1. The document discusses applying game elements and gamification to learning and instruction. It summarizes research showing that games and simulations can increase engagement, knowledge retention, and confidence.
2. Key elements from games that can enhance learning are feedback, embedding content in stories, and use of characters. Feedback should be specific and encourage reflection. Stories aid memory more than lists. Characters can model behaviors.
3. Recommendations include using games to provide context, crafting them for interactivity, embedding them in curriculum with set-up and debrief, and applying story and character elements discussed. Games can positively influence behaviors when designed well.
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.
What Research Tells Us about 3D Avatars, Storytelling & Serious Games for Learning
This decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors. 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. The presentation ends with a practical case study outlining how the research tips, techniques and practices can be applied in a real-life online learning situation. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
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.
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.
What Research Tells Us about 3D Avatars, Storytelling & Serious Games for Learning
This decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors. 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. The presentation ends with a practical case study outlining how the research tips, techniques and practices can be applied in a real-life online learning situation. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
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.
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.
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.
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
Games, Gamification and Innovative Learning Techniques (Chinese Translation)Karl Kapp
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers around the global 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 presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success.
In this Session, you will learn:
• How to apply game-based strategies to the presentation of learning content.
• Three principles for adding gamification and game-ideas to learning curriculums.
• Attributes of games that improve learning recall and application.
• How gamification impacts learning design and development.
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 discusses identifying the “Learning” Elements of Instructional, Learning-Focused Games. It will look at such elements as the best method for including a game into a corporate curriculum and game features that lead to impactful learning outcomes. It also discusses game elements that have been directly linked to learning.
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.
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.
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.
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
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.
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.
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
Games, Gamification and Innovative Learning Techniques (Chinese Translation)Karl Kapp
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers around the global 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 presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success.
In this Session, you will learn:
• How to apply game-based strategies to the presentation of learning content.
• Three principles for adding gamification and game-ideas to learning curriculums.
• Attributes of games that improve learning recall and application.
• How gamification impacts learning design and development.
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 discusses identifying the “Learning” Elements of Instructional, Learning-Focused Games. It will look at such elements as the best method for including a game into a corporate curriculum and game features that lead to impactful learning outcomes. It also discusses game elements that have been directly linked to learning.
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.
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.
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.
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
Carole Bagley - Elements of Effective Instructional Learning Game DesignSeriousGamesAssoc
Carole Bagley, Univ. of St. Thomas
This presentation was given at the 2017 Serious Play Conference, hosted by the George Mason University - Virginia Serious Play Institute.
Game-based learning is a form of game play with specific learning outcomes; it is instructionally designed to provide a balance between subject matter that needs to be learned, playing games, and the capability of the learners to apply the knowledge and skills in the real world. Whether you’re rolling dice or racing against the clock, adding gamification elements to e-learning courses is a great way to keep learners focused and motivated.
This presentation will focus on:
Elements of Game Based Learning
Critical Aspects in Game Creation
Demonstration of three games: Who wants to be a Millionaire, Backward Basketball and Dusty the Dragon.
Practical experience and challenges with the creation and use of Games in Learning will occur. Participants will be asked to join in the discussion.
Gamification:the new key to success.How gamification is applied in education.Dorina.Izbisciuc
"Gamification-the new key to success" is a presentation about the application of gaming concepts in our social life,in business,in education and at work.In the decade of games,we explain the basic games dynamics,games mechanics and their crucial importance in order to become a great player in reality.We have to start doing the real world more like a game,so we started by explaining the gamification process in education, emphasizing the huge success of The Khan Academy and of the math teacher Ananth Pai.
Gamification of Learning and Instruction: What Research tells Us About 3D Ava...Karl Kapp
Slides from my SPBT presentation/webinar talking about the Gamification of learning. Also, these slides are a sneak peak of some of the content to be released in Karl's next book "The Gamification of Learning and Instruction."
