Karl M. Kapp discusses the importance of gamification and interactive learning to enhance student engagement in education. He explores design techniques, retrieval practice, and the role of narrative and challenge in learning, emphasizing that actively engaging learners leads to better retention and performance. The document concludes with recommendations for active learning practices that intrigue and motivate students.

1. Twitter:@kkapp
By Karl M. Kapp
Bloomsburg University
Gamification of Learning &Instruction
May 20, 2014
The Quest for
Learner
Engagement:

2. Design Takeaway Challenge

3. Rules
• A statement is presented
– Type in “Code word”
• Text Response:
Take out
your text-
machines
Standard Texting Fees
Apply!

4. How To Participate via Texting
1. Polleverywhere has no access to your phone number
2. Capitalization doesn’t matter, but spaces and spelling do
AMZ01
IAMZ02
ALRIGHT01
AMZ01

5. How To Vote via PollEv.com/karlkapp
Capitalization doesn’t matter, but spaces and spelling doTIP
AMZ01
IAMZ02
ALRIGHT01
PollEv.com/karlkapp

6. Observe the process, take notes for
debrief.
-What design techniques are used?
-What elements add to experience?
-What instructional design principles are
being followed or broken?
How To Participate via Observation

7. Notes
Slides
Additional Ideas
www.karlkapp.com/kapp-notes

8. Summer Theatre
and
Karl M. Kapp
Present:

9. The Quest
for:

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

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

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

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

14. You came to the instructor
that’s what I do…

15. Yeah, I know…that’s
why I hired you. Ugh..
Now take the new person here
and go ask Clyde, he went to a
conference on the subject.

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

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

18. Choose your disguise…

19. Stakes are high……

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

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

22. Content Content Content
Time Time

24. 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.”

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

26. Let’s get going.

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

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

29. 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.

30. What do you and your lackies here have to
say about this?

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

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

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

34. 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%.

35. Ivan then grabbed his computer to show me an
example.

37. ExactTarget is a global marketing organization focused
on digital marketing tools – email, mobile, and web
and was recently purchased by Salesforce.com.
ExactTarget is a leading cloud marketing platform
used by more than 6,000 companies including Coca-
Cola, Gap and Nike.

38. Introducing a new product, MobileConnect and
wanted to bring the sales force up-to-speed on the
features and functionality of the product.

39. VENDOR
http://www.theknowledgeguru.com/
Screen captures courtesy of The Knowledge
Guru…Bottom Line Performance

46. “I can’t tell you how many people are coming to me wanting another
game solution.”
“The repetition of the different paths helped me retain the information.”
“I’m a pretty competitive person so challenging myself to get one of the
top scores added a layer of fun to learning about the MobileConnect
product.”
“The game was a fun way to learn about MobileConnect. I enjoyed the
scenario-type questions, which put it all into context.”
Player Results

47. Business Results
Average contract value 2x higher than for previous mobile product.
First call resolution ($35 a call/average) is up 45%.
Of all the launches done in the previous two years prior to
MobileConnect, the sales team built the quickest pipeline for this
product.

48. Business Results
Average contract value 2x higher than for previous mobile product.
First call resolution ($35 a call/average) is up 45%.
Of all the launches done in the previous two years prior to
MobileConnect, the sales team built the quickest pipeline for this
product.
Larsen DP, Butler AC, Roediger HL 3rd. Repeated testing improves long-term retention relative to repeated study: a randomized controlled
trial. Med Educ 43: 1174–1181, 2009.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012.

49. Ivan had another question for me…I was the
one who was supposed to be ask’n questions….
Do learners remember facts better
when presented in a bulleted list or
when presented in a story?

50. Researchers have found that the human
brain has a natural affinity for narrative
construction.
People tend to remember facts more
accurately if they encounter them in a
story rather than in a list.
And they rate legal arguments as
more convincing when built into
narrative tales rather than on legal
precedent.

51. Again with the computer….

54. Thanks, Ivan.Get out of here….

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

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

57. So what have we
learned?

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

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

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

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

63. 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

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

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

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

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

68. Do you know what
elements contribute to
flow?

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

70. You can also add elements such as …

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

72. Suddenly, a voice appeared out of
nowhere…the mysterious Learning Lady

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

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

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

76. Winning team gets the “bid”…

77. Ya’h sure about this
“fantasy” thing? This
make believe stuff?

78. Fantasy provides two learning benefits...
Cognitively a fantasy can help a learner apply old
knowledge to understand new things and help them
remember the content.
Emotionally, a person can connect with the
experiences and not bring with it “real-world”
concerns or fears.

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

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

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

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

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

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

86. One more thing…take
this folder

87. 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)

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

89. I want to know one more
thing.
What are the elements of
active learning?

90. What are some active learning
practices that can engage
learners?

91. Any Others?

92. Great stuff, you folks really seemed to have
cracked the case as to what makes engaging
learning.

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

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

95. But we’ll have to leave that mystery for
another presentation….

96. The End

97. QUESTIONS?

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