The document discusses research on games and gamification for learning. It finds that games can result in learners spending more time on task than traditional instruction. Specifically, research shows that using games/simulations, learners learned 11% more declarative knowledge and 14% more procedural knowledge compared to traditional instruction. Games also build more confidence for applying knowledge in the real world. Effective game elements include challenges, narratives over lists, avatars that represent the learner, and rewards for feedback. Different game designs are needed for different types of content knowledge.

1. What Research Tells us About
Games, Gamification and Learning
By Karl M. Kapp
Bloomsburg University
July 24, 2012
Twitter:@kkapp

2. Agenda
1 2
How do you apply game-based strategies
What does research say about to the presentation of learning content?
games and game elements for
learning?
3 4
What are tips for creating
What are some principles for e-learning games and simulations
adding serious games to change behavior?
to learning curriculums?

3. Google “Kapp Notes”
2012 New Book:
“The Gamification of Learning and Instruction”
September 2011 Training Quarterly Article
Improving Training: Thinking Like a Game Developer
July 2012 T&D Article
Games, Gamification and the Quest for Interactive Learning

4. Based on the Book.

5. Let’s Play
Fact or Fishy…

6. Games and result in…
Learner spending more time
on task than traditional
instruction.
Is that Fact or Fishy?

8. A math facts game deployed on a handled computer
encouraged learners to complete greater number of
problems at an increased level of difficulty.
Learners playing the handheld game completed
nearly 3 times the number of problems in 19 days
and voluntarily increased the level of difficulty.
Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and
Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and
games: Assessing the value of educational video games in the classroom. Paper presented
games: Assessing the value of educational video games in the classroom. Paper presented
at the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna,
at the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna,
Austria.
Austria.

9. When learning Declarative
Knowledge…
Using a game/simulation
participants learned 11%
more than using traditional
instruction.
Is that Fact or Fishy?

10. Fact
Type of % Higher
Knowledge
/Retention
Declarative 11%
Procedural 14%
Retention 9%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies

11. Percentages of Impact
Type of
It wasn’t the game, it was % Higher
level of activity in the game.
Knowledge
/Retention
Declarative 11%
In other words, the
Procedural engagement of the learner in
14%
the game leads to learning.
Retention 9%
Sitzmann, T. (2011) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel
Psychology .Review of 65 studies

12. Use game-based mechanics,
aesthetics and game thinking to
engage people, motivate action,
promote learning, and solve
problems.
Gamification

15. Games/Simulations must be
fun to be Educational.
Is that Fact or Fishy?

16. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of
computer-based simulation games. Personnel Psychology .

17. Simulation/games build more
confidence for on the job application of
learned knowledge than classroom
instruction.
Sitzmann, T. (2011) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel

18. 20% higher
confidence
Fact levels.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of
computer-based simulation games. Personnel Psychology .

19. An on-screen character is
distracting to the learner and
does not facilitate learning
as well as simple text.
Is that Fact or Fishy?

20. On transfer tests involving different word problems, the
group who had a character generated 30% more
correct answers than the group with on-screen text.
Animated pedagogical agents (characters) can
be aids to learning. A “realistic” character did
not facilitate learning any better than a
“cartoon-like” character.
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.

21. Who is more likely to run 24 hours later?
A.Person who watched an avatar that did
not look like them running
B.Person who watched an avatar that
looked like them running
C.Person watching an avatar that looked
like them loitering /hanging out

22. 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.

23. 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, 2
(3), 95-113.

24. Avatar as Teacher
Research 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

25. Two avatars are better
than one?
Motivator
Mentor
Expert Fact or Fishy?

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

27. Learners remember facts better…
When presented as bulleted
list rather than presented as
a story.
Is that Fact or Fishy?

