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.

1. Twitter:@kkapp
By Karl M. Kapp
Bloomsburg University
Gamification of Learning &Instruction
May 14, 2015
The Quest to Engage
Students:
Technology, Millennials & Learning

2. Related Resources…
Lynda.com Course: Gamification of Learning
Free Trial 7-10 day.
YouTube Video
Web Site: www.karlkapp.com
30% off WLY14 at Wiley Web Site

3. Design Takeaway Challenge

4. RECAP
and
Karl M. Kapp
Present:

5. The Quest
for:

6. t was a quiet Monday morning, very
quiet, really quiet… almost too…

7. Then, out of nowhere, she flew into my office,
like a Dean who had a problem that needed
solved …
Hi Dean.

8. I have a problem that
needs to be solved.

9. We need more
engagement.
She wanted to increase student
engagement and have more interactive
learning for our students.

10. You came to the right
Professor, that’s what I do…

11. Yeah, I know…that’s
why I hired you. Ugh..
Now take the new person here
and go ask Clyde, he went to the
RECAP conference He learned a
lot.

12. For some reason, she didn’t seem bothered
by the fact that she was breaking the
university’s no smoking policy…

13. Students are not Engaged? Why?
Learning Eagle
October 30, 2014See Section F for Coupons
Investigation Opened
By Harry James
West Chester, PA– It started
out as just another normal day.
Larry the Learner had just sat
at his desk to embark on a
learning journey. A journey
that turned horrific within only
a few moments.
The result is unnecessary
incident that could and should
have been avoided by having
the right instructional strategy
coupled with the right content.
The news of disengagement was spreading…

14. Here’s where you come in. Help me figure
out the clues …and fast.

15. Text KarlKapp to 37607
Or
PollEv.com/karlkapp
First, take out your text
machines.
K a r l K a p p

16. Choose your disguise…

17. Stakes are high……

18. First stop…Clyde’s office…look for clues

19. Better way
To Learn
B)
Learning a little bit
of content at a time.
A)
Learning the
content in big
chunks all at
once.

20. Content Content Content
Time Time

22. Space learning out in small chunks
over time, 24 hours is the optimal
spacing. Break up content in
classroom every 8-10 minutes.
Some call it “drip learning.”

23. I found four things written on one of
Clyde’s notebooks.
Could be a lead…or
…it could be this session’s
learning objectives

24. Let’s get going.

25. Now we need to find Ivan…the Informant...
I knew one of his old haunts.

26. He was about as friendly as a fly at a fly
strip convention.
Hello, Clueless…

27. Look I am going to ask you some
questions, the right answer gives you
a clue to interactive learning.
He was about as friendly as a fly at a fly
strip convention.

28. What do you and your detectives have to say
about this?

29. How many times a day does the average
student check their cell phone?

30. The average student in the US checks
their cell phone 150 times a day that’s
about 9 times an hour.
Students send or receive an
average of 41 text messages
per day.,
Smartphones users spend
over 2.5 hours a day on their
phones—32% of that time
playing games.

31. Wait, let me Tweet about that…

32. You are so
disengaged.

33. I’m not disengaged.
….oh look a
squirrel.

34. Fact or Fishy…testing yourself is a better
way to learn than re-reading or re-listening
to material?

35. Enter Question Text
It’s a fact: “Retrieval Practice” alone can
provide improved recall performance by as
much as 10-20%.

36. Require students to recall content
to enhance learning.
In other words, use testing to
reinforce learning—not just for
evaluation.

37. Combining Spaced Retrieval and
Retrieval Practice is really
powerful.
One study in the subject of Anatomy and
Physiology revealed retention benefits of
between 35% and 61% with average of
41%.

38. This question will give you a clue to
engaging students. Riddle me this…
Ivan had another question for me…I was the
one who was supposed to be ask’n questions….

39. Fact or Fishy: learners remember
facts better when presented as a
bulleted list rather than when
presented as a story.

