Introduction Materials for Gamification Workshop

Workshop

By Karl M. Kapp
Bloomsburg University
Twitter:@kkapp Gamification of Learning and Instruction
October 29 & 30, 2012

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
I Won!
• What did you learn?

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.

Re-Design Know Your Kneighbor
Workshop Learners
• Gameplay?

Test Re-Design
Workshop Learners

Let’s Play

Challenge
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.

ly
do I app e 3
How - based Wh at ar or
game ies to i ples f s
eg princ game
strat ing g
addin fication
learn t? gami ulum?
n &
conte rric
to cu

Challenge
re
W hat a a
ion
mo tivat n
l H ow ca gn
ts esi
aspec s? Ga me D ce
e en
o f gam influ
ng
L earni ?
n
Desig

Personnel Learning
Objective?

ou
Wha t do y
o
w ant t
om
lea rn fr ?
op
W orksh

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?

Games 1.0
4 3
How will the ball
Where is my
bounce off the wall?
opponent
going to go next?

In what direction
should I try to move
the ball?

Games 2.0

What is the pattern
Should I shoot the aliens
these aliens are
on the end or in the
following?
middle or all the bottom
aliens first?

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

What must I do to
Where do I explore achieve my goal?
first?

What activities are of
the most value?

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?

Games 4.0

Flippy wants to become
friends with you. Do you
want to add Flippy to
your friend’s list.

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?

Rules Write on a
• A statement is presented piece of
– Hold up sign and I’ll count paper.

One side: Fact
One side: Fishy

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!

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.”

Simulation/games build more confidence for
on the job application of learned knowledge
than classroom instruction.

Instruction.”

Fact, 20% higher
confidence levels.

Instruction.”

In a Meta-Analysis…

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

Is that Fact or Fishy?

Fact!
Delivery Method vs. % Higher
Game/Simulation
Lecture 17%
Discussion 5%

Instruction.”

Fact!
Retention/ % Higher
Type of
Knowledge
Retention 9%
Declarative 11%
Procedural 14%
Instruction.”

- 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 Labs
Leadership’s Online Labs
Harvard Business
Harvard Business
Review, May 2008
Review, May 2008

Percentages of Impact
Retention
It wasn’t the game, it was % Higher
level of activity in the game.
Type of
Knowledge
Retention 9%
In other words, the
Procedural engagement of the learner in
14%
the game leads to learning.
Declarative 11%
Instruction.”

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

Instructional support to help learners
understandEducational the game increases
how to use
instructionalSimulation
effectiveness of the gaming
Game
experience. Pedagogy

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

Transfer
The 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 Hahn
ADL 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.

Level of Interactivity
Type of Low Medium High Type of
Game Play Knowledge
(Customer Taught
Development)

Exploration/Simulation $25,000- $35,000- $50,000- Problem-
Engine/Free Play Area $35,000 $50,000 $300,000 Solving
Branching story, On-Line $10,000- $15,000- $30,000- Conceptual
Board Games $15,000 $30,000 $50,000 Knowledge/
Rules
Matching, Trivia Games, $1,500- $3,000- $5,000- Declarative
Drag and Drop Games $3,000 $5,000 $20,000 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.

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

System with an abstract challenge, defined
by rules, interactivity and feedback that
results in a quantifiable outcome.

Game Space

NOT Game
Space

Mechanics

Characters

Goal

Points

Levels

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 Learning
and Solve Problems

Gaming

(Serious ) Games Gamification

Simulations Course Hero
Whole Part

Toys Playful Design

Legos iPhone

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

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

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 Example
Overview of The concept is to create a web-based single player online game for
Concept 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
Write down a game
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
or gamification
third-person perspective. The learner will be evaluated on
concept you have.
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 At the end of the game, the learners will be able to:
Objectives •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.
Affective
•Behave in a warm, friendly, professional manner toward the
physician.

Elements of
Games that Aid
Learning
• Story
• Character
• Recognition
• Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback
• Progress

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