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.
1-1 Team Feedback (Elabor8 Lunch & Learn, Melbourne, Australia, 18th July 2016)Victoria Schiffer
In Agile we embrace fast feedback and continuous improvement. This enables us to quickly inspect and adapt to make sure we’re always on the right track – be it technically, from a business and customer value perspective as well as for our team’s processes. For that reason we use practices such as short Iterations, Test Driven Development, Pair Programming, Continuous Integration, Daily Standups, Showcases, Retrospectives, Burndown Charts and many more.
One thing seems to be missed in this space though, individual, peer 1-1 feedback. We do these things with our managers as part of our regular catchups and annual performance reviews, but is that the best value we can get for ourselves?
When people hear the word “feedback” they immediately have a high-stress response, as most people associate it with negative feedback and something that will hurt them. This session will flip this perception and address the benefits of giving and receiving both positive as well as critical feedback to continuously improve ourselves, to learn about our blindspots, to build better and stronger relationships, and more. My goal is to inspire you and to have you leave the lunch & learn session with a positive image of feedback, as well as some ideas on how to put this into practice with your teams.
About Victoria Schiffer (Agile Coach at SEEK)
As the Agile Coach at SEEK I work with many passionate people and teams. We all share the purpose of helping people live more fulfilling and productive working lives and to help organisations succeed. We follow Lean principles as well as Scrum and Kanban.
I love great teams, Agile Software Development & everything related to Professional Coaching! I'm a Melbourne based Agile mind with a strong technical background through seven years of experience working in different roles in the IT and the new media industry. My focus is always on the customer as well as the team building the functionality for the customer. My positive attitude creates an atmosphere of possibility and growth for my teammates and other co-workers.
Listening is a critical competency, whether you are interviewing for your first job or leading a Fortune 500 company. Surprisingly, relatively few of us have ever had any formal training in how to listen effectively. In this course, communications experts Tatiana Kolovou and Brenda Bailey-Hughes show how to assess your current listening skills, understand the challenges to effective listening (such as distractions!), and develop behaviors that will allow you to become a better listener—and a better colleague, mentor, and friend.
Keynote at Texas Community College Technology ForumKarl Kapp
The document discusses potential future directions for community colleges. It outlines 6 solutions to leverage new technologies: 1) Provide challenges for problem-based learning. 2) View learning as a process involving classroom, self-paced and review components. 3) Use immersive virtual environments for instruction. 4) Incorporate game elements to motivate students. 5) Develop mobile learning applications. 6) Expand classrooms beyond physical spaces through tools like video conferencing and online communities. The document argues that these new approaches are needed to prepare students with 21st century skills and engage them through innovative learning experiences.
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.
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 document discusses gamification of learning and instruction. It begins with definitions of gamification, game-based learning, and simulation learning. Gamification uses elements of games to encourage learning, while game-based learning uses entire games to teach. Simulation learning creates realistic practice environments. The document then discusses various elements that can aid learning when incorporated into instruction gamification, such as story, challenge, feedback, and rewards. It provides examples of how these elements can be implemented and cites related research. Throughout, it offers suggestions for how readers can apply gamification concepts to their own instructional design.
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.
1-1 Team Feedback (Elabor8 Lunch & Learn, Melbourne, Australia, 18th July 2016)Victoria Schiffer
In Agile we embrace fast feedback and continuous improvement. This enables us to quickly inspect and adapt to make sure we’re always on the right track – be it technically, from a business and customer value perspective as well as for our team’s processes. For that reason we use practices such as short Iterations, Test Driven Development, Pair Programming, Continuous Integration, Daily Standups, Showcases, Retrospectives, Burndown Charts and many more.
One thing seems to be missed in this space though, individual, peer 1-1 feedback. We do these things with our managers as part of our regular catchups and annual performance reviews, but is that the best value we can get for ourselves?
When people hear the word “feedback” they immediately have a high-stress response, as most people associate it with negative feedback and something that will hurt them. This session will flip this perception and address the benefits of giving and receiving both positive as well as critical feedback to continuously improve ourselves, to learn about our blindspots, to build better and stronger relationships, and more. My goal is to inspire you and to have you leave the lunch & learn session with a positive image of feedback, as well as some ideas on how to put this into practice with your teams.
