introduction materials for gamification workshop

Twitter:@kkapp

By Karl M. KappBloomsburg UniversityGamification of Learning and Instruction October 29 & 30, 2012

Workshop

Know Your Kneighbor

• Objective: To Get to Know Your Fellow Workshop Learners

• Gameplay– You will be divided into groups– Earn the most points per group and individual

• 4 points—Know 3 things about a fellow learner• 2 point—Collect a business card• 1 point—Collect business card from instructor• 5 minutes to play Let’s Play

Game Results

• Did you like the game? • Was it fun? • Did you score points?• How many points?• What team won?

I Won!

Game Results• What did you learn?

I Won!

Recommendations

• Step One: Visualize what you want the learner to be doing during the game or gamification experience and what you want them to learn.• Start first with the knowledge or behavior you want

the learner to be exhibiting.

• Step One: Visualize what you want the learner to be doing during the game or gamification experience and what you want them to learn.• Start first with the knowledge or behavior you want

the learner to be exhibiting.

Re-Design Know Your Kneighbor


• Gameplay?

Test Re-Design


Let’s Play

You are an instructional game designer, you must develop a one page design document to take back to work that encapsulates one game you can begin to develop and implement using evidence-based instructional techniques.

Challenge

What are 3

principles for

adding games

& gamification

to curriculum?

How do I apply

game- based

strategies to

learning

content?

What are

motivation

al

aspects

of games?

Challenge

How can

Game Design

influence

Learning

Design?

What do you

want to

learn from

Workshop?

Personnel LearningObjective?

What’s Your Plan• Strategic Planning Game

– Assume a Role (don’t share “Hidden” agenda).– Negotiate Communicate with Role.– Compromise is desired.

Let’s Play

Game Results

• Did you like the game? • Was it fun? • Did you score points?• How many points?• What team won?

Game Results• What did you learn?

Elements of The Game

What is a Game?

4 2Games 1.0

3

4Games 1.0

3Where is my

opponentgoing to go next?

In what direction should I try to move

the ball?

How will the ball bounce off the wall?

Games 2.0

Games 2.0

Should I shoot the aliens on the end or in the

middle or all the bottom aliens first?

How long do I have to shoot before an alien shoots at me?

What is the pattern these aliens are

following?

Games 3.0

Where do I explore first?

What activities are of the most value?

What must I do to achieve my goal?

Games 4.0

Games 4.0 What activities give me the most return

for my efforts?

Can I trust this person who wants to

team with me to accomplish a goal?

Flippy wants to become friends with you. Do you

want to add Flippy to your friend’s list.

Games 4.0

A game is a system in which players engage in an abstract challenge, defined by rules,

interactivity and feedback that results in a quantifiable outcome

often eliciting an emotional reaction.”

Are games effective for learning?

Let’s Play Fact or Fishy…

Rules• A statement is presented

– Hold up sign and I’ll count

Write on a piece of paper.

One side: FactOne side: Fishy

Simulation/games have to be entertaining to be educational?

Simulation/games have to be entertaining to be educational?

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”


FISHY!

Simulation/games build more confidence for on the job application of learned knowledge

than classroom instruction.


Fact, 20% higher confidence levels.

Fact, 20% higher confidence levels.


In a Meta-Analysis…

Knowledge retention for game/simulation was 17% higher than a lecture.

Is that Fact or Fishy?

Fact!Delivery Method vs. Game/Simulation

% Higher

Lecture 17%

Discussion 5%


Fact!Retention/Type of Knowledge

% Higher

Retention 9%

Declarative 11%

Procedural 14%


- Realistic simulators for contemporary Leadership Training

- Integrate these games into leadership development programs

- Attempt various leadership structures

-Employees may make hundreds of leadership decision an hour in a game

Leadership’s Online LabsHarvard Business Review, May 2008

Leadership’s Online LabsHarvard Business Review, May 2008

RetentionType of Knowledge

% Higher

Retention 9%

Procedural 14%

Declarative 11%

Percentages of Impact

It wasn’t the game, it was level of activity in the game.It wasn’t the game, it was

level of activity in the game.

In other words, the engagement of the learner in the game leads to learning.

In other words, the engagement of the learner in the game leads to learning.


Engagement

PedagogyGame

EducationalSimulation

Instructional games should be embedded in instructional programs that include debriefing and feedback.

Instructional games should be embedded in instructional programs that include debriefing and feedback.

Instructional support to help learners understand how to use the game increases instructional effectiveness of the gaming experience.

Instructional support to help learners understand how to use the game increases instructional effectiveness of the gaming experience.

Hays, R. T. (2005). The effectiveness of instructional games: A literature review anddiscussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Chapter 4 “The Gamification of Learning and Instruction.”

Hays, R. T. (2005). The effectiveness of instructional games: A literature review anddiscussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Chapter 4 “The Gamification of Learning and Instruction.”