Séminaire de l'équipe MeTAH (LIG, Grenoble), juin 2010
Quelques notes sur les jeux pour l'apprentissage (serious games) et leur conceptualisation en didactique (théorie des situations didactiques).
Combining Art, Creativity and Industrial Simulations: Game-Based Tools for Le...Karl Kapp
Games are fun, exciting and engaging but do they belong in the classroom? Can games and simulations be artistic, creative and still be educational? There is evidence that students participating in game-based learning experiences have higher declarative knowledge, procedural knowledge and retention of instructional material than those participating in more traditional learning experiences. But, what elements make games and simulations appropriate for learning and how can those elements be integrated into the classroom. This keynote discusses the careful blending of creativity, artistry and technology to create effective game-like simulations for learning.
The gaming industry is huge, and it can keep its audience consumed for hours, days and even weeks. Presentation shows how it all started, some best and worst practices and main principles of gamification.
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
This interactive presentation provides a learner quest. The audience members go on an adventure to find a missing professor and discover how to create engaging learning along the way.
Quest for Learning Engagement: Adventure VersionsKarl Kapp
Engaging distant learners is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls learners into the content and helps them gain the knowledge required to be successful? One method is to employ the concept of gamification. 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 interactive, evidence-based keynote you will experience first-hand how gamification motivates learners, increases retention and leads to desired learning outcomes.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Learning 3.0 Training Magazine Presentation: Gamification of Learning & Instruction
1. Gamification of Learning
and Instruction
By Karl M. Kapp
Learning 3.0 Conference
Bloomsburg University
Twitter:@kkapp October 24, 2012
2. Google “Kapp Notes”
2012 New Book:
“The Gamification of Learning and Instruction”
September 2011 Training Quarterly Article
Improving Training: Thinking Like a Game Developer
September 2012 Training Quarterly Article
Five Gaming Elements for Effective e-Learning
3. 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?
ractivit
3 Inte
y
Games
What elements from games can be
added to traditional e-learning? Gam ificati
on
6. Rules Take out
• A statement is presented your text-
– If “true” indicate: FactX machines
– If “false” indicate: FishyX
• Text Response:
Standard Texting Fees
Apply!
7. Simulation/games have to be entertaining to be
educational?
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.”
8. FISHY!
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.”
9. Simulation/games build more confidence for
on the job application of learned knowledge
than classroom instruction.
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.”
10. Fact, 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.”
12. Fact!
Delivery Method vs. % Higher
Game/Simulation
Lecture 17%
Discussion 5%
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.”
13. Fact!
Retention/ % Higher
Type of
Knowledge
Retention 9%
Declarative 11%
Procedural 14%
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. Fact!
Retention
It wasn’t the game, it was % Higher
level of activity in the game.
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.”
16. Evidence-Based 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.
17. Wait a minute,
games can be
expensive. Level of Interactivity
Type of Low Medium High Type of
Game Play 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-Line $10,000- $15,000- $30,000- Conceptual
Board Games $15,000 $30,000 $50,000 Knowledge/
Rules
Matching, Trivia Games, $1,500- $3,000- $5,000- Declarative
Drag and Drop Games $3,000 $5,000 $20,000 Knowledge/
Fact/Jargon
19. Gaming
(Serious ) Games Gamification
Simulations Course Hero
Whole Part
Toys Playful Design
Legos iPhone
Playing
From Game Design Elements to Gamefulness: Defining “Gamification”, Deterding, S. et. al
23. 2 weeks after launching Courses (powered by gamification), CourseHero
received 350 suggested edits to existing courses and 122 requests for new
courses.
Another 68 people offered to augment existing courses by creating their
own course to be hosted on coursehero.com.
24.
25.
26. For Gamified courses, the time on site for the Courses are nearly
three times as long as time onsite for all of coursehero.com.
Social sharing of achievements increased nearly 400 percent in
three months.
27. … it’s not all about points, badges and progress bars.
