gamification: creating engaged learners: lten keynote slides
DESCRIPTION
Here are my slides for the LTEN Keynote (Life Sciences Trainers & Educators Network ) address.TRANSCRIPT
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Follow on Twitter:@kkapp for updates, slides & additional ideas.
By Karl M. Kapp Bloomsburg University Author of Gamification of Learning &Instruction Download Slides & Notes at: www.karlkapp.com/kapp-notes June 12, 2014
Gamification: Creating Engaged Learners
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For: Notes Slides
Additional Ideas www.karlkapp.com
www.karlkapp.com/kapp-notes
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Check out Karl’s Books on Gamification
http://tinyurl.com/KappbookG1
http://tinyurl.com/KappbookG2
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Bring Karl to speak to your organization for a workshop or
keynote.
Contact him at [email protected]
Or on his web site at:
http://karlkapp.com/contact/
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Karl M. Kapp
Presents:
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Design Takeaway Challenge
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t was a quiet Monday morning, very quiet, really quiet… almost too…
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Then, out of nowhere, she flew into my office, like a Boss who had a problem that needed solved …
Hi Boss.
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I have a problem that needs to be solved.
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We need more engagement.
She wanted to increase learner engagement and have more interactive learning in our Life Sciences company.
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You came to the right guy that’s what I do…
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Yeah, I know…that’s why I hired you. Ugh..
Now take the new person here and go ask Clyde, he went to a SPBT session on the subject.
Don’t you mean LTEN????
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For some reason, she didn’t seem bothered by the fact that she was breaking the company’s strict no smoking policy…
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Here’s where you come in. Help me figure out the clues …and fast.
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Instructions • A statement is presented
– Type in “Code word”
• Text Response:
Take out your text-machines
Standard Texting Fees Apply!
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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
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How To Vote via PollEv.com/karlkapp
Capitalization doesn’t matter, but spaces and spelling do TIP
AMZ01
IAMZ02
ALRIGHT01
PollEv.com/karlkapp
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Observe the process:
-What design techniques are used?
-What elements add to the experience?
-What instructional design principles are being followed or broken?
How To Participate via Observation
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Choose your disguise…
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Stakes are high……
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First stop…Clyde’s office…look for clues
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Games and Gamification are the Same thing?
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Look…I found some things written on one of Clyde’s notebooks.
Could be a lead…or
…it could be this session’s learning objectives
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Let’s get going.
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Now we need to find Ivan…the Informant... I knew one of his old haunts.
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He was about as friendly as a fly at a fly strip convention.
Hello, Clueless…
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Look I am going to ask you some questions, the right answer gives you
a clue to gamification and interactive learning.
He was about as friendly as a fly at a fly strip convention.
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What do you and your lackies here have to say about this?
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How many types of gamification are there?
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There are two types of gamification.
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He grabbed his typewriter and made some notes to explain to me the difference between the two types of gamification.
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Structural Gamification is use of game-elements to propel a learner through content with no alteration or changes to the content.
Structural: Points
Badges
Leaderboard
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Content Gamification use of game thinking to alter content to make it more game-like but doesn’t turn the content into a game.
Content: Challenge
Story
Characters
Missions
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Ivan then grabbed his laptop to show me a demonstration of the two types.
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First Structural Gamification….
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Gamification The concept of gamification Consists of many different elements. These elements can include: • Story • Character • Mystery • Curiosity • Curve of Interest • Surprise • Chance • Points • Badges
Screen captures courtesy of MindTickle….
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Then he demonstrated content gamification....
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It was a little like déjá vu ….this content gamification…..
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It has elements of story, characters and content that was altered to be more game-like…
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This mystery of interactive learning was starting to take shape…
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Twittermission
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Enter Question Text Ok, now let’s get into the research!
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Riddle me this…which is a better way to learn,
studying a little bit of content at a time or learning it all in one big chunk of time?
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Content Content Content
Time Time
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The spacing promotes deeper processing of the learned
material.
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Ha…I know this! Space learning out in small chunks over time, 24 hours is the optimal spacing.
Some call it “drip learning.”
Break up content in classroom every 8-10 minutes.
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In fact, a study using a randomized control group conducted a trial at ten sites in southeast India with over 500 subjects.
