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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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
Play to Learn: Using Games and Gamification to Drive Learner Engagement and L...Karl Kapp
Games are powerful tools for crafting learning solutions that engage, motivate and reinforce key skills and techniques. Instructional designers, training managers and anyone tasked with creating learning events needs to seriously consider implementing games into their learning toolkit.
-Examine the required tradeoffs, discover how to add the game elements of challenge and story to training events and learn how the combination of fantasy and branching story techniques leads to real learning outcomes.
-Learn how an underlying competency model can be used to evaluate the effectiveness of the learners’ game play by providing feedback to improve their performance in the field.
-Examine the games elements that are so compelling for learning and engagementLearn how to think like a game designer when approaching your learning content
-Discover the link between game elements and specific learning outcomes
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
Play to Learn: Using Games and Gamification to Drive Learner Engagement and L...Karl Kapp
Games are powerful tools for crafting learning solutions that engage, motivate and reinforce key skills and techniques. Instructional designers, training managers and anyone tasked with creating learning events needs to seriously consider implementing games into their learning toolkit.
-Examine the required tradeoffs, discover how to add the game elements of challenge and story to training events and learn how the combination of fantasy and branching story techniques leads to real learning outcomes.
-Learn how an underlying competency model can be used to evaluate the effectiveness of the learners’ game play by providing feedback to improve their performance in the field.
-Examine the games elements that are so compelling for learning and engagementLearn how to think like a game designer when approaching your learning content
-Discover the link between game elements and specific learning outcomes
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.
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.
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.
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.
Tools of Engagement: Storytelling, Audience Response Systems, and Learning S...Karl Kapp
This breakout session will examine tools instructors can use to help motivate students, engage learners and bring the classroom to life using techniques that are backed by learning science research. The session will provide hands-on work with an audience response system and discuss digital, in-class storytelling techniques.
Solving the Case of the Disengaged LearnerKarl Kapp
Grabbing and holding the attention of learners is getting harder and harder. In fact, the average person sends or receives more than 150 text messages a day. This means your learner's attention is not always focused on the content you have designed or are delivering to them. How do you design instruction that engages and motivates the learner? How do you make learning exciting, interesting, and memorable? The answer is to use evidence-based techniques to engage and motivate. This presentation will use an audience response system and a case study to demonstrate the key elements required to make learning engaging. You will learn five techniques for creating engaging and memorable learning events all while playing a game. Don't miss this energetic and fun presentation.
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.
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.
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.
A Primer On Play: How to use Games for Learning and ResultsSharon Boller
Discover the power games have to produce learning and business results. View the latest research and case studies on game-based learning and gamification. See a demo of Knowledge Guru, a game engine your team can use to quickly build your own games.
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.
Keynote at Texas Community College Technology ForumKarl Kapp
Gadgets, Games and Gizmos: Community Colleges of the Future
Is your community college prepared for the new breed of learner – a learner raised on a steady diet of video games, electronic gadgets, and Smartphones? Wondering how to integrate new technologies to break out of the traditional classroom paradigm? Can’t imagine how anyone would integrate video games and Twitter to teach, recruit and enroll students? In this keynote, Karl Kapp, a noted author, speaker and technologist focusing on the convergence of learning, technology and education explores how consumer-based gadgets, games and web widgets are impacting educational strategies, recruitment efforts and content delivery at the community college level. Explore the influence of games, virtual worlds and Web 2.0 on learning preferences, expectations and collaboration. Discover how technological influences are profoundly impacting community colleges. Learn to leverage technology for educational and administrative excellence.
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.
Play to Learn: Learning Games and Gamification that Get ResultsHRDQ-U
Are you a trainer or eLearning designer who wants to use games to engage your learners? While learning games and gamification have the potential to motivate and excite, your efforts can fall flat if not designed properly. To be successful, you need a solid strategy that carefully connects business goals to learning objectives and game mechanics.
Primer on Play: Case Study for Knowledge GuruMarlo Gorelick
As shared in #GE4L, great structure of how and why to create game based learning. Prime case study to use when discussing possibilities of gamification for business
Playful Learning : how to turn any IP into a successful educational app or gameMartha Henson
Slides from the Playful Learning workshop on creating good educational games from existing IP at the Children's Media Conference 2014. By Martha Henson and Kirsten Campbell-Howes of #LEGup and edugameshub.com.
More details http://www.thechildrensmediaconference.com/sessions/wednesday-workshop-playful-learning. Write up http://www.thechildrensmediaconference.com/blog/2014/07/03/wednesday-workshop-playful-learning-report/.