Example

TransferThe ability of simulations to teach skills that transfer to real-life, on-the-job situations seems abundantly positive… Computer-based simulations—assessed as an alternative to other means of training, as a supplement to other means of training, as a device to combat skill decay in experienced trainees, and as a means of improving performance levels as they stand prior to training—show positive results for transfer a majority of the time.

In 22 out of 26 studies, trainees demonstrated equal or superior transfer to the control group from simulations.

Shenan HahnADL Research and Evaluation Team

Recommendations

• Step Two: Identify the instructional objectives that support the game or gamified experience you are creating.• What does the person need to learn or practice to

display the outcome you desire.

• Step Two: Identify the instructional objectives that support the game or gamified experience you are creating.• What does the person need to learn or practice to

display the outcome you desire.

Type of Game Play(Customer

Development)

Level of InteractivityType of

Knowledge Taught

Low Medium High

Exploration/Simulation Engine/Free Play Area

$25,000-$35,000

$35,000-$50,000

$50,000-$300,000

Problem-Solving

Branching story, On-Line Board Games

$10,000-$15,000

$15,000-$30,000

$30,000-$50,000

Conceptual Knowledge/

Rules

Matching, Trivia Games, Drag and Drop Games

$1,500-$3,000

$3,000-$5,000

$5,000-$20,000

Declarative Knowledge/Fact/Jargon

Recommendations 1) Use a game/simulation to provide a context for the

learning.

2) Don’t focus on “entertainment” or “fun.”

3) Carefully craft the simulation/game to provide opportunities to increase engagement and interactivity to increase learning.

1) Use a game/simulation to provide a context for the learning.

2) Don’t focus on “entertainment” or “fun.”

3) Carefully craft the simulation/game to provide opportunities to increase engagement and interactivity to increase learning.

What Learning Outcomes do you Want?

Use game-based mechanics, aesthetics and game thinking to engage people, motivate

action, promote learning, and solve problems.

Gamification Gamification

Game Space

System with an abstract challenge, defined by rules, interactivity and feedback that

results in a quantifiable outcome.

NOT Game Space

Goal

Characters

Points

Levels

Mechanics

Aesthetics—Creating a well designed experience for the

learner.

Game Thinking—Taking everyday experiences and translating it into a game

or adding game elements.

NikePlus Stats for Karl

Engage and Motivate Action

Promote Learningand Solve Problems

Whole Part

Gaming

Playing

(Serious ) Games

Simulations

Gamification

Course Hero

Toys

Legos

Playful Design

iPhone

From Game Design Elements to Gamefulness: Defining “Gamification”, Deterding, S. et. al

http://success.adobe.com/microsites/levelup/index.html

http://success.adobe.com/microsites/levelup/index.html

http://www.coursehero.com/courses/

http://www.coursehero.com/courses/

2 weeks after launching Courses (powered by gamification), CourseHero received 350 suggested edits to existing courses and 122 requests for new courses.

Another 68 people offered to augment existing courses by creating their own course to be hosted on coursehero.com.

Since the implementation of gamification elements, time on site overall has increased around 5 percent.

For Gamified courses, the time on site for the Courses are nearly three times as long as time onsite for all of coursehero.com.

Social sharing of achievements increased nearly 400 percent in three months.

Some people think Gamification is only about points, badges, progress bars and rewards…

PBL (Points, Badges, Leader Boards)…

… if it was, this would be the most engaging game in the world.

20% increase in profile completion.

… but the possibilities of “gamification” are far larger than points, badges, rewards and

leaderboards.

Ok, great stuff but…how do I get started?

Questions to Ask?

• What is the outcome of the game?– What do we want the learner to know how to do

when done playing the game?

• What are the tasks that must be demonstrated in the game to achieve the outcome?

• How can we verify the outcome as been achieved?

Questions to Ask

• What is the “message” of the game?• What will make the game “educational”?• What qualities of the game will make it

effective or ineffective?• What could be done to make the game

engaging?

Element ExampleOverview of Concept

The concept is to create a web-based single player online game for pharmaceutical sales representatives that provide engaging, relevant, and personalized learning on the topic of opening and closing a conversation with a physician. Topics covered in the game are tied to our ABC engagement model. The game is based on a realistic setting of a physician’s office. It will happen from a third-person perspective. The learner will be evaluated on credibility, affability and the ability to become an information source for the physician.

Outcome Pharmaceutical sales representatives will properly use the ABC model to gain more time with the physician and become a valuable resource to the physician.

Instructional Objectives

At the end of the game, the learners will be able to:Properly apply the three steps of an ABC opening.Properly apply the two steps of the ABC closing.Appropriately prepare for a call on a physician.AffectiveBehave in a warm, friendly, professional manner toward the physician.

Write down a game or gamification

concept you have.

Elements of Games that Aid Learning

• Story• Character • Recognition• Levels• Challenges • Chance• Replayability• Aesthetics• Time• Continual Feedback• Progress