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
Case of the Disengaged Learner: New Designs for Learning ConferenceKarl Kapp
In the academic world, the terms game, gamification and engagement are becoming hot topics. But is it hype or can “thinking like a game designer” actually enhance instruction and motivate learners? In this interactive, evidence-based session, participants will engage in an instructional event that demonstrates how to pull learners into the content and help them gain the knowledge required to be successful. Along the way, they will explore the definition of gamification, the research evidence supporting its use, and how gamification compares and contrasts with active learning. Come play a polling game and discover firsthand how this approach engages learners, increases learning, and leads to desired academic outcomes.
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.
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
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.
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.
Case of the Disengaged Learner: New Designs for Learning ConferenceKarl Kapp
In the academic world, the terms game, gamification and engagement are becoming hot topics. But is it hype or can “thinking like a game designer” actually enhance instruction and motivate learners? In this interactive, evidence-based session, participants will engage in an instructional event that demonstrates how to pull learners into the content and help them gain the knowledge required to be successful. Along the way, they will explore the definition of gamification, the research evidence supporting its use, and how gamification compares and contrasts with active learning. Come play a polling game and discover firsthand how this approach engages learners, increases learning, and leads to desired academic outcomes.
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.
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
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.
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, 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.
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 Case of the Disengaged Distance LearnerKarl Kapp
Learner engagement is key to meaningful and deep learning. However, most online instruction provides abundant content with minimal opportunities for learners to interact and engage with that content. But it doesn’t have to be that way. Based on solid research and years of experience teaching with technology, This presentation explores practical and inexpensive methods to infuse online learning programs with engagement, interactivity, and fun.
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.
Don't Think Like an Instructional Designer—Think Like a Game DesignerKarl Kapp
Game designers create immersive experiences that keep players engaged for hours. 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.
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.
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.
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.
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.
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
Tools of Engagement: "Tools of Engagement: Gamification, Storytelling and A...Karl Kapp
Using game elements to create interactive, engaging instruction doesn't have to mean investing hours and hours into the development of a full-scale Halo-type game. Creating an interactive, game-like learning experience can be done simply and easily with PowerPoint, a little imagination, and an audience response system. In this workshop, you will create an interactive game-like learning experience using game thinking and game elements such as storytelling, mystery, immediate feedback, and friendly competition. Learn how to craft a gamified instructional story based on learning science to engage, motivate and educate your learners.
NOTE: Please bring a laptop or a tablet with PowerPoint and a phone capable of texting so that you can both experience and design engaging game-like instruction.
These slides accompany a workshop called "Play to Learn" presented at Learning Solutions 2015 conference. In the workshop participants complete an entire instructional game prototyping process.
B.Y.O.D.: The Engagement Abyss: Three Effective Methods to Engage LearnersEng...Karl Kapp
Learner engagement can be elusive. It is difficult to grab and hold a learner’s attention with so many smartphone distractions at their desk or at their fingertips. But engagement is possible through specific techniques that command attention and engage the learner.
In this session you will learn how to engage learners and how to present content using gamification techniques such as storytelling, feedback, and competition. During this session you will simultaneously learn about engagement techniques and experience them. These techniques will help you to create more engaging instruction within your own organizations or for your clients. You’ll be able to apply these simple techniques to your learning design almost immediately.
The Quest for Engaged Students: Technology, Millennials & LearninKarl Kapp
In an increasingly connected world, how does one hold the attention of students? Can the ubiquitous Smartphones and tablets actually be used to engage students instead of distracting them? Can we combine the best of traditional and modern teaching methods to create deeper learning and engagement with students? Can a lecture be redesigned to hold the attention of the students? Engagement and deep thinking is possible in a lecture by incorporating simple game elements into the instructional delivery. The result is interactive, engaging instruction which increases retention and application of learned content. Discover methods for engaging Millennials by participating in an interactive, game-like learning experience combining the technology of PowerPoint, a little imagination, and an audience response system.
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.
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 Case of the Disengaged Distance LearnerKarl Kapp
Learner engagement is key to meaningful and deep learning. However, most online instruction provides abundant content with minimal opportunities for learners to interact and engage with that content. But it doesn’t have to be that way. Based on solid research and years of experience teaching with technology, This presentation explores practical and inexpensive methods to infuse online learning programs with engagement, interactivity, and fun.
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.
Don't Think Like an Instructional Designer—Think Like a Game DesignerKarl Kapp
Game designers create immersive experiences that keep players engaged for hours. 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.