40. People tend to remember
facts more accurately if
they encounter them in a
story rather than in a list.

41. Let me show you
something…

43. Research shows humans
have an inclination toward
stories.

44. Now get out of here…

45. This mystery of interactive learning was
starting to take shape…

46. Twittermission
Get the Notes/Slides
& Additional Ideas
www.karlkapp.com/kapp-notes

47. Let’s brief the Dean on what we know so far…

48. So what have we
learned?

49. So far, so good. Follow the next clue on the
matchbook I found in my desk drawer….

51. I arrived at the place on the matchbook, as
shady as a clump of oaks caught in an eclipse…

52. Enter Question TextHmm… What could this location and clue mean???
Tell me. Does engaging instruction start with:

53. Action draws in the learner and
encourages further engagement.

54. Make the learner do something
Answer a question
Identify a procedure.
Make a decision.
Solve a mystery.
Confront a challenge.
Solve a Problem.
Write a proposal
Hands On

55. Create Open Loops
Law &
Order

56. Just as I was leaving, I found another
matchbook.

57. Seems like a clue…should
Learning be easy so we don’t discourage the
learners?
or
Challenging where some learners will struggle?

58. Look! Things that are too easy or too difficult will
not pique a learner’s interest because they lead to
boredom or frustration.

59. Let me show you Clyde’s
folder on this subject.

60. Do you know what
elements contribute to
flow?

61. Achievable Task
Clear Goals
Control Over Actions
(Autonomy)
Concentration

62. You can also add elements such as …

63. You can also add elements such as …Novelty
Inconsistency
Complexity
SurpriseIncomplete
information
Unpredictable Future

64. Suddenly, a voice appeared out of nowhere…the
mysterious VP of Academic Affairs

65. I saw her eyes in the shadows of the alley and
she simply said…let me give you an example….

66. Here is a course on business proposal writing
Suddenly I saw a strange room filled with
students…

67. Students are divided into companies and must
“compete” for winning bid…this is graduate school.
It’s also been done in 6th grade….

68. Winning team gets the “bid”…

69. Ya’h sure about this
simulation thing?
Explain.

70. Simulated events provide two learning benefits...
Linking classroom theory and ideas to required skills
in the field…making it relevant to the learners.
Evaluation by those outside of the classroom tend to
provide better, more focused student performance.

71. Then, suddenly, she emerged from the shadows.
I pictured you
differently…

72. Here are some more
matches for your boss. She
smokes a lot.
She shouldn’t smoke.

74. Well, here is the next clue, do we :
Put the learner at risk.
or
Let the learner safely explore the environment.

75. No risk, or danger equal no skin in the
game.
Get the learner emotionally involved
by putting him or her at “mock” risk.

76. Losing (points, game)
Not Solving the Problem
Bragging Rights
Then they mysterious stranger started
talking about what learners can “risk”…
Starting Over
Multiple Lives

77. In games, failing is allowed, it’s
acceptable, and it’s part of the
process.

78. One more thing…take
this folder

79. 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)

80. Time for a recap with the Dean…she looked a
little frantic…she wanted to know one more
thing.

81. I want to know one more
thing.
I’m a little frantic and…
What are the elements of
active learning?

82. What are some active learning
practices that can engage
students?

83. Any Others?

84. Great stuff, you folks really seemed to have
cracked the case as to what makes engaging
instruction for these Millenials.

85. Mystery solved, just in time for the
weekend. I was anxious to get some rest…

86. …to my surprise as… the Dean was driving
away, she threw another matchbook….

87. But we’ll have to leave that mystery for
another keynote….

88. The End

89. Now for the Takeaway
Challenge

90. Now for the Takeaway
Challenge
1) Story/Characters
2) Polling/Audience Input
3) Winners/Teams
4) Mystery/Curiosity
5) Blend story/instruction
6) Suprise
7) Humor
8) Modeling of the behavior

91. QUESTIONS?

92. Credits:
Detective Artwork Courtesy of Vanessa Bailey
Flow Diagram by Kristin Bittner
Typewriter and Mysterious Eyes are Clip Art
Audience Response by Poll Everywhere