Level Up Your Talent Development with Gamification [eBook]Monica Cornetti
The Game the System™ Model guides you and your team through the process of gamified learning design. By following the 5-step plan, you are essentially assured a successful outcome.
Gamification invites people to participate and engage by integrating game mechanics and game dynamics into such things as a website, online community, marketing campaign, and as demonstrated in this book – even a traditional training and development program.
By adding game mechanics to training, Gamification not only increases interest, it makes training FUN!
The goal is to increase learning and engagement through key concepts found in game design and behavioral psychology.
Gamification does NOT equal technology … it is really a way of thinking about the development and delivery of your training programs.
Monica Cornetti
Ranked as #1 Gamification Guru
Founder and CEO - Sententia Gamification Consortium
www.SententiaGames.com
www.monicacornetti.com
How to Deliver Low Tech Gamification with Game the System™Monica Cornetti
The Game the System™ Model guides you and your team through the process of gamified learning design. By following the 5-step plan, you are essentially assured a successful outcome..
By adding game mechanics to training, Gamification not only increases interest, it makes training “fun.”
The goal is to increase learning and engagement through key concepts found in game design and behavioral psychology.
Gamification does NOT equal technology … it is really a way of thinking about the development and delivery of your training programs.
In our 3-hour workshop, "Gametization 101", we at Gametize (http://gametize.com) gave a walkthrough of our very own 5D Framework, which we have extensively used to design gamification strategies for many of our customers.
Learn more about how to implement a gamification strategy to your use case with Gametization 101.
Lessons from the Trenches of Learning Game DesignSharon Boller
Interest in learning games and gamificaton of learning is high. But how do you do a good job of designing great learning games? This session walks you through six "lessons" learned from designing digital learning games.
Informing SoTL using playtesting techniquesKatrin Becker
Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the player’s progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.
January 2012 GameSalad's Billy Garretsen, Manager Game Development taught us how to build a game and publish it to our fav iOS, Android platforms.
Ck out UW Bothell Center for Serious Play: http://uwbcsp.com/
Some Sums - Making mistakes in mobile game developmentTaner Baubec
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Play to Learn Workshop Slides
1. Play to Learn
Learning Game Design Workshop
Learning solutions 2015
Presented by
Dr. Karl Kapp
Sharon Boller
2. Today’s Goal
• Experience the entire instructional game
development process in one day.
• Your Mission? Complete a rough, rough
prototype of an instructional game.
4. About Your Facilitator…
Lynda.com Course: Gamification of Learning
Free Trial: Lynda.com/trial/KarlKapp
Blog: :www.karlkapp.com
Books
Twitter: @kkapp
5. Today’s Agenda
Intro’s; game lingo
overview
Play Games! Game
goals, core dynamics,
mechanics, game
elements
Best practices to follow;
pitfalls to avoid.
Break
Play Games! Putting
learning into the game
Lunch
Game Design Guru –
Q&A
Learning Game
Creation:
Prototyping
Playtest w/ your
team
Playtest w/
another team
Share what you
learned; wrap
up
B
r
e
a
k
6. At Your Tables…
• Introduce yourselves to each other….
– Your name
– Where you work (organization, city, state)
• Come up with a definition for the word “game”
• Your Mission? Complete intro’s in 15 minutes.
7. What we MEAN by game
An activity that has an explicit goal or challenge, rules that
guide achievement of the goal, interactivity with either other
players or the game environment (or both), and feedback
mechanisms that give clear cues as to how well or poorly you
are performing. It results in a quantifiable outcome (you
win/you lose, you hit the target, etc). Usually generates an
emotional reaction in players.
Workbook p. 6
9. Here’s some examples BLP produced
A Paycheck Away: A tabletop game about homelessness
10. Here’s some examples Bloomsburg IIT produced
Manufacturing Mayhem: A digital game about manufacturing
11. Here’s some examples BLP produced
Destroy the BBP: Avoiding blood-borne pathogens
12. Basic Game Lingo
Game goal –
what player(s)
have to do to
win.
No goal. No game.
Core Dynamic
what game
play is about;
what you
have to do to
win.
Pick a dynamic to
design around; it’s
easier to get
started that way.
Mechanics
rules for
players; rules
for system.
Rules define how
people achieve the
goal. Don’t make
too hard or too
easy.
Game
Elements
Features that
help immerse
you in game
play
Tinkering with one
feature can
entirely change
play experience
Workbook pp 6 - 9
13. Anatomy of a Common game
1. What’s the game goal or objective?
2. What is the “core dynamic” – HOW do you win?
3. What are some of the “mechanics” or rules that
guide how you achieve the game goal?