29. Yep, People tend to remember
Yep, People tend to remember
Researchers have found that the
Researchers have found that the facts more accurately if they
facts more accurately if they
human brain has a natural affinity
human brain has a natural affinity encounter them in a story rather
encounter them in a story rather
for narrative construction.
for narrative construction. than in a list.
than in a list.
And they rate legal arguments as
more convincing when built into
narrative tales rather than on
legal precedent.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times.
Melanie Green http://www.unc.edu/~mcgreen/research.html
Melanie Green http://www.unc.edu/~mcgreen/research.html

30. NikePlus Stats for Karl

32. Story Elements
1. Characters
2. Plot (something has to happen).
3. Ten s ion
4. Resolution
te rs pr ob le m
C ha ra ct er en co u n
n si on
5. Conclusion Pr ob le m bu il ds te
re d
A so lu ti on is of fe
te d /p os it iv e
R es u lt s ar e pr es en

33. One way to engage learners is to…
Present them with a difficult
challenge.
Is that Fact or Fishy?

34. Fact.
Provide a challenge
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational
reform. North Central Regional Educational Laboratory. [Online]. Available:
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
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-Bass
plan for educational reform. San Francisco, CA: Jossey-Bass

35. Re-design the Instruction
to Start with a Challenge

36. Investigatory Training
• Course Objectives
– Identify the Forms Required for an
Investigation
– Practice Interview Techniques
– Understand and Follow the Investigation
Model

37. It is your first day on the job as an investigator and
Jane, an employee in Accounting, just accused her
boss of embezzling $10,000.
What is the first thing you should do?

38. Coins, points and rewards
are extrinsic motivators and
should be avoided at all
costs.
Is that Fact or Fishy?

40. Use coins, points and rewards to provide
feedback on performance, updates on progress
and level of correctness.

41. The value, or size, of an anticipated reward
influences the motivational signal sent to
the brain only within the contexts of the
reward system.

43. Games can influence
people to behave in a pro-
social manner.
Is that Fact or Fishy?

44. Fact
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial
behavior. Journal of Personality and Social Psychology. Vol. 98 .. No. 2., 211-
behavior. Journal of Personality and Social Psychology. Vol. 98 No. 2., 211-
221.
221.

45. 28% helped
to pick up
pencils

46. 33% helped
to pick up
pencils

47. 67% helped
to pick up
pencils

49. 22%
intervened

50. 56%
intervened

51. Different content requires
different game designs.
Is that Fact or Fishy?

52. Fact

53. Declarative
Knowledge
Games
Matching
Multiple Choice
Organization-Drag/Drop

54. Conceptual
Knowledge
Games
Examples
Non-Examples
Results of Conceptual
Understanding

55. Problem
Solving
Knowledge
Games
Branching
Simulation

56. Problem
Solving
Knowledge
Games
Virtual 3D
Environments

57. Take-Away
1) Interactivity of games leads to higher knowledge retention for
1) Interactivity of games leads to higher knowledge retention for
declarative and procedural knowledge.
declarative and procedural knowledge.
2) Games/Simulations do not need to be fun to be educational.
2) Games/Simulations do not need to be fun to be educational.
3) On screen characters can enhance e-learning.
3) On screen characters can enhance e-learning.
4) Two on screen characters (mentor and expert) are better then
4) Two on screen characters (mentor and expert) are better then
one.
one.
5) Onscreen avatars can influence off-screen behavior.
5) Onscreen avatars can influence off-screen behavior.
6) Use stories rather than bulleted lists to present facts.
6) Use stories rather than bulleted lists to present facts.
7) Present learners with a difficult challenge to engage and motivate
7) Present learners with a difficult challenge to engage and motivate
them.
them.
8) Use points, rewards and badges to provide feedback on
8) Use points, rewards and badges to provide feedback on
performance or progress.
performance or progress.
9) Games can influence people to behave in a pro-social manner.
9) Games can influence people to behave in a pro-social manner.
10) Use different game designs for different types of learning.
10) Use different game designs for different types of learning.

58. Questions
? Available at
Amazon.com
Twitter:@kkapp
kkapp@bloomu.edu