About Victoria Schiffer (Agile Coach at SEEK)
As the Agile Coach at SEEK I work with many passionate people and teams. We all share the purpose of helping people live more fulfilling and productive working lives and to help organisations succeed. We follow Lean principles as well as Scrum and Kanban.
I love great teams, Agile Software Development & everything related to Professional Coaching! I'm a Melbourne based Agile mind with a strong technical background through seven years of experience working in different roles in the IT and the new media industry. My focus is always on the customer as well as the team building the functionality for the customer. My positive attitude creates an atmosphere of possibility and growth for my teammates and other co-workers.
Listening is a critical competency, whether you are interviewing for your first job or leading a Fortune 500 company. Surprisingly, relatively few of us have ever had any formal training in how to listen effectively. In this course, communications experts Tatiana Kolovou and Brenda Bailey-Hughes show how to assess your current listening skills, understand the challenges to effective listening (such as distractions!), and develop behaviors that will allow you to become a better listener—and a better colleague, mentor, and friend.
Keynote at Texas Community College Technology ForumKarl Kapp
The document discusses potential future directions for community colleges. It outlines 6 solutions to leverage new technologies: 1) Provide challenges for problem-based learning. 2) View learning as a process involving classroom, self-paced and review components. 3) Use immersive virtual environments for instruction. 4) Incorporate game elements to motivate students. 5) Develop mobile learning applications. 6) Expand classrooms beyond physical spaces through tools like video conferencing and online communities. The document argues that these new approaches are needed to prepare students with 21st century skills and engage them through innovative learning experiences.
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.
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 document discusses gamification of learning and instruction. It begins with definitions of gamification, game-based learning, and simulation learning. Gamification uses elements of games to encourage learning, while game-based learning uses entire games to teach. Simulation learning creates realistic practice environments. The document then discusses various elements that can aid learning when incorporated into instruction gamification, such as story, challenge, feedback, and rewards. It provides examples of how these elements can be implemented and cites related research. Throughout, it offers suggestions for how readers can apply gamification concepts to their own instructional design.
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.
This document discusses adding 3D virtual environments to enterprise learning and collaboration. It explores how 3D spaces can combine formal and informal learning using different design principles and learning archetypes. Examples of organizations successfully using virtual worlds for learning are provided. The session agenda outlines examining a model for deploying 3D learning, exploring design principles and learning archetypes, and reviewing case studies of organizations combining formal and informal learning in virtual spaces.
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.
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 document describes a fictional scenario where a boss asks detectives to solve the mystery of how to increase learner engagement. The detectives interview various characters who provide clues about gamification techniques. Some clues include using story, characters, polling, points systems, mystery, open loops, and putting learners at controlled risk. By the end, the detectives have learned gamification practices like these can engage learners. The boss is satisfied the mystery of engagement has been solved.
Games provide structured challenges within a rule-based system that engage players and promote learning. Gamification applies game design elements to motivate people to achieve goals. The document discusses how gamification can incorporate narrative, avatars, feedback, progression of difficulty, and social elements to engage learners and facilitate learning. Implementing gamification principles in instructional design can help promote learner motivation and knowledge acquisition.
The Role of Games and Simulations In LearningKarl Kapp
The document discusses how games and simulations can be used for learning. It summarizes research showing that avatars can act as models that influence behavior and perceptions. Simulations are most effective when embedded in a broader instructional program, and they have been shown to increase confidence, declarative knowledge, procedural knowledge, and retention compared to traditional instruction alone. Specifically, simulations led to a 20% increase in confidence, an 11% increase in declarative knowledge, a 14% increase in procedural knowledge, and a 9% increase in retention.
This document discusses many elements that should be considered when designing an instructional game, including goals, rules, objectives, stories, feedback, time, replayability, conflict/competition/cooperation, rewards, aesthetics, and uncertainty. Goals and rules define how the game is played, objectives provide motivation, stories provide context, and feedback, rewards, and leaderboards encourage learning and improvement. Additional elements like time, replayability, social aspects, and visual design help with engagement and enjoyment. Uncertainty can enhance the learning experience if implemented appropriately. The document recommends allowing failure, multiple attempts, and focusing on learning from mistakes.