4. What game elements are part of this game:
1. Aesthetics?
2. Story?
3. Strategy?
4. Chance?
5. Competition?
6. What else?
Workbook pp 6 - 9
14. Activity #1: Play/Evaluate Timeline
1. Work in your table group.
2. Select someone to be the “game master” who
figures out how to play.
3. Play Timeline for 10-15 minutes.
4. Use worksheet on Page 10 to evaluate game.
Workbook pp 10
15. Summary – Timeline Evaluation
1. What was the game goal? Was it fun?
2. What was the core dynamic? Was it fun?
3. What were 1-3 mechanics (rules) that stood out?
Did they help – or confuse you?
4. What game elements did you notice?
5. How did you know how you were doing? (What
feedback did you get?)
Workbook pp 10
16. Activity #2: Play/Evaluate Spot It
1. Work in your table groups.
2. Select someone to be the “game master” who
figures out how to play or regulates play.
3. Play Spot It for 10-15 minutes.
4. Use worksheet on Page 11 in workbook to evaluate
game.
Workbook pp 11
17. Evaluate Spot It
1. What was the game goal? Was it fun?
2. What was the core dynamic? Was it fun?
3. What were 1-3 mechanics (rules) that stood out?
Did they help – or confuse you?
4. What game elements did you notice?
5. How did you know how you were doing? (What
feedback did you get?)
Workbook pp 11
18. Activity #3: Plants v Zombies
1. Access game from your
mobile device (tablet or
phone..
2. Play game for 10 minutes.
Workbook pp 12
19. Evaluate Plants vs Zombies
1. What was the game goal? Was it fun?
2. What was the core dynamic? Was it fun?
3. What were 1-3 mechanics (rules) that stood out?
Did they help – or confuse you?
4. What game elements did you notice?
5. How did you know how you were doing? (What
feedback did you get?)
Workbook pp 12
20. Activity #4: Question Activity
1. Brainstorm answers (or
look up) for question you
have been assigned.
2. Share answer with rest of
group.
Workbook pp 13
21. Today’s Agenda
Intro’s; game lingo
overview
Play Games! Game
goals, core dynamics,
mechanics, game
elements
Best practices to follow;
pitfalls to avoid.
Break
Play Games! Putting
learning into the game
Lunch
Game Design Guru –
Q&A
Learning Game
Creation:
Prototyping
Playtest w/ your
team
Playtest w/
another team
Share what you
learned; wrap
up
B
r
e
a
k
22. Main Take-Aways
• Game goal ≠learning goal: you need BOTH.
• Before creating game, you:
– Define instructional goal AND objectives; keep in focus as
you design the game to achieve them.
• Audience matters.
• As you design the game, you want learning rationale
for these things:
– Choice of game mechanics (rules)
– Game elements to include/exclude
– Rewards/scoring
23. Activity #5: Play/Evaluate Making Gold
1. We need a volunteer!
2. We’ll play Making Gold Game together, directing
volunteer re: our choices/decisions.
3. Use worksheets on page 20 to evaluate game.
Reference info on workbook, as needed, to
complete evaluation worksheets.
24. Evaluate Making Gold Game
1. What was the game goal? Was it fun?
2. What was the learning goal? Did you learn?
3. What was the core dynamic? Was it fun?
4. What were 1-3 mechanics (rules) that stood out?
Did they help – or confuse you?
5. What game elements did you notice?
6. How did you know how you were doing? (What
feedback did you get?)
Workbook p 18
25. Demo: CPR Video
1. What was the simulation goal? Was it fun?
2. What was the learning goal? Did you learn?
3. Did you notice a core dynamic? Was it fun?
4. What were 1-3 mechanics (rules) that stood out?
Did they help – or confuse you?
5. What game elements did you notice?
6. How did you know how you were doing? (What
feedback did you get?)
Workbook p 21
26. Today’s Agenda
Intro’s; game lingo
overview
Play Games! Game
goals, core dynamics,
mechanics, game
elements
Best practices to follow;
pitfalls to avoid.
Break
Play Games! Putting
learning into the game
Lunch
Game Design Guru –
Q&A
Learning Game
Creation:
Prototyping
Playtest w/ your
team
Playtest w/
another team
Share what you
learned; wrap
up
B
r
e
a
k
27. Design the learning game to
meet specific instructional
objectives.
Embed the learning game into
a curriculum.Keep rules, scoring and
leveling simple.
Get learners comfortable
with the rules and game play
before they start.Do not focus the game on
“winning” only.
28. Create the game so learners
work in groups.
Make the game
interactive.
Plan for replayability.
The cognitive activities in the
game should match the
cognitive activities on-the-job.Determine metrics ahead of
time.
Winning should be primarily
a result of knowledge
acquisition or creation.
