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.

1. The Role of Games and Simulations in
Learning
Twitter:@kkapp
Hashtag #lrn3d
By Karl M. Kapp
Bloomsburg University
www.learningin3d.info

2. http://www.kaplaneduneering.com/kappnotes/

3. Agenda
• Is the use of 3D avatars appropriate?
• Do simulation games make a difference in
learning?
• Are simulation games better/worse than
traditional instructional methods?
• Are simulation games better because they are
simulation games or is it something else?

4. Identity– no deep learning takes place unless an
extended commitment of self is made for the long haul.
Good video games capture players through identify.
Players either inherit a strongly formed and
appealing character or they get to build a character
from the ground up.
Players become committed to the new virtual world
in which they will learn and act.
James Paul Gee, University of Wisconsin-Madison

5. We’ve Always Wanted
Characters

6. Why be a Characterat
All?
Research indicates that human
social models influence behavior,
beliefs and attitudes.
Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.

7. Avataras Teacher
Research also indicates that learners perceive, interact
socially with and are influenced by anthropomorphic
agents (avatars) even when their functionality and
adaptability are limited.
Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical
Transactions of the Royal B Society. 364, 3559–3565

8. Can an experience as an avatar
change a person's real life
perceptions?
If yes, how?
If no, why not?

9. An experience as an avatar
can change a person's real
life perceptions. In a study
conducted by Yee and
Bailenson (2006), it was
found that negative
stereotyping of the elderly
was significantly reduced
when participants were
placed in avatars of old
people compared with those
participants placed in avatars
of young people.
Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The
Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual
International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA

10. Mentor
Motivator
Expert
Are two avatars better than
one?

11. Mentor
Motivator
Expert
Yes, two avatars are better
than one.
Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical
agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115.

12. http://www.codebaby.com/showcase/elearning-showcase/

13. Three groups, which is
more likely to exercise
within the next 24 hours?
Group 1 watches an avatar that
looks like them loitering
Group 2 watches an avatar that does
not look like themselves exercising.
Group 3 watches an avatar that looks
like themselves exercising.

14. If learners watch an avatar that
looks like them exercising & losing
weight, they will subsequently
exercise more in the real world as
compared to a control group.
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.

15. Within 24 hours of watching an avatar
like themselves run, learners were
more likely to run than watching an
avatar not like them or watching an
avatar like them loitering .
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-
113.

16. Which builds more confidence for on
the job application of learned
knowledge?
Class room
instruction.
Simulation
Game.

17. Simulation
Game.
Sitzmann, T. (in press) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel Psychology .
20% higher.

18. Which is better for learning?
1. Stand alone simulation
independent of other instructional
materials
2. Simulation embedded in program
of instruction

19. Trainees learn more from simulations games that are
embedded in a program of instruction than when simulation
games are the sole instructional method.
Sitzmann, T. (in press) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel Psychology .

20. Do simulations have to be entertaining to be educational?

21. NO
Sitzmann, T. (in press) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel Psychology .

22. True or False?
When the majority of the instruction
in a simulation game was passive, the
comparison group learned more than
the simulation game group.

23. TRUE
In other words,
simulations aren’t good
just because they are
simulations.
Sitzmann, T. (in press) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel Psychology .

24. Type of
Knowledge/
Retention
% Higher
Declarative
Procedural
Retention
Name the Percentage

25. Type of
Knowledge/
Retention
% Higher
Declarative 11%
Procedural 14%
Retention 9%
Name the Percentage
Sitzmann, T. (in press) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel Psychology .

26. Summary
• Avatars provide a model of acceptable social
(work) behavior.
• An experience as an avatar can change a person’s
real life perceptions
• Simulations don’t have to be entertaining to be
educational
• Simulations show increases in confidence (20%),
declarative knowledge was 11% higher;
procedural knowledge was 14% higher and
retention was 9% higher.