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.
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.
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.
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.
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
Tools of Engagement: "Tools of Engagement: Gamification, Storytelling and A...Karl Kapp
Using game elements to create interactive, engaging instruction doesn't have to mean investing hours and hours into the development of a full-scale Halo-type game. Creating an interactive, game-like learning experience can be done simply and easily with PowerPoint, a little imagination, and an audience response system. In this workshop, you will create an interactive game-like learning experience using game thinking and game elements such as storytelling, mystery, immediate feedback, and friendly competition. Learn how to craft a gamified instructional story based on learning science to engage, motivate and educate your learners.
NOTE: Please bring a laptop or a tablet with PowerPoint and a phone capable of texting so that you can both experience and design engaging game-like instruction.
These slides accompany a workshop called "Play to Learn" presented at Learning Solutions 2015 conference. In the workshop participants complete an entire instructional game prototyping process.
B.Y.O.D.: The Engagement Abyss: Three Effective Methods to Engage LearnersEng...Karl Kapp
Learner engagement can be elusive. It is difficult to grab and hold a learner’s attention with so many smartphone distractions at their desk or at their fingertips. But engagement is possible through specific techniques that command attention and engage the learner.
In this session you will learn how to engage learners and how to present content using gamification techniques such as storytelling, feedback, and competition. During this session you will simultaneously learn about engagement techniques and experience them. These techniques will help you to create more engaging instruction within your own organizations or for your clients. You’ll be able to apply these simple techniques to your learning design almost immediately.
The Quest for Engaged Students: Technology, Millennials & LearninKarl Kapp
In an increasingly connected world, how does one hold the attention of students? Can the ubiquitous Smartphones and tablets actually be used to engage students instead of distracting them? Can we combine the best of traditional and modern teaching methods to create deeper learning and engagement with students? Can a lecture be redesigned to hold the attention of the students? Engagement and deep thinking is possible in a lecture by incorporating simple game elements into the instructional delivery. The result is interactive, engaging instruction which increases retention and application of learned content. Discover methods for engaging Millennials by participating in an interactive, game-like learning experience combining the technology of PowerPoint, a little imagination, and an audience response system.
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, Interactivity and Gamification for LearningKarl Kapp
This session introduces, defines, and describes the concept of gamification, games for learning and interactivity. Kapp will dissect critical elements of games and describe 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. You’ll learn how to create engaging learning using game-based thinking by matching instructional content with the right game mechanics and game thinking; how to move beyond the theoretical considerations; and three methods for designing interactive learning based on concepts from games
This webinar on Enterprise Gamification Data was presented by Karl Kapp and Axonify on June 21, 2016. To view the recording visit: http://know.axonify.com/enterprise-gamification-webinar
TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game Karl Kapp
Video games seem to be the perfect medium for helping people learn. However, few companies are able to invest the time and resources to create a video game–type learning module. This session, in a case study format, covers the steps taken to conceptualize, develop, and deliver an immersive 3-D game to teach sales concepts. Examine the required tradeoffs, discover where to find relatively low-cost 3-D assets, and learn how the combination of fantasy and branching story techniques help make the game engaging. We'll also examine how an underlying model is used to evaluate the effectiveness of the learners' game play and provide constructive feedback to improve their performance in the field.
Digital Learning Game Design: Lessons from the TrenchesSharon Boller
Learning games - and gamification of learning - are hot trends. What does it REALLY take to produce a learning game, and how do you produce a good one? This presentation outlines 6 lessons learned with links to games that offer examples for the lessons learned.
The Quest for Learner Engagement: Games, Gamification and the Future of LearningKarl Kapp
At the end of the The Quest for Learner Engagement: Games, Gamification, and the Future of Learning presentation, the participant should be able to:
Differentiate among the different learning applications of games, gamification and stimulations.
• Identify four game-elements appropriate for the gamification of learning.
The Power of Play: Learning with The Knowledge GuruScott Thomas, MBA
How do you use the power of play to help people learn? ExactTarget, a global software as a service (SaaS) company, did it with a custom game created with the Knowledge Guru game engine. Players got immersed; the company got learning results.
The Knowledge Guru mobile or desktop game uses repetition and spaced learning to ensure long-term retention. This session will showcase the game and tell you how and why it works. It will also demo Knowledge Guru’s ability to track the learning as players play.