30. Today’s Agenda
Intro’s; game lingo
overview
Play Games! (Game
goals, core dynamics,
mechanics, game
elements)
Best practices to follow;
pitfalls to avoid.
Break
Play Games! Putting
learning into the game
Lunch
Game Design Guru –
Q&A
Learning Game
Creation:
Prototyping
Playtest w/ your
team
Playtest w/
another team
Share what you
learned; wrap
up
B
r
e
a
k
31. Post-Lunch Fun
1. Sit with your Game Design team members (Team # is on blue
provided to you at start of workshop)
2. Register for and play Game Design Guru:
1. http://www.theknowledgeguru.com/2015gamedesign/
2. You will need to identify a team # as part of registering for game
play.
3. Spend 15 minutes playing Game Design Guru, working to
achieve as high a team score as you can.
4. Team w/ highest score wins!
32. Today’s Agenda
Intro’s; game lingo
overview
Play Games! (Game
goals, core dynamics,
mechanics, game
elements)
Best practices to follow;
pitfalls to avoid.
Break
Play Games! Putting
learning into the game
Lunch
Game Design Guru –
Q&A
Learning Game
Creation:
Prototyping
Playtest w/ your
team
Playtest w/
another team
Self-assessment:
next steps in
design; wrap up
B
r
e
a
k
33. Dump ADDIE; go agile instead (iterative)
Playtest. Playtest. Did I say playtest?
34. Prototyping…what IS it?
• Visuals are
probably
better than
words here.
• http://www.yo
utube.com/wa
tch?v=k-
nfWQLmlMk
38. What can you learn from a prototype:
• How effective your game is at helping people learn what you want
them to learn.
• How engaging the game will be to learners. Do you have a “fun
enough” game goal and is your core dynamic one that keeps people
interested?
• How effective the game elements are that you are using. Do the
elements support your learning experience or detract from it?
• How clear the rules are AND how they affect the fun and the
learning.
• The cognitive load on the learner – too high, too low, just right?
• How complex the game might be to produce (w/out the expense of
producing it before you find out!!)
39. How do you create one?
• Paper
• Scissors
• Crayons or markers
• Tape
40. Activity: Learning Game Design
Your Task
• As a team, create and playtest a learning game in next 2 hours.
The Process (page 24 in handouts)
• Use game topic & content provided on page 25.
• Decide on a core dynamic from list provided.
• Determine a theme and a game goal.
• Decide cooperative or competitive.
• Create a paper prototype, defining game mechanics (aka rules) as
you go.
• Playtest in your group.
Worksheet on pages 26-27 will guide you through creation
of a topic, learning goal, objectives, and game design.
41. Key Design Milestones
• 1:20—Define Learning Goal, Game Goal, Game
Dynamic and Theme. If getting close…just pick one.
• 2:30—Prototype Completed
• 3:00—Playtest completed within your own team.
• 3:45 Playtest completed with another team.
• 3:45-4:00—Share lesson’s learned and game with
larger group
• 4:15—Conclusion
42. Keys to Success
• Agree on Learning Goals/Game Goals Quickly
– Not trying to be perfect
• Combine one or two familiar games.
• Board games are easiest to develop in compressed
timeframe.
• Don’t need absolute agreement. Agree to
compromise to focus on process, not content
– You will need some content to play the game.
• Don’t boil the ocean, teach one or two things.
43. The Playtest Process
Part 1:
• Pair up with another team. Playtest
simultaneously.
• One person from each team remains with their
game to act as an observer during play AND to
provide guidance if a team gets “stuck” during
play
• All other team members – play the games!
• Playtest for 20 minutes.
44. The Playtest Process
Part 2:
• Take turns giving each other feedback on game.
• Observers for each team: Use questions on
page 28 of workbook to get feedback from
playtesters. Use a “round robin” approach to
getting answers from players. Get feedback on
one team’s game, then switch and get/receive
feedback on other game.
45. Today’s Agenda
Intro’s; game lingo
overview
Play Games! (Game
goals, core dynamics,
mechanics, game
elements)
Best practices to follow;
pitfalls to avoid.
Break
Play Games! Putting
learning into the game
Lunch
Game Design Guru –
Q&A
Learning Game
Creation:
Prototyping
Playtest w/ your
team
Playtest w/
another team
Share what you
learned; wrap
up
B
r
e
a
k
46. The Playtest Process
Part 3:
• Return to your original groups.
• Determine what revision(s) you want to
make to your game and why.
• Be prepared to share with large group:
• Summary of results of your playtest.
• A key learning from the day and the
prototyping/playtesting process.
• We’ll allow 15 minutes (or so) for sharing.