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.
This document outlines an agenda for a learning game design workshop. It will include playing existing games to understand game mechanics, a primer on how games can support learning through motivation and feedback, and activities for participants to collaborate in designing their own games. The goal is for participants to learn principles of game design that can be applied to creating games for learning objectives. Breakout sessions are planned for designing games, with time for testing and revising the games.
This document discusses gamification of learning and instruction. It presents the topic through a fictional story and case involving a detective investigating why learners are disengaged. Through clues and interactions with characters, it is revealed that there are two types of gamification - structural which uses game elements to guide learners through content, and content which alters content to be more game-like. Game elements that can engage learners are identified such as points, badges, leaderboards, challenges, stories, characters, and missions. The presentation models gamification techniques by incorporating a storyline, characters, audience participation, and competition.
The document discusses using games to teach different types of knowledge like facts, concepts, rules, procedures, and problem solving. It provides guidance on designing games for each type of knowledge, emphasizing matching the right game type to the content. For example, facts can be taught through matching or multiple choice games while conceptual understanding is best developed through examples and counter-examples. The document recommends choosing games that allow learners to embody knowledge and learn through experience.
Learning in 3D: How Virtual Environments are Being Leverage to Add Value to...Karl Kapp
Presentation given at Finlands "Learning in Different Worlds" in Lahti, October 8, 2010. Describes case studies and then talks about the value of being an avatar and the impact it has on learning.
1) The document discusses the educational benefits of games compared to traditional lectures. It finds that games yield higher learning gains, especially when used over multiple sessions and when students work in groups.
2) Elements of games that contribute to learning include challenge, narrative/story, characters/avatars, and first-person versus third-person perspective. Including these elements can influence behavior and attitudes.
3) Successful educational games are embedded within the curriculum, include debriefing and feedback, and meet specific learning objectives. Examples show games improving math skills and influencing pro-social behaviors.
Tools of Engagement: Storytelling, Audience Response Systems and Learning Sci...Karl Kapp
In this presentation, the attendees will:
-Learn how to craft an instructional story that is based on learning science to engage, motivate and educate learners.
-Learn three methods of using an audience response system to engage learners through stories and games.
Bridging the Boomer/Gamer Knowledge Gap in the LibraryKarl Kapp
This presentation was given to a group of librarians. The purpose of the presentation is to describe the boomer/gamer knowledge gap and explore ways in which librarians can help to bridge that gap. The questions within the presentation were for an audience response software TurninPoint.
This document discusses the benefits of 3D immersive learning environments. Research shows that avatars can influence learner behavior and perceptions, especially when the avatar resembles the learner. A 3D environment allows for embodied, experiential learning through activities like role playing different scenarios. When interactivity and immersion are combined, it can lead to sustained engagement and meaningful learning. Authentic practice in simulated environments is effective for fields like medicine, military, and manufacturing. Questions are raised about what new kinds of learning 3D enables rather than replicating 2D classroom models.
When Remembering REALLY Matters - DevLearn 2014 presentationSharon Boller
Trying to improve business results via training? One-hit wonders will sabotage your efforts. Use research-proven strategies to yield long-term retention of your training.
Games, Gamification and Innovative Learning Techniques (Chinese Translation)Karl Kapp
The document discusses how games, gamification, and simulations can be effective learning tools by increasing engagement, promoting active learning and problem solving. It reviews research finding that game-based learning leads to better learning outcomes than traditional instruction, especially when lessons incorporate game elements like characters, narratives, feedback, and levels. Instructional games are most effective when embedded within a curriculum that includes opportunities for reflection and feedback.
How to Elevate Your Learning:What is Gamification? Is There Any Science Behin...Karl Kapp
The document summarizes Karl Kapp's presentation on gamification of learning. It discusses what gamification is, provides a brief history of its use, and examines some of the key elements of games that can be used to engage learners such as story, feedback, and challenges. It also provides examples of how gamification has been successfully used in corporate training settings to improve outcomes.
