learning retention results
-Correlations between learner engagement in a gamification platform and on-the-job performance
-How gamification statistics confirm the use of gamification for learning
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.
Introduction to Gamification VS. Game-Based Learning (GBL) - Make An Engaging...Sherry Jones
September 17, 2013 - My Training Presentation prepared for educators at Colorado Community College System (CCCS).
Access this Slideshow: http://bit.ly/gamifyvsgbl
Questions or Comments? Contact me:
sherryjones.edtech@gmail.com
http://www.twitter.com/autnes
Play to Learn: Using Games and Gamification to Drive Learner Engagement and L...Karl Kapp
Games are powerful tools for crafting learning solutions that engage, motivate and reinforce key skills and techniques. Instructional designers, training managers and anyone tasked with creating learning events needs to seriously consider implementing games into their learning toolkit.
-Examine the required tradeoffs, discover how to add the game elements of challenge and story to training events and learn how the combination of fantasy and branching story techniques leads to real learning outcomes.
-Learn how an underlying competency model can be used to evaluate the effectiveness of the learners’ game play by providing feedback to improve their performance in the field.
-Examine the games elements that are so compelling for learning and engagementLearn how to think like a game designer when approaching your learning content
-Discover the link between game elements and specific learning outcomes
Gamification - Defining, Designing and Using itZac Fitz-Walter
A presentation that describes the concept of gamification, it's roots, design and application. Minimal words, lots of pics and lots of fun to present. :)
Make sure to sign up to my weekly gamification newsletter: http://gamificationweekly.com
The “Immernet”: Immersive Learning through Games, Gamification and Virtual Wo...Karl Kapp
What is the immersive internet-the Immernet and why should learning and development professionals care? In this learning event, we will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person's behavior, how storytelling helps learners memorize facts and how gamification can lead to improved health. This research-based session demonstrates how simple techniques engage and immerse learners in the content they need to learn.You will be provided with tips and techniques for matching research findings to your own immersive learning design. We'll move the concepts from research-to-practice. The presentation ends with a practical case study outlining how the research tips, techniques and practices can immerse learners in the learning experience. Discover how research-based practices can drive immersive learning experiences and behavior change.Session repeated Thursday, TH404-Apply three simple, low-tech techniques for creating engaging learning experiences.-Use four instructional design methods that encourage immersive learning.-Create learning experiences tied to interactivity, immersion and game-based elements.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.
Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3d characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on learners behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session will discuss research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
Reaching the Engagement Horizon in Virtual WorldsKarl Kapp
Games, gamification and game-based learning have entered into the vocabulary of educators, eLearning developers and instructional designers from around the global in the past few years. Games have a seductive force and are seen as a great tool in creating engaging and interactive instruction. But are they effective for learning? What does the research tell us? We’ll explore some of the research around games, gamification and virtual worlds while creating links between research and virtual world actions and interactions.
The use of games for learning seems like a good match, but we can’t blindly take it for granted. Instead, we need to explore questions to make sure the intuitive link between games, gamification and virtual worlds reaches its full potential. In this keynote, we’ll answer questions like: How does one mix virtual world and game-based learning experiences? How should games be integrated into a curriculum? Can attitudes and behavior change result from playing a game in a virtual world? What elements of games can learning designers borrow from game designers? Can flying around as a superhero in a virtual world make you a nicer person? Discover evidence-based techniques for increasing online engagement, interactivity and, most importantly, learning.
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.
Houston, ASTD: What Research Tells Us about Games, Gamification and LearningKarl Kapp
his decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors through games.
We will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person’s behavior and how storytelling helps learners memorize facts. We’ll answer questions like: Are two avatars better in an e-learning module than one? Does the appearance of an avatar impact the person when they’ve finished working with the avatar? Do serious games have to be entertaining to be educational?
This engaging, exciting session shows you how to use the existing research literature in your own design and delivery of online learning.
You will be provided with tips and techniques for matching research findings to your own e-learning design. We’ll move the concepts from research-to-practice. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
Games, Gamification and the Need for Engaging LearnersKarl Kapp
Explore how games provide engaging learning opportunities as we discuss a broad scientific overview of what we know from research about the effectiveness of game-related techniques for engaging learners. This session shows you how to use the existing research literature in your own design and delivery of engaging online learning. You will be provided with tips and techniques for matching research findings to your own e-learning design
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 presentation was given at the 2012 UL Eduneering Knowledge Summit. Here is the description:
Thought you knew about learning design and instruction? Test yourself as Learning myths are presented and exposed in this interactive question and answer session. Once the myths are exposed, we will discuss remedies to each myth based on the latest educational research. This evidenced-based presentation will provide you with the tools, evidence, and techniques you need to go back into your organization and present, design or purchase training that makes a difference.