Leveraging Game Elements for Learning, Engagement, and FunKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, eLearning developers, and instructional designers over the past few years. But the influx has left many questions: What elements from games should be used in learning design? How does one seamlessly integrate story, challenge, badges, and points into the learning process? Does competition help or hurt learning? What research exists to support game elements for learning?
This interactive presentation includes many examples of using game elements for learning. And, yes, you will play a game during this session. Discover how research-based game thinking and design can be leveraged to create effective, engaging instruction.
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques that are used in video games. The presentation will discuss why games and gamification are appropriate tools for presenting learning content and how using only a small part of games can lead to increased learning motivation. This presentation isn't about games, it is about using the same techniques and tricks that video games use to engage our students.
Games and Gamification of College Course Content: Examples and Best PracticesKarl Kapp
This presentation starts with three "Do's" in terms of using games within a classroom and then provides a number of example games from a variety of disciplines.
10 Things We Know about Designing Games for Learning From ResearchKarl Kapp
This decidedly nonacademic presentation provides a broad scientific overview of what we know from research about the effectiveness of games and game-elements to changing learner behaviors. You will examine 10 findings from research and see how those findings directly relate to the creation of instructional games, games that make an impact on learner behavior. And, yes, you will play a game in this session!
Learn to apply:
-Findings from game-based research to create effective learning content.
-Three principles for adding game elements to online and stand up instruction.
-Four motivational aspects of games to improve learning recall and application.
Karl Kapp - Identifying the “Learning” Elements in GamesSeriousGamesAssoc
Presenter: Karl Kapp, Co-Founder, 2K Learning
We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.
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.
On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
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.
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.
Tamer Fakhouri, MD, of the Yale School of Medicine Play2PREVENT Lab provides an overview of the PlayForward game, including a description of the basic game mechanics, the research basis for its design (youth clinical trial) and future implications for the design and engineering of games for health. Presented at YTH Live 2014 session "Advancing Data Collection Methods."
These are the slides from my keynote presentation at MADLaT, 2014, on generations, games, and education. I describe what is said about generational differences and the top 10 reasons people say they "cannot" use games, and then present the research related to these as myths, facts, or something in between.
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.
Best Practices Around Implementing Educational GamesLindsey Tropf
Presented at STEMxCon 2013, Saturday, September 21st, and 1:00 EST.
http://stemxcon.com/forum/topics/best-practices-around-implementing-educational-games
Similar to Play to Learn: Using Games and Gamification to Drive Learner Engagement and Learning Outcomes (20)
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.
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
A Strategic Approach: GenAI in EducationPeter 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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Play to Learn: Using Games and Gamification to Drive Learner Engagement and Learning Outcomes
1. Play to Learn: Using Games to
Drive Learner Engagement and
Learning Outcomes.
Karl Kapp & Christopher Porfido
Professor: Bloomsburg University & Project Manager: PharmaDigital
Author: Gamification of Learning and Instruction
Twitter:@kkapp & @chrispofido
2. Lynda.com Course: Gamification of LearningYouTube Video
Books
Getting in touch with Karl
Twitter: @kkapp
Web: www.karlkapp.com
Email: karlkapp@gmail.com :
Facebook::
http://www.facebook.com/gamificationLI
12. 20% of corporations use games
for learning.
(Association for Talent
Development, 2014)
Association for Talent Development [ATD]. (2014). Playing to Win: Gamification and serious games in organizations.
13. Marketplace of learning games is
predicted grow at a compound annual
growth rate of 16% reaching a value of
$5.4 Billion by 2020
(“Serious game” 2015).
Serious game market size to grow at 16.38% CAGR to 2020 in terms of value say global serious games research reports focusing on state
of play, challenges and industry prospects. (2015, September 18). Resource document PR Newswire. http://www.prnewswire.com/news-
releases/serious-game-market-size-to-grow-at-1638-cagr-to-2020-in-terms-of-value-say-global-serious-games-research-reports-focusing-
on-state-of-play-challenges-and-industry-prospects-528208111.html. Accessed 28 March 2016.
14. 55% of teachers use games in
the classroom on a weekly basis
(“Teachers Surveyed” 2013)
Teachers Surveyed on Using Digital Games in Class. (2013). Resource document Games and Learning.
http://www.gamesandlearning.org/2014/06/09/teachers-on-using-games-in-class/. Accessed 02 February 2016.