Karl Kapp: Influence of Technology on LearningMarlo Gorelick
The document discusses how technology will influence the future of learning, noting that games have been shown to be more effective for learning than lectures. It provides examples of how gamification can be used in learning through elements like challenges, stories, and avatars. The document advocates for applying instructional design strategies that incorporate interactivity to online courses to reduce high attrition rates.
This document discusses adding 3D virtual environments to enterprise learning and collaboration. It explores how 3D spaces can combine formal and informal learning using different design principles and learning archetypes. Examples of organizations successfully using virtual worlds for learning are provided. The session agenda outlines examining a model for deploying 3D learning, exploring design principles and learning archetypes, and reviewing case studies of organizations combining formal and informal learning in virtual spaces.
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.
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 document describes a fictional scenario where a boss asks detectives to solve the mystery of how to increase learner engagement. The detectives interview various characters who provide clues about gamification techniques. Some clues include using story, characters, polling, points systems, mystery, open loops, and putting learners at controlled risk. By the end, the detectives have learned gamification practices like these can engage learners. The boss is satisfied the mystery of engagement has been solved.
Games provide structured challenges within a rule-based system that engage players and promote learning. Gamification applies game design elements to motivate people to achieve goals. The document discusses how gamification can incorporate narrative, avatars, feedback, progression of difficulty, and social elements to engage learners and facilitate learning. Implementing gamification principles in instructional design can help promote learner motivation and knowledge acquisition.
The Role of Games and Simulations In LearningKarl Kapp
The document discusses how games and simulations can be used for learning. It summarizes research showing that avatars can act as models that influence behavior and perceptions. Simulations are most effective when embedded in a broader instructional program, and they have been shown to increase confidence, declarative knowledge, procedural knowledge, and retention compared to traditional instruction alone. Specifically, simulations led to a 20% increase in confidence, an 11% increase in declarative knowledge, a 14% increase in procedural knowledge, and a 9% increase in retention.
This document discusses many elements that should be considered when designing an instructional game, including goals, rules, objectives, stories, feedback, time, replayability, conflict/competition/cooperation, rewards, aesthetics, and uncertainty. Goals and rules define how the game is played, objectives provide motivation, stories provide context, and feedback, rewards, and leaderboards encourage learning and improvement. Additional elements like time, replayability, social aspects, and visual design help with engagement and enjoyment. Uncertainty can enhance the learning experience if implemented appropriately. The document recommends allowing failure, multiple attempts, and focusing on learning from mistakes.
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.
This document outlines an agenda for a learning game design workshop. It will include playing existing games to understand game mechanics, a primer on how games can support learning through motivation and feedback, and activities for participants to collaborate in designing their own games. The goal is for participants to learn principles of game design that can be applied to creating games for learning objectives. Breakout sessions are planned for designing games, with time for testing and revising the games.
This document discusses gamification of learning and instruction. It presents the topic through a fictional story and case involving a detective investigating why learners are disengaged. Through clues and interactions with characters, it is revealed that there are two types of gamification - structural which uses game elements to guide learners through content, and content which alters content to be more game-like. Game elements that can engage learners are identified such as points, badges, leaderboards, challenges, stories, characters, and missions. The presentation models gamification techniques by incorporating a storyline, characters, audience participation, and competition.
The document discusses using games to teach different types of knowledge like facts, concepts, rules, procedures, and problem solving. It provides guidance on designing games for each type of knowledge, emphasizing matching the right game type to the content. For example, facts can be taught through matching or multiple choice games while conceptual understanding is best developed through examples and counter-examples. The document recommends choosing games that allow learners to embody knowledge and learn through experience.
Learning in 3D: How Virtual Environments are Being Leverage to Add Value to...Karl Kapp
Presentation given at Finlands "Learning in Different Worlds" in Lahti, October 8, 2010. Describes case studies and then talks about the value of being an avatar and the impact it has on learning.
1) The document discusses the educational benefits of games compared to traditional lectures. It finds that games yield higher learning gains, especially when used over multiple sessions and when students work in groups.
2) Elements of games that contribute to learning include challenge, narrative/story, characters/avatars, and first-person versus third-person perspective. Including these elements can influence behavior and attitudes.
3) Successful educational games are embedded within the curriculum, include debriefing and feedback, and meet specific learning objectives. Examples show games improving math skills and influencing pro-social behaviors.