Working Indian men (aged 35—55 years) with impaired glucose tolerance were randomly assigned to either a mobile phone messaging intervention or standard care..
Ramachandran, A. et. al. Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6
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Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6
“Avoid snacks while watching TV; you may
overeat.”
“Use stairs instead of an Elevator”
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Lowered risk of developing Type 2 diabetes by 36%.
Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11 September 2013 doi:10.1016/S2213-8587(13)70067-6
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Let me show you something.
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What is the new name of SPBT
Submit
What? The name has changed?
Life Sciences & Educators Network.
Super People, Better Trainers
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Congratulations!! You’ve Unlocked Level Two.
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Wow, I’m almost impressed with your knowledge. Here is another question….
Is testing yourself is a better way to learn than re-reading or re-listening to
material?
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Enter Question Text
It’s a fact: “Retrieval Practice” alone can provide improved recall performance by as
much as 10-20%.
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Require students to recall content to enhance learning.
In other words, use testing to reinforce learning—not just for
evaluation.
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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%.
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
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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?
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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.
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Again with the computer….
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Thanks, Ivan.
One more thing…
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Add character’s to your learning designs…
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In tests involving word problems, the group who had a character explain the problems generated 30% more correct answers than the group with just on-screen text.
Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”
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Clark, R., Mayer, R. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”
Animated pedagogical agents (characters) can be aids to learning. A “realistic” character did not facilitate learning any better than a “cartoon-like” character.
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Now get out of here…
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This mystery of interactive learning was starting to take shape…
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Let’s brief the boss on what we know so far…
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So what have we learned?
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So far, so good. Follow the next clue on the matchbook I found in my desk drawer….
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I arrived at the place on the matchbook, as shady as a clump of oaks caught in an eclipse…
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Enter Question Text Hmm… What could this location and clue mean??? Tell me. Does engaging instruction start with…
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Action draws in the learner and encourages further engagement.
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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
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Law & Order
Create Open Loops
Think of my favorite show!
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Just as I was leaving, I found another matchbook.
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Seems like a clue…should
Learning be easy so we don’t discourage the learners? or Challenging where some learners will struggle?
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Look! Things that are too easy or too difficult will not pique a learner’s interest because they lead to
boredom or frustration.
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Let me show you Clyde’s folder on this subject.
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Do you know what elements contribute to
flow?
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Achievable Task
Clear Goals
Control Over Actions (Autonomy)
Concentration
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You can also add elements such as …
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You can also add elements such as … Novelty
Inconsistency
Complexity
Surprise Incomplete information
Unpredictable Future
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In fact, Clyde says…give them the Kobayashi Maru of challenges.
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Suddenly, a voice appeared out of nowhere…the mysterious Learning Lady
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I saw her eyes in the shadows of the alley and she simply said…
Consider the use of fantasy in constructing learning events….
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Ya’h sure about this “fantasy” thing? This make believe stuff?
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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.
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Then, suddenly, she emerged from the shadows.
I pictured you differently…
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Here are some more matches for your boss. She
smokes a lot.
She shouldn’t smoke.
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Well, here is the next clue, do we :
Put the learner at risk. or Let the learner safely explore the environment.
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No risk, or danger equal no skin in the game.
Get the learner emotionally involved by putting him or her at “mock” risk.
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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
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In games, failing is allowed, it’s acceptable, and it’s part of the process.
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Time for a recap with the boss… she looked a little frazlled…she needed to know one more thing.
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I want to know one more thing.
What did you detectives learn about gamification?
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What are some gamification practices that can engage
learners?
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Any Others?
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Here’s my short list.
1) Story/Characters2) Polling/Audience Input3) Points/Winners/Teams4) Mystery/Curiosity5) Open Loop
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Great stuff, you LTEN folks really seemed to have cracked the case as to what makes
engaging learning.
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So what detective team was the most helpful in solving the mystery? Who were the winners?
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Ugh There all winners
to me.
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Mystery solved, just in time for the weekend. I was anxious to get some rest…
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But…to my surprise as the Boss was driving away, she threw yet another matchbook….
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Unfortunately, we’ll have to leave that mystery for another keynote….
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The End
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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
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QUESTIONS?