Why 3D, Games and Simulations Matter for Learning and Collaboration?Karl Kapp
7th ANNUAL INNOVATIONS IN E-LEARNING SYMPOSIUM Presentation. Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3D characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session discusses research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
How to Use Gamification to Launch Digital Transformation in Higher Education Karl Kapp
Educause research indicates over 75% of institutions are currently pursuing Digital Transformation (DX) initiatives on their campus, with this number recently skyrocketing due to the immediate shift to remote learning forced by COVID-19.
While Digital Transformation may come in many forms, a core tenant of success is digital literacy and technology adoption. Institutions must prepare long-term strategies for both deploying innovative digital tools and motivating staff, faculty and students to learn, adopt and champion technology.
Research-proven techniques like Gamification will be a game changer for successful DX initiatives by recognizing, engaging and challenging team members to adopt tools.
Closing Session: The Power of Play and Games in These Uncertain TimesKarl Kapp
Play and games can be seen as merely an escape in times of uncertainty but, fortunately, games and play can do so much more. Games and play can help us and our students make sense of the world around us, can help keep us safe, help us to predict what might happen in the future and help us learn. Dive into the various ways in which games and play are rising to the forefront during this pandemic. Discover how you can use games and play can influence your outlook, keep you sharp, and, even, productive during these uncertain times.
Distance Learning Conference 2020 The Quest for Engagement: Let the Games Beg...Karl Kapp
Engaging students is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls student into the content and helps them gain the knowledge required to be successful? How do we grab and hold attention? How do we motivate students to engage with the content we are teaching? Participate in this keynote and engage in solving this mystery in this interactive presentation.
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques as video games. The presentation discusses using game elements appropriate for presenting learning content and how using only a small part of techniques lead to increased learning motivation.
And, yes, you will play a polling game in this session. Discover firsthand how research-based practices and game-thinking are used to engage learners, increase learning, and lead to increased engagement.
Sales Enablement Through Games? You Bet And Bottom Line Results Prove It!Karl Kapp
Using games for practice sales skills, make role-plays fun and to reinforce sales skills? Yes, and here are some real-world examples that have gotten real-world results.
TU204 - Beyond Gamification:Think Like a Game Designer to Create Engaging, Me...Karl Kapp
Thinking like a game designer is a great way to craft instruction that engages learners on multiple levels. Explore the use of game elements to challenge learners, generate curiosity, and create immediate feedback. Learn how to balance the elements of story, action, and uncertainty to simulate thinking and engagement. In this session you will experience firsthand how gamification motivates learners and increases retention.
W308 - Start Thinking Like a Game Designer and Create Engaging, Immersive Ins...Karl Kapp
Session Description:
Game designers think about action, adventure, and engagement. In contrast, instructional designers tend to think about objectives, content, and quizzes. As a result, most games are fun, intriguing, and immersive, while most instruction tends to be predictable, boring, and perfunctory. Change your mindset from an instructional designer to a game designer and immediately begin creating engaging and effective instruction. Learn methods to help you think like a game designer and change stale training into an exciting and interesting experience for learners.
W207 - Creating a 3-D Behavioral Assessment Based Simulation or Game Karl Kapp
Session Description:
In a case study format, learn how a 3-D video game was developed to provide skills training. We will discuss how a behaviorally focused rubric was mapped into a 3-D branching game to provide real-time feedback to learners on their decision-making skills with different members of the client's in-house training teams. The tools, analytical measurements, and learning decisions will be discussed and generalized for application across a wide variety of scenario-based training situations. We'll see a demonstration of the game and the dashboard that is used to evaluate how their learners are performing in the game and how the tools in the game provide a coaching platform to improve performance.
Application on the Job:
Apply a behaviorally based rubric to the creation of an interactive branching conversation to measure scenario-based decision-making.
Leverage game elements to promote engagement, replayability, and learner interaction.
Discover how player analytics in the game are used to provide real-time feedback, remedial feedback, and coaching.
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.