Tools of Engagement: Storytelling, Audience Response Systems and Learning Sci...Karl Kapp
In this presentation, the attendees will:
-Learn how to craft an instructional story that is based on learning science to engage, motivate and educate learners.
-Learn three methods of using an audience response system to engage learners through stories and games.
Bridging the Boomer/Gamer Knowledge Gap in the LibraryKarl Kapp
This presentation was given to a group of librarians. The purpose of the presentation is to describe the boomer/gamer knowledge gap and explore ways in which librarians can help to bridge that gap. The questions within the presentation were for an audience response software TurninPoint.
This document discusses the benefits of 3D immersive learning environments. Research shows that avatars can influence learner behavior and perceptions, especially when the avatar resembles the learner. A 3D environment allows for embodied, experiential learning through activities like role playing different scenarios. When interactivity and immersion are combined, it can lead to sustained engagement and meaningful learning. Authentic practice in simulated environments is effective for fields like medicine, military, and manufacturing. Questions are raised about what new kinds of learning 3D enables rather than replicating 2D classroom models.
When Remembering REALLY Matters - DevLearn 2014 presentationSharon Boller
Trying to improve business results via training? One-hit wonders will sabotage your efforts. Use research-proven strategies to yield long-term retention of your training.
Games, Gamification and Innovative Learning Techniques (Chinese Translation)Karl Kapp
The document discusses how games, gamification, and simulations can be effective learning tools by increasing engagement, promoting active learning and problem solving. It reviews research finding that game-based learning leads to better learning outcomes than traditional instruction, especially when lessons incorporate game elements like characters, narratives, feedback, and levels. Instructional games are most effective when embedded within a curriculum that includes opportunities for reflection and feedback.
How to Elevate Your Learning:What is Gamification? Is There Any Science Behin...Karl Kapp
The document summarizes Karl Kapp's presentation on gamification of learning. It discusses what gamification is, provides a brief history of its use, and examines some of the key elements of games that can be used to engage learners such as story, feedback, and challenges. It also provides examples of how gamification has been successfully used in corporate training settings to improve outcomes.
Karl Kapp: Influence of Technology on LearningMarlo Gorelick
The document discusses how technology will influence the future of learning, noting that games have been shown to be more effective for learning than lectures. It provides examples of how gamification can be used in learning through elements like challenges, stories, and avatars. The document advocates for applying instructional design strategies that incorporate interactivity to online courses to reduce high attrition rates.
The Influence of Technology on the Future of Learning Karl Kapp
"I understand your frustration sir, but yelling will not help resolve the issue. Let me see what I can do to help."
Mary: Good job staying calm and redirecting to a solution. Remember our goal is to de-escalate the situation. Now let's see what we can do to resolve the problem...
Guided Role Play with
Feedback
Great job! You really demonstrated
empathy and problem solving. Let's
do another call together so you can
practice even more.
Remember, the goal is to make the
customer feel heard while also
finding a resolution. You've got this!
Ready for the next call?
The Case of the Disengaged Distant Learner. (Gamification)Karl Kapp
The document discusses gamification of learning and instruction. It provides an overview of a keynote presentation by Karl Kapp on gamification of learning. The keynote discusses different game elements that can be used to engage learners, such as story/genre, competition, mystery/curiosity, and characters. It also describes different types of gamification, including structural and content gamification.
This document discusses gamification and its applications for learning and behavior change. It defines gamification as using gaming elements in non-game contexts to influence behavior. The document provides examples of how businesses have used gamification for marketing. It also outlines different gamification elements that can aid learning, such as stories, challenges, and feedback. Research shows these elements can increase engagement and positively impact behaviors when integrated into learning programs.
eLearning and the Future through Fact or FishyKarl Kapp
This document discusses the use of games and gamification in learning. It provides examples of how companies have successfully used games and gamification to engage employees in training. Research shows that games can be more effective than lectures at promoting different types of learning and retention. Effective elements of gamification include challenges, stories, avatars, feedback and allowing learners to fail. The document advocates using stories, characters, and interactivity to engage learners rather than relying on lectures or bulleted lists. It presents evidence that games can influence real-world behaviors in a positive way.