22. 42%
The 2015 Essential Facts About the Computer and Video Game Industry was released by the Entertainment Software Association (ESA) in April
2015. The annual research was conducted by Ipsos MediaCT for ESA. Data was gathered from more than 4,000 American households.
24. Women age 18 or older represent a
significantly greater portion of the game-
playing population (33%) than boys age 18
or younger (15%).
44% of the gamers are
female. The most
frequent female game
player is on average 43
years old.
26. Why might an instructor use
lectures for learning?
27. Lectures are NOT effective for
fostering higher level thinking?
Gibbs, G., (1981). Twenty Terrible Reasons for Lecturing, SCED Occasional Paper No. 8, Birmingham.
http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html and Bligh, D., (1972). What’s the Use of Lectures? Penguin.
Bloom, B. S., (1953). “Thought Processes in Lectures and Discussions.” Journal of General Education Vol. 7.
Isaacs, G., (1994). “Lecturing Practices and Note-taking Purposes.” Studies in Higher Education, 19:2.
28. During lectures students'
thoughts involved
attempting to solve
problems, or synthesize
subject matter 1% of the
time.
67% of the lecture
is spent in ‘simple
comprehension,’
‘passive thoughts
about the subject’
and ‘irrelevant
thoughts’.
29. Two inherent problems with mass practice (AKA Cramming)
-Learner fatigue
-Likelihood of interference with preceding & succeeding
learning
30. How much more effective are
games for learning than
lectures?
31. Retention/
Type of
Knowledge
% Higher
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.”
Simulation/games were 17% more effective than lecture
and 5% more effective than discussion.
32. Active learning increases student performance in science, engineering, and mathematics
Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta,
and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences)
33. Active learning increases student performance in science, engineering, and mathematics
Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta,
and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences)
“The impression I get is that it’s
almost unethical to be lecturing if
you have this data,” says Eric
Mazur, a physicist at Harvard
University.
34. Games Must be Embedded
into the Curriculum to be
Effective for Learning.
35. Engagement
Game Elements
Serious
Game
Instructional games
should be embedded
in instructional
programs that include
debriefing and
feedback.
Instructional support
to help learners
understand how to
use the game
increases instructional
effectiveness of the
gaming experience.
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.”
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness
of computer-based simulation games. Personnel Psychology .Review of 65 studies
Pedagogy
36. Example
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Sek E.D. (2013), (February 4).
A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology.
Advanced online publication. Doi: 10.1037/a0031311 39 Studies.
37. Games are more effective
than traditional instruction
when multiple sessions are
involved.
38. Conventional instruction for a one-off is better vs. one game session
Multiple game sessions better
than
multiple conventional sessions
Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4).
A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology.
Advanced online publication. Doi: 10.1037/a0031311 39 Studies.
39. Games are more effective
than traditional instruction
when players work in groups.
40. With serious games, both learners playing
individually and those playing in a group learn
more than the comparison group, but learners
who play serious games in a group learn more
Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el.
E.D. (2013), February 4). A Meta-Analysis of the Cognitive and
Motivational Effects of Serious Games. Journal of Educational
Psychology. Advanced online publication. Doi: 10.1037/a0031311
39 Studies.
42. Learning Over Time
Carpenter SK, DeLosh EL. Application of the testing and spacing effects to name learning. Applied Cognitive
Psychology 19: 619–636, 2005. And Cull W. Untangling the benefits of multiple study opportunities and repeated
testing for cued recall. Applied Cognitive Psychology 14: 215–235, 2000.
43. TWO POWERFUL INSTRUCTIONAL
PHENOMENON
Larsen DP, Butler AC, Roediger HL 3rd. Repeated testing improves long-term retention relative to repeated study: a randomized controlled
trial. Med Educ 43: 1174–1181, 2009.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012.
Retrieval Practices
(Questioning Format)
Spaced Repetition
(Interval Reinforcement)Spaced PracticeRetrieval Practice
44. Retrieval Practice alone
can provide improved
recall performance by as
much as 10-20%.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012
45. Retention benefits
between 35% and
61%, with average of
41%.
Subject matter
was Anatomy
and Physiology.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012
46. Ramachandran, A. et. al. Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6
A study using a randomized control group conducted a
trial between Aug 10, 2009, and Nov 30, 2012, at ten
sites in southeast India with over 500 subjects.
Working Indian men (aged 35—55 years) with impaired
glucose tolerance were randomly assigned to either a
mobile phone messaging intervention or standard care.
47. Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6
“Use stairs instead of an
elevator”
“Avoid snacks while watching TV;
you may overeat. “
48. Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6
Lowered risk of developing
Type 2 diabetes by 36%.
50. Field reps are squeezed for time, yet have to
understand multiple disease states, product attributes
and competitive positioning and complex healthcare
system issues of concern to their physicians. They
wanted an effective way to pull through the information.
51. They rolled out Qstream which consisted of
25 questions, answers and explanations.
Reps answer two questions from their
laptop or mobile device every other
day.
52. They are immediately scored, can see how
their peers answer the same question, are
presented with a concise explanation and on
their way in 3 to 5 minutes.
53. Qstream Results:
Reps said:
• “I feel this is an awesome way to review
and continue to maintain our
knowledge. 5 Star rating.”
• “Great reminders of important points to
make for the supplemental calls.”
• “I enjoy the challenge.”
• “Love the concept. Keeps me up to
date. Thanks!”
• “It gives us a chance to really think and
confirm what we know, what we really
need to know, and where to expand our
knowledge.”
56. 24 studies analyzed to answer the question:
Does Gamification Work?
J. Hamari, J. Koivisto and H. Sarsa, "Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification," 2014 47th
Hawaii International Conference on System Sciences, Waikoloa, HI, 2014, pp. 3025-3034. doi: 10.1109/HICSS.2014.377
URL: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6758978&isnumber=6758592
Yes, but….
57. Depends on context and user qualities. In
other words, who is participating, where they
are participating, what is their motivation and
how does the gamified system function?
J. Hamari, J. Koivisto and H. Sarsa, "Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification," 2014 47th
Hawaii International Conference on System Sciences, Waikoloa, HI, 2014, pp. 3025-3034. doi: 10.1109/HICSS.2014.377
URL: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6758978&isnumber=6758592
61. 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.”
63. You walk into the
Physicians office
and the physician
is not available,
what do you say
to receptionist?
Not a good answer,
try again.
AGAIN
Use a Simple Card Game(s)
Drive Challenges and Disguise Role Plays
66. Reinforcement
Partial--Behavior that is reinforced intermittently is
more resistant to extinction than behavior that is
continuously reinforced.
Expect vs unexpected achievements (learning and
engagements)
68. Rosenberg, R.S. Baughman, S.L., Bailenson, J.N. (2013) Virtual Superheroes:
Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. PLOS One., 8(1), 1-9.
Flying around a virtual world
as a superhero made subjects
nicer in the real world. physical
world
Characters
69. Why be a Character at
All?
Research indicates that human
social models influence behavior,
beliefs and attitudes.
Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
70. Avatar as Teacher
Research indicates that learners perceive, interact
socially with and are influenced by anthropomorphic
agents (avatars) 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
71. 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”
72. 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.
73. 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, 21
113.
77. Researchers have found that the
human brain has a natural affinity for
narrative construction.
Yep, People tend to remember facts
more accurately if they encounter
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.
78. Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading Stories Activates Neural
Representations of Visual and Motor Experiences.Psychological Science, 20(8), 989–999.
doi:10.1111/j.1467-9280.2009.02397.x
When a person reads about certain
activities in a story, the areas of the
brain associated with those activities
are activated.
The research found that different brain
regions track different aspects of a
story. If the character moved, the
corresponding region of the brain for
physical movement became active.
103. 1) Gamification is the use of game elements in a non-game situation.
2) An instructional game will only be effective if it is designed to meet
specific instructional objectives and was designed as it was intended.
3) Instruction with serious games yields higher learning gains than
conventional instruction.
4) Games are more effective than traditional instruction when players
work in groups.
5) Games are more effective than traditional instruction when multiple
sessions are involved.
6) Games must be embedded into the curriculum to be effective for
learning.
7) Games don’t need to be high-tech to be effective.
Take-Away
106. To learn more about
Zombie Sales Apocalypse!
• Contact: karlkapp@gmail.com
• Demo’s
• Whitepaper
• Use Case
107. Visit us at pharmadc.com
• Webinars
• Gamification
• eLearning
• Simulation Learning
• MicroLearning
• Knowledge on Demand
• Workshops
• Print Modules
Contact us at info@pharmadc.com
To learn more about PharmaDigital
108. 90 Days of Premium: Free
1. Create a free account
2. Email code: K_Kapp
to support@polleverywhere.com
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standard free plan after 90 days