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Games, Simulations and Gamification in Learning Design and Delivery

The document discusses the integration of games, simulations, and gamification in learning design, highlighting their benefits for improving engagement and retention. It presents evidence that game-based learning can enhance confidence and knowledge application more effectively than traditional classroom methods. Recommendations include embedding stories and challenges in instruction, providing authentic feedback, and allowing for failure to promote deeper learning.

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Games, Simulations and Gamification in  Learning Design and Delivery By Karl M. Kapp Bloomsburg University  April 26, 2012 Twitter:@kkapp
Agenda 1 2 What are 3 principles for adding How do you apply game-based gamification and game-ideas to strategies to the presentation of learning curriculums learning content? 3 4 Six ways gamification impacts Four motivational aspects of games learning design and development that improve learning recall and application?
Google “Kapp Notes” www.kaplaneduneering.com/kappnotes Blog Book Tour Learning Circuits Blog 2012 New Book: “The Gamification of Learning and Instruction” September 2011 Training Quarterly Article Improving Training: Thinking Like a Game Developer July 2011 T&D Article Matching the Right Instruction to the Right Content
Based on the Book. 
Let’s Play
Elements of Games
What Research Says about Games for Learning
Percentages of Impact Type of  % Higher Knowledge/ Retention Declarative 11% Procedural 14% Retention 9% Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness  of computer‐based simulation games. Personnel Psychology .Review of 65 studies
Percentages of Impact It wasn’t the game, it was level  Type of  of activity in the game. % Higher Knowledge/ Retention Declarative 11% In other words, the engagement  Procedural of the learner in the game leads  14% to learning. Retention 9% Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness  of computer‐based simulation games. Personnel Psychology .Review of 65 studies
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 .
Simulation/games build more confidence for  on the job application of learned knowledge  than classroom instruction. 20% higher  confidence levels. Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness  of computer‐based simulation games. Personnel Psychology .
A math facts game deployed on a handled computer  encouraged learners to complete greater number of  problems at an increased level of difficulty.  Learners playing the handheld game completed  nearly 3 times the number of problems in 19 days  and voluntarily increased the level of difficulty.  Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games:  Assessing the value of educational video games in the classroom. Paper presented at the CHI '04  Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.
Engagement Learning  Game Game Pedagogy Adapted from Aldrich, C. Learning by Doing. Pfeiffer, page 80
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). Aldrich, C. Learning by Doing. Pfeiffer, page 80
Recommendations  1) 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
Four Elements of Games that Aid Learning 1. Stories & Challenges 2. Levels 3. Feedback 4. Freedom to Fail
Stories & Challenges
Provide a 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
Re‐design the Instruction to  Start with a Challenge
Investigatory Training • Course Objectives – Identify the Forms Required for an Investigation – Practice Interview Techniques – Understand and Follow the Investigation Model 
It is your first day on the job as an investigator and Jane, an employee in Accounting, just accused her  boss of embezzling $10,000.  What is the first thing you need to do?
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
Story Elements 1. Characters 2. Plot (something has to happen). 3. Tension 4. Resolution 5. Conclusion
NikePlus Stats for Karl
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
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. 
Levels
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
Once that task is accomplished, the  learner is then led to accomplish  another goal which builds upon the  previous.
Level One: Talking with the  receptionist.
Level Two: Talking with the nurse  gatekeeper.
Level Three: Talking with the  physician.
Level One:  Demonstration
Level Two:  Guided  Practice
Level Three:  Performance  Assessment
Recommendations  • Provide different entry points into the  instruction. • Provide different learner experiences within  the same e‐learning module. • Consider “leveling up” learner challenges.
Feedback
Games like The Sims provide feedback on  many dimensions which provide  opportunities to consider tradeoffs and  higher level cognitive thinking. 
Leaderboards provide  opportunities for players to  receive feedback about their  performance as compared to  others. 
Recommendations  • Provide authentic and realistic feedback. • Feedback should be continuous through out  the learning. • Feedback should be instructional and provide   knowledge of learner’s performance. • Allow learners to create their own social  “leaderboard” of friends. 
Freedom to Fail
Recommendations  • Allow failure. • Provide for multiple attempts.  • Focus on learning from mistakes and failure. 
Putting It All Together
Fostering Pro‐Social  Behavior Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.  Journal of Personality and Social Psychology.  Vol. 98 . No. 2., 211‐221.
28% helped to  pick up pencils
33% helped to  pick up pencils
67% helped to  pick up pencils
22% intervened
56% intervened
Learned Procedure
Go ahead…jump in!
Summary 1 2 What are 3 principles for adding How do you apply game-based gamification and game-ideas to strategies to the presentation of learning curriculums learning content? 3 4 Six ways gamification impacts Four motivational aspects of games learning design and development that improve learning recall and application?
Questions/More Information • http://www.kaplaneduneering.com/kappnotes/ – Recommended books – Samples and Examples • Email: kkapp@bloomu.edu • Email: karlkapp@gmail.com • Twitter: @kkapp • Pinterest: Gamification Happenings • Facebook: http://www.facebook.com/gamificationLI “The Gamification of Learning  and Instruction”