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.
The document discusses using an alternate reality game (ARG) to teach an enterprise course. An ARG combines challenges, puzzles and narratives across multiple online and real-world platforms. It provides examples of past ARGs used for marketing campaigns. The proposed ARG would immerse students in a scenario as turnaround consultants for a struggling clothing company. Students would receive emails, visit websites and collaborate online and in meetings to research the company and devise solutions over 12 weeks. Assessment would include teamwork, presentations and a report. The ARG aims to foster deep learning through experiential and collaborative problem-solving in a simulated reality.
This document summarizes two case studies that used gamification to increase desired behaviors and learning outcomes. In the first case study, an insurance company used a gamified system to increase sales activity logging by over 250% and improve data in their salesforce system. The second case study discusses how a car company gamified an existing sales training program, which led to a 417% increase in site usage and exceeding the previous year's traffic volume within three months. Both cases illustrate how gamification can effectively promote learning and behavior change in organizational settings.
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
Level up! Integrating Games and Gamification to Support Teaching & LearningMichael M Grant
The document discusses integrating games and gamification to support teaching and learning. It distinguishes between gaming, which is designed for entertainment, and serious games or gamification, which apply game elements to non-game processes to motivate learners. Background research shows games can improve learning outcomes when targeted to specific objectives. The document provides examples of commercial, specialty, and teacher-created games for various subjects and populations. Implementation challenges like assessment and perceptions of games are addressed.
Increasing Engagement of Today’s Learner Through TechnologyKarl Kapp
This presentation focuses on the role of specific approaches, namely gamification and various types of simulation, to motivate and energize learners in
a more interactive way that is aligned to how learning takes place in everyday life today.
The document discusses how games can support learning and why they are a natural fit. It summarizes that games incorporate many elements of instructional design theories even if not intentionally. It also discusses how serious games are being used in fields like science, health, and training.
This document discusses how games and gamification are changing various aspects of life and business. It notes that most Americans play games and the average 21 year old has spent over 10,000 hours playing games. The document then discusses what a typical gamer looks like and how gamification uses game elements to drive participation and engagement in non-game contexts. It provides examples of gamification in health, business, learning and advancement. Finally, it offers suggestions for implementing gamification such as knowing your audience and using it as part of a broader strategy.
Educational games and simulations can provide benefits to learning but also have some disadvantages. They have been shown to improve motivation, engagement, and cognitive learning when used effectively. Some examples mentioned are Froguts, which allows simulated frog dissection, and Chucky's Chicken Stacker, a word game with adjustable difficulty levels. However, excessive use may reduce social skills and physical activity. Effective use requires guidance, appropriate challenges, and time for reflection.
The Product Mindset- Jonny Schneider (ThoughtWorks Live)Thoughtworks
Jonny explores achieving customer value in the digital age. More than just experiments and customer centricity, adaptive strategies are required, where decisions are based on learning through doing.
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.
Karl Kapp provides a guide for using gamified learning in employee development. He outlines three key considerations for successful gamification implementation: system design factors like quality and satisfaction; learner attributes like experience and motivation; and matching game elements to learning outcomes like tasks and goals. Kapp then provides tools to design gamified systems, measure outcomes, and ensure success through checklists and action mapping templates. He advocates tying gamification to measurable behaviors and KPIs rather than broad outcomes.
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.
DevLearn 2019 Create Engaging Instruction Using Game ElementsKarl Kapp
Karl Kapp presented on creating engaging instruction using game elements. He discussed defining games and game terminology. Participants played sample learning games and provided feedback. Best practices for designing learning games were covered, such as embedding games within curriculum and allowing for failure. Paper prototyping tools like PowerPoint were demonstrated for rapid iteration. Participants then worked in teams to prototype a learning game for a customer service training scenario.
Sales Enablement Through Games? You Bet And Bottom Line Results Prove It!Karl Kapp
Using games for practice sales skills, make role-plays fun and to reinforce sales skills? Yes, and here are some real-world examples that have gotten real-world results.