29. Elements of
Games that Aid
Learning
• Story
• Character
• Recognition
• Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback
30. Elements of
Games that Aid
Learning
• Story
• Character
•
•
NOT Enough Time
Recognition
Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback
34. The most helpful feedback provides specific
comments about errors and suggestions for
improvement. It also encourages learners to
focus their attention thoughtfully on the task
rather than on simply getting the right answer.
Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and
embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. J. Cody, & P.
Vorderer (Eds.), Serious Games: Mechanisms and Effects. Philadelphia, PA: Routledge/LEA. 295-321.
35. Games like The Sims provide feedback on
many dimensions which provide
opportunities to consider tradeoffs and
higher level cognitive thinking.
36.
37. Leaderboards provide
opportunities for players to
receive feedback about their
performance as compared to
others.
Comparative and
relative feedback
40. Learners remember facts better…
When presented in a bulleted
list as opposed to when
presented in a story.
Is that Fact or Fishy?
41. FISHY: Researchers have found that
FISHY: Researchers have found that Yep, People tend to remember facts
Yep, People tend to remember facts
the human brain has a natural
the human brain has a natural more accurately if they encounter
more accurately if they encounter
affinity for narrative construction.
affinity for narrative construction. them in a story rather than in a list.
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
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
http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and
Instruction.
Instruction.
42. Story Elements
1. Characters
2. Plot (something has to happen).
3. Ten s ion
4. Resolution
te rs pr ob le m
C ha ra ct er en co u n
n si on
5. Conclusion Pr ob le m bu il ds te
re d
A so lu ti on is of fe
te d /p os it iv e
R es u lt s ar e pr es en
45. Recommendations
• Embed facts to be learned in the context of stories.
• Use stories that are related to the context of the
desired learning outcome.
48. FISHY: On transfer tests involving different word problems,
the group who had a character generated 30% more
correct answers than the group with 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.
49. Research indicates that learners perceive, interact socially
with and are influenced by anthropomorphic agents
(characters) even when their functionality and
adaptability are limited.
http://codebaby.com/elearning-solutions/examples/
50. Who is more likely to run 24 hours later?
A.Person who watched an avatar that did not
look like them running
B.Person who watched an avatar that looked
like them running
C.Person watching an avatar that looked like
them loitering /hanging out
51. Within 24 hours of watching an avatar like
themselves run, learners were more likely to
run than watching an avatar not like them
or watching an avatar like them loitering .
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology,
21 (3), 95-113.
52. If learners watch an avatar that looks
like them exercising & losing weight,
they will subsequently exercise more
in the real world as compared to a
control group.
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 2
(3), 95-113.
53. Malone’s Theory of Intrinsically
Motivating Instruction
Challenge Fantasy Curiosity
54. 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.
Image courtesy of Game On! Learning
55. Evidence-Based Recommendations
• Use characters/agents to model desired behavior.
• Use characters/agents to provide feedback and
instruction to learners.
• Fantasy is an acceptable and positive element for
instructional games
57. Fact: Games can influence
people to behave in a positive
manner.
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial 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.
Journal of Personality and Social Psychology. Vol. 98 No. 2., 211-221.
64. 1) Use a game/simulation to provide a context for the learning.
1) Use a game/simulation to provide a context for the learning.
2) Don’t focus on “entertainment.”
2) Don’t focus on “entertainment.”
3) Carefully craft the simulation/game to provide opportunities to increase
3) Carefully craft the simulation/game to provide opportunities to increase
engagement and interactivity to increase learning.
engagement and interactivity to increase learning.
4) Embed the game /simulation into the curriculum. Provide “set-up,”
4) Embed the game /simulation into the curriculum. Provide “set-up,”
game-time and debrief.
game-time and debrief.
5) Embed facts to be learned in the context of stories.
5) Embed facts to be learned in the context of stories.
6) Use stories that are related to the context of the desired outcome.
6) Use stories that are related to the context of the desired outcome.
7) Use characters/agents to model desired behavior.
7) Use characters/agents to model desired behavior.
8) Use characters/agents to provide feedback and instruction to learners.
8) Use characters/agents to provide feedback and instruction to learners.
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