Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Games, Gamification and the Quest for Engagement:
1. Twitter:@kkapp
By Karl M. Kapp
Bloomsburg University
Gamification of Learning &Instruction
May 18, 2014
Games, Gamification
and the Quest
for Engagement:
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
21. Game
Thinking
B)
Teaching knowledge, skills &
abilities using a self-
contained game.
A)
Using game-based
techniques to engage
people, motivate action
promote learning & solve
problems.
C)
Focusing on actions leading
to a meaningful outcome
while navigating risk in a
challenging environment.
D)
Application of different
types of game-elements
to propel a learner
through content with no
changes to the content.
22. I found three things written on one of
Clyde’s notebooks.
Could be a lead…or
…it could be this session’s
learning objectives
24. Now we need to find Ivan…the Informant...
I knew one of his old haunts.
25. He was about as friendly as a fly at a fly
strip convention.
Hello, Clueless…
26. 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.
27. What do you and your lackies here have to
say about this?
28. Are Game-based Learning and Gamification are the same thing?Games and Gamification are the same thing?
32. He grabbed his typewriter and made some
notes to explain to me the difference between
the two types of gamification.
33. 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
34. 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
35. Ivan then grabbed his laptop to show me a
demonstration of the two types.
37. 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….
43. It was a little like déjá vu ….this content
gamification…..
44. It has elements of story, characters and
content that was altered to be more game-like…
45. 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?
46.
47.
48.
49. This mystery of interactive learning was
starting to take shape…
67. You can also add elements such as …Novelty
Inconsistency
Complexity
SurpriseIncomplete
information
Unpredictable Future
68. In fact, Clyde says…give them the Kobayashi Maru
of challenges.
69. Suddenly, a voice appeared out of
nowhere…the mysterious Learning Lady
70. Challenge, Curiosity, Control, Fantasy, Cooperation,
Competition and Recognition.
I saw her eyes in the shadows of the alley and
she simply said…to motivate learners add …
71. Hey, I know that’s Malone’s
Theory of Intrinsically
Motivating Instruction.
Yes, it is …. Ya’h sure about this
“fantasy” thing?
72. 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
74. Here are some more
matches for your boss. She
smokes a lot.
She shouldn’t smoke.
75.
76. Well, here is the next clue, do we :
Put the learner at risk.
or
Let the learner safely explore the environment.
77. No risk, or danger equal no skin in the
game.
Get the learner emotionally involved
by putting him or her at “mock” risk.
78. 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
79. In games, failing is allowed, it’s
acceptable, and it’s part of the
process.
80. Also, failure or earned success can
lead to emotion which can contribute
to Episodic Memory.
81. Time for a recap with the boss…she looked a
little frantic…she wanted to know one more
thing.
82. I want to know one more
thing.
What game elements can
engage learners?
87. Game
Thinking
B)
Teaching knowledge, skills &
abilities using a self-
contained game.
A)
Using game-based
techniques to engage
people, motivate action
promote learning & solve
problems.
C)
Focusing on actions leading
to a meaningful outcome
while navigating risk in a
challenging environment.
D)
Application of different
types of game-elements
to propel a learner
through content with no
changes to the content.
97. Credits:
Detective Artwork Courtesy of Vanessa Bailey
Flow Diagram by Kristin Bittner
Typewriter and Mysterious Eyes are Clip Art
Audience Response Devices by TurningTechnologies
Demo of Gamification Software by MindTickle