Strengthening Quality Management with High Impact TrainingKarl Kapp
The slides from this webinar examine the evolution of training technology and outlined how implementing the right technology is helping companies support role-based training programs, making learning easier, and delivering training as part of quality processes – while ensuring job and audit readiness.
We shared training best practices and how technology can:
• Align training with corporate goals
• Improve quality management with modern learning techniques
• Enable micro- and in flow learning
• Simplify role-based training
• Measuring learning and training impact
About our presenters:
Karl Kapp, Bloomsburg University of Pennsylvania
An expert in the convergence of learning, technology, and business, Karl Kapp was named to the 2017 "LinkedIn Top Voices in Education" list and has been named a top influencer in the training industry. Author of seven books including “The Gamification of Learning and Instruction” and “Play to Learn,” Karl is a highly sought international, TEDx and industry speaker.
Kent Malmros, Veeva Systems
Kent has spent the majority of his career delivering technology-enabled training solutions to life sciences, holding leadership positions at industry leading companies such as AdMed, ClearPoint (Red Nucleus), UL EduNeering (UL), and now at Veeva Systems.
To watch the full webinar on demand, please register here: http://bitly.com/2Oh2TLc.
Beyond Gamification: Thinking Like a Game DesignerKarl Kapp
Thinking like a game designer is a great way to craft instruction that engages learners on multiple levels. Game designers make decisions based on action, interaction, and player motivation. When properly applied, game thinking provides learning designers with insights into how to create instruction that motivates both online and face-to-face learners. In this session, you will play a game to discover how game thinking works. You will participate in both a learning experience and a debriefing process highlighting several game-thinking elements such as the freedom to fail, the value of an action-oriented approach, and the motivational aspects of both story and competition
Games, Interactivity and Gamification for Learning Karl Kapp
Gamification gets a lot of ink, but do you know what the research says? Kapp walks you through the latest research into why game-based thinking and mechanics make for vigorous learning tools. He’ll dissect critical elements of games and describe how to apply them to design and development. You’ll learn to create engaging learning using game-based thinking, find out how to move beyond theoretical considerations, and be introduced to three methods for designing interactive game-based learning.
TH301 - Start Thinking Like a Game Designer: An Interactive Learning ExperienceKarl Kapp
In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile, many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design. This session will provide a model that can be followed by instructional designers as well as research-based recommendations for helping instructional designers think more like game designers. The result will be interactive and engaging instruction. This will be an intermediate-level session, and some knowledge of instructional design will be helpful. Also, bring your smartphone and devices, as you will be interacting with the content and voting on answer choices while this interactive adventure unfolds.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Model Attribute Check Company Auto PropertyCeline George
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Games, Interactivity, Gamification for Learning: Creating Engaged Learners
1. 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
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Content for this handout exerted from “The Gamification of Learning and Instruction” by Karl M. Kapp
2. 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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http://www.kaplaneduneering.com/kappnotes/
Content for this handout exerted from “The Gamification of Learning and Instruction” by Karl M. Kapp
3. 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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Content for this handout exerted from “The Gamification of Learning and Instruction” by Karl M. Kapp
4. Definition
Gamification:
“Gamification is using game-based mechanics, aesthetics and game thinking to
engage people, motivate action, promote learning, and solve problems.”
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Content for this handout exerted from “The Gamification of Learning and Instruction” by Karl M. Kapp
5. 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
5
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Content for this handout exerted from “The Gamification of Learning and Instruction” by Karl M. Kapp
6. 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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7. 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)
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
• 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)
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
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8. 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
• 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)
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
• 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)
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
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9. 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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10. 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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11. 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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12. 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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13. 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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Content for this handout exerted from “The Gamification of Learning and Instruction” by Karl M. Kapp
14. 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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15. 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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19. 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?
22. 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.
23.
24. 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
26. 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
27. 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.)
James Paul Gee, University of Wisconsin-Madison
diSessa, A. A. Changing Minds: Computers, Learning and Literatcy. Cambridge, Mass.: MIT Press, 2000.
28. 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.
James Paul Gee, University of Wisconsin-Madison
29. 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.
31. 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.”
32. 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%
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.”
33. Do simulation/games have to be entertaining to be
educational?
NO
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.”
34. Do Simulation/games build more confidence for
on the job application of learned knowledge than
classroom instruction.
Yes, 20% higher
confidence levels.
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.”
35. 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
46. 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”
47. 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”
56. 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.
63. 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”
64. 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”
66. 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”
73. 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.
83. 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.
84. 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.
85. 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.