TU204 - Beyond Gamification:Think Like a Game Designer to Create Engaging, Me...Karl Kapp
Thinking like a game designer is a great way to craft instruction that engages learners on multiple levels. Explore the use of game elements to challenge learners, generate curiosity, and create immediate feedback. Learn how to balance the elements of story, action, and uncertainty to simulate thinking and engagement. In this session you will experience firsthand how gamification motivates learners and increases retention.
W308 - Start Thinking Like a Game Designer and Create Engaging, Immersive Ins...Karl Kapp
Session Description:
Game designers think about action, adventure, and engagement. In contrast, instructional designers tend to think about objectives, content, and quizzes. As a result, most games are fun, intriguing, and immersive, while most instruction tends to be predictable, boring, and perfunctory. Change your mindset from an instructional designer to a game designer and immediately begin creating engaging and effective instruction. Learn methods to help you think like a game designer and change stale training into an exciting and interesting experience for learners.
W207 - Creating a 3-D Behavioral Assessment Based Simulation or Game Karl Kapp
Session Description:
In a case study format, learn how a 3-D video game was developed to provide skills training. We will discuss how a behaviorally focused rubric was mapped into a 3-D branching game to provide real-time feedback to learners on their decision-making skills with different members of the client's in-house training teams. The tools, analytical measurements, and learning decisions will be discussed and generalized for application across a wide variety of scenario-based training situations. We'll see a demonstration of the game and the dashboard that is used to evaluate how their learners are performing in the game and how the tools in the game provide a coaching platform to improve performance.
Application on the Job:
Apply a behaviorally based rubric to the creation of an interactive branching conversation to measure scenario-based decision-making.
Leverage game elements to promote engagement, replayability, and learner interaction.
Discover how player analytics in the game are used to provide real-time feedback, remedial feedback, and coaching.
A List of Some of the Tools Available to Create Digital Learning GamesKarl Kapp
This document discusses tools and resources for creating learning games, including authoring tools, game engines, templates, and asset libraries. It compares options for building vs buying games and highlights inexpensive or free options. These include tools like Raptivity, eLearning Brothers, GameSalad, Construct 3, and libraries like Turbosquid and Shutterstock for finding game assets. Live audience response tools like Kahoot! and Poll Everywhere are also presented.
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.
Instructions on How to Take Notes Directly on a PowerPoint SlideKarl Kapp
To add notes directly to a PowerPoint slide:
1. Ensure the Developer tab is visible by clicking File > Options > Customize Ribbon and selecting Developer under Main Tabs.
2. Click the "ab" icon on the Developer tab to insert a text box for notes.
3. Drag and drop the notes text box where desired on the slide. Then enter notes text which will be saved with the PowerPoint.
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.
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.
Becoming a Change Agent: Ushering in a New Approach to LearningKarl Kapp
This document discusses how to effectively introduce and promote the adoption of new technologies and innovations. It outlines Rogers' diffusion of innovations theory, including the attributes that make an innovation attractive like relative advantage and compatibility. It also discusses the different types of adopters according to the innovation adoption curve and how to target each group. The technology hype cycle is also explained to show how expectations for a new technology typically follow a pattern from peak to productivity. Overall, the key is to understand what drives adoption, recognize different attitudes towards change, and serve as a role model for the new innovation.
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.
7. We’ve learned and struggled for a few
years here figuring out how to make a
decent phone. PC guys are not going
to just figure this out.
They’re not going to just walk in.
--Palm CEO Ed Colligan, 16 Nov 2006
8. This is our best iPhone launch yet — more than
9 million new iPhones sold — a new record for
first weekend sales—Tim Cook, 2013.
Palm sold to HP in 2010, by 2011
Palm was done.
Presenter’s iPhone Image, Screen Capture
9. ENIAC's main control panel
US Army Photo Located at http://en.wikipedia.org/wiki/File:Two_women_operating_ENIAC.gif
33. Gamification is
the use of gaming
elements
integrated into a
training program
aligned with
training and/or
business goals to
promote change
in behavior
Game-based
Learning is the
use of a game to
teach knowledge,
skills and abilities
to learners using
a self-contained
space.
What is this “game” stuff?
Simulation
Learning is a
realistic, controlled-
risk environment
where learners can
practice specific
behaviors and
experience the
impacts of their
decisions.
