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.

1. Interactivity, Games and Gamification:
Creating Engaged Learners
By Karl M. Kapp
Bloomsburg University
Gamification of Learning and Instruction
August 7, 2012
Twitter:@kkapp

2. Torn from the book…

3. Google “Kapp Notes”
September 2011 Training Quarterly Article
Improving Training: Thinking Like a Game Developer
July 2012 T&D Article
Games, Gamification and the Quest for Interactive Learning

4. Agenda
1 2
How do you apply game-based strategies
What does research say about to the presentation of learning content?
games and game elements for
learning?
3
What elements from games can be
added to traditional e-learning?

5. Let’s Play
Fact or Fishy…

6. How to Play
• I’ll make a statement.
• You decide if the statement is a “Fact” or if it’s
not really true (false) “Fishy.”
• Use whiteboard feature to write your initials
in the appropriate column.
• See how many you can get correct.

7. Do you understand what to do
for the Fact or Fishy Game?
Fact Fishy

8. Let’s Play
Fact or Fishy

9. When compared to traditional training, game/simulation
training yields a 9% higher retention rate .
Fact Fishy

10. Fact
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.”

11. 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.”

12. Game/Simulations must to be entertaining to be educational.
Fact Fishy

13. Do simulation/games have to be entertaining to be
educational?
FISHY, 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.”

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

15. Fact: 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 .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

16. Instructional games are most effective when embedded in
instructional programs that include debriefing and feedback.
Fact Fishy

17. Fact: Instructional games should be embedded in
instructional programs that include
debriefing and feedback.
Engagement
Instructional support to help learners
understand Educational the game increases
how to use
instructionalSimulation
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.”

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

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

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

21. 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.

22. Level of Interactivity
Type of Type of
Game Play Low Medium High Knowledge
(Customer Taught
Development)
Exploration/Simulation $25,000- $35,000- $50,000- Problem-
Engine/Free Play Area $35,000 $50,000 $150,000 Solving
Branching story, On- $10,000- $15,000- $30,000- Conceptual
Line Board Games $15,000 $30,000 $50,000 Knowledge/
Rules
Matching, Trivia $1,500- $3,000- $5,000- Declarative
Games, Drag and $3,000 $5,000 $20,000 Knowledge/
Drop Games Fact/Jargon

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

25. 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 gal setting and task
motivation: A 35-year Odyssey. American Psychologist, 57(9), 705-717 Chapter 11: “The
Gamification of Learning and Instruction”

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

27. Some people think Gamification is only about
points, badges and rewards.
… but the possibilities of “gamification” are far larger
than points, badges and rewards.

28. Elements of
Games that Aid
Learning
• Story
• Character
• Recognition
• Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback

29. Elements of
Games that Aid
Learning
• Story
• Character
Recognition
•
• NOT Enough Time 
Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback

30. Three
Elements of
Games that Aid
Learning
1. Characters
2. Story
3. Challenges

31. We’ve Always Wanted
Characters

32. The use of on-screen characters to present information to a
learner interferes with the learner’s performance more than
just having text on the screen.
Fact Fishy

33. FISHY: 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”

34. 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”

35. When audio is used and a character talks to the learner, the
tone and conversational style needs to be formal.
Fact Fishy

36. FISHY: When audio is used and a character talks to the learner,
the tone and conversational style needs to be INFORMAL and
conversational.
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. 195.
www.karlkapp.com

37. The use of two characters, one as a coach and one as an expert
is better than just having one a character (mentor).
Fact Fishy

38. Yes, two avatars are better
than one.
Fact 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”

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

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

41. 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.

42. Story

43. Learners tend to remember facts more accurately if they
encounter them in a bulleted list rather than in a story.
Fact Fishy

44. FISHY: 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.

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

46. NikePlus Stats for Karl

48. Presenting learners with a challenging task is not a good
technique for generating learner engagement.
Fact Fishy

49. FISHY: 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. Chapter 2
“The Gamification of Learning and Instruction.”

50. Re-design the Instruction to
Start with a Challenge

51. Investigatory Training
• Course Objectives
– Identify the Forms Required for an Investigation
– Practice Interview Techniques
– Describe and Follow the Investigation Model

52. 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 should do?

53. 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

54. 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.

57. 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.

58. 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.

59. 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) Games can be more influential than reading about a subject.
10) (What did you take away?...write in chat.)

60. Questions
?
Twitter:@kkapp
kkapp@bloomu.edu