34. • Gamification is to Learning Game as:
– Part is to Whole
– Piece is to Puzzle
– Slice is to Pie
– Steering Wheel is to Car
• Gamification uses elements of games but is not
a game in-and-of itself.
What is this “game” stuff?
36. Gamification
Elements that
Aid Learning
1. Story
2. Challenge
3. Mystery
4. Characters/Avatar
5. Challenge
6. Levels
7. Feedback
8. Replayability
9. Freedom to Fail
10.Asethetics
11.Time
12.Rewards
Image modified from Microsoft Clipart
37. Gamification
Elements that
Aid Learning
1. Story
2. Challenge
3. Mystery
4. Characters/Avatar
5. Challenge
6. Levels
7. Feedback
8. Replayability
9. Freedom to Fail
10.Asethetics
11.Time
12.Rewards
NOT Enough Time
Image modified from Microsoft Clipart
38. Elements of
Games
1. Reward Structures
2. Feedback
3. Story
4. Challenge
Image modified from Microsoft Clipart
39. Adding points, badges and
leaderboard to any training
makes it awesome!
Is that Fact or Fishy?
43. Howard-Jones. P.A., & Demetriou, S. (2008, September 11). Uncertainty and engagement with learning games.
Instructional Science, 37, 519-536.
Image modified from “The Gamification of Learning and Instruction by Karl M. Kapp”
The value, or size, of an anticipated reward influences
the motivational signal sent to the brain only within
the contexts of the reward system.
53. What can you do?
Use feedback to inform learners of
errors in thinking and to focus them on
the task they are learning.
Create leaderboards by department
or group rather than individually.
54. Learners remember facts better…
When presented as bulleted
list rather than presented as
a story.
Is that Fact or Fishy?
59. One way to engage learners is to…
Present them with a difficult
challenge.
Is that Fact or Fishy?
60. Fact.
Provide a challenge
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational
reform. North Central Regional Educational Laboratory. [Online]. Available:
http://www.ncrtec.org/capacity/profile/profwww.htm and Schlechty, P. C. (1997). Inventing better schools: An action plan
for educational reform. San Francisco, CA: Jossey-Basss.
Source: http://us.battle.net/wow/en/
62. Nurse Assistant Training
• Course Objectives
– Describe the nursing assistant’s legal and
ethical responsibilities regarding medical
records.
– List basic rules for recording medical
information.
– Identify who is able to receive patient
information.
63. It is your first day on the job as a nurse’s
assistant and you have just witnessed a
senior nurse appear to provide medical
information to a dear friend of a terminally
ill patient.
What should you do?
Image from Microsoft Clipart
64. What can you do?
Give your learners the “Kobayashi
Maru” equivalent.
65. “Kobayashi Maru” is a no win,
difficult situation designed to
teach “thinking.”
68. Blue Shield of California, an independent
member of the Blue Shield Association, is a
not-for-profit health plan dedicated to
providing Californians with access to high-
quality health care at an affordable price.
Source: https://www.blueshieldca.com/
69. Wanted to serve as a model of how an
organization can successfully implement a
wellness program that benefits employees
and the organization.
Source: https://www.blueshieldca.com/
70. Daily program focusing on physical, mental
and emotional health using gamification
techniques.
Source: https://challenge.meyouhealth.com/signup
74. Gamification is part of an over all effort that has resulted in…
80% of Blue Shield Employees participate in at least one wellness
program.
The incidence of hypertension has fallen by two-thirds.
Disability claims are down.
50% drop in smoking prevalence and a similar increase in regular
physical activity among employees
Health Results
Source: https://challenge.meyouhealth.com/signup
81. 1) Games and Gamification are not the same thing but
both are powerful from a learning perspective.
2) Gamification is more than adding points, badges and
leaderboards.
3) Use stories rather than bulleted lists to present facts.
4) Use stories that are related to the context of the desired
learning outcome.
5) Present learners with a difficult challenge to engage
and motivate them.
6) Feedback should be targeted to learner needs.
7) Keep leaderboards relatively small, by department or
region—not by individual.
Takeaways
82. Copy of Slides and Notes available at
www.karlkapp.com
Contact Karl at:
karlkapp@gmail.com