five things game designers can teach elearning designers

By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction EMAIL: kkapp@bloomu.edu TWITTER: @kkapp BLOG: http://karlkapp.com/kapp-notes/

Five Things Instructional Designers Can Learn from

Game Designers

Covert Takeaway Challenge

Notes Slides

Additional Ideas

www.karlkapp.com/kapp-notes

4 2 3

What variables do I

balance to keep my

person happy?

Work Life Harmony

How should I

manage my time?

What leadership

strategy should I

use?

Not another online

lecture.

Sorry, had you on mute, could you repeat the

question.

I am going to need more

coffee.

“Study of 2,300 people found only 6% of organizations are successful in influencing

behavior change among employees.” --Al Switzler

We need to think more like Game Designers

The Dragon Slayer Mission

You are a game designer at SuperGame Corporation which has hit some hard times lately.

It is Friday at 4:55 PM and you only have two things on you mind…

Hey someone wants us to create a game about slaying dragons.

We are competing internally for the project. Winning team earns the right to work on the project.

Two Development Teams

teama teamb

Rules

• A statement is presented

– Choose the best response

• Text Keyword Response:

– To 37607

Take out your text-machines

Standard Texting Fees Apply!

How To Respond via Texting

1. Polleverywhere has no access to your phone number 2. Capitalization doesn’t matter, but spaces and spelling do

TIPS

Amaze

Inamaze

alright

Amaze

Don’t forget: You can copy-

paste this slide into other

presentations, and move or

resize the poll.

Each team will be confronted with a series of questions. The team that correctly answers the questions wins

the work.

What about the other team?

Losers are assigned to the Watching Paint Dry game that’s

been under development.

Wow, I heard about that project, its almost as fun as… never mind. Dragon Slaying is much better.

First decision about this dragon slaying game is how to start the game…what

should the players first in-game experience be?

You have two choices:

Tell the player three things he/she needs to know about slaying dragons. or Begin with a fight between the player and a small, dangerous dragon.

Don’t forget: You can copy-

paste this slide into other

presentations, and move or

resize the poll.

Why does this answer make sense?

Not Sure?

Good game designers know that games are engaging because they require action

right away.

Action draws in the player and encourages further engagement. Start

by battling a dragon.

Research indicates that learners who used interactive games for learning had the greater cognitive gains over learners provided with traditional

classroom training.

Vogel, J. J., Vogel D.S., Cannon-Bowers, J., Bowers, C.A., Muse, K., & Wright, M. (2006). Computer gaming and Interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243.

Too often instructional design is about the content and not about the actions

that need to occur.

Game Design is about action.

Ok, next decision.

Provide a map with the location of all the dragons.

or

Create a sense of mystery and curiosity concerning the location of

dragons.

Don’t forget: You can copy-

paste this slide into other

presentations, and move or

resize the poll.

It is always a good idea to build curiosity into a game. Reveal locations of dragons throughout the

course of the player’s journey.

Here are some of my notes on the subject.

A sense of suspense, mystery and intrigue draws people into games and can draw them into

learning as well.

OK, next decision, should we:

Make the game easy so we don’t discourage the players. or Make the game challenging, knowing some players will fail the first few times.

Don’t forget: You can copy-

paste this slide into other

presentations, and move or

resize the poll.

Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational 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 plan for educational reform. San Francisco, CA: Jossey-Bass. Chapter 2 “The Gamification of Learning and Instruction.”

It needs to be challenging.

In fact, give them the Kobayashi Maru of challenges.

Harsh!

Look! Things that are too easy or too difficult will not pique a learner’s interest because they

lead to boredom or frustration.

Research has shown that challenge is correlated with both intrinsic motivation and

motivation related to the desire to seek competence and self confidence.

White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.

Well said!

Well, the next decision, should we:

Put the player at risk, they could die at any moment. or Let the player safely explore the environment.

Don’t forget: You can copy-

paste this slide into other

presentations, and move or

resize the poll.

Seriously, you are asking me this question. The player needs

to be at risk.

No risk, or danger equal no skin in the game.

Get the player emotionally involved by putting him or her at “mock”

risk.

In games, failing is allowed, it’s acceptable, and it’s part of the process. Games accommodate

failure with multiple lives, second chances and alternative methods of

success.

Do you punish failure in your

learning design or do you allow and encourage the freedom to fail?

Last decision, should we:

Give player choices about what level to enter the game. or Create one path for every player.

Don’t forget: You can copy-

paste this slide into other

presentations, and move or

resize the poll.

Choices, players need choices. Look, let me tell you what motivates

people.

People are motivated when they have autonomy, mastery and relatedness.

Hey, isn’t that the Self-Determination Theory?

Why, yes…yes it is.

When given control over their learning, research has shown that learners invested more and attempted more complex strategies than when they had no control. So give learners control.

Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730

Lot of information, thanks. So let me ask one more question.

Ok, so which team won?

Well, there all winners to me….

Ugh….

How about a re-cap…

Here are five tips to help an instructional designer to think like a

game designer:

1) Begin with activity 2) Create curiosity, mystery, intrigue 3) Create a challenge for the learner 4) Put learners at “mock” risk 5) Give learners choices

Bonus information.

Mobile game designers create games to be played

over time. Use time to your advantage

A study using a randomized control group conducted a trial between Aug 10, 2009, and Nov 30, 2012, 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

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

“Use stairs instead of an Elevator”

“Avoid snacks while watching TV; you may overeat. “

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

Larsen DP, Butler AC, Roediger HL 3rd. Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial. Med Educ 43: 1174–1181, 2009. 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.

Covert Takeaway Challenge

Don’t forget: You can copy-

paste this slide into other

presentations, and move or

resize the poll.

Copy of Slides and Notes available at

www.karlkapp.com

Contact Karl at:

kkapp@bloomu.edu

Covert Takeaways

• Learning should be engaging.

• Stories provide a context for learning.

• It is ok for a learner to struggle.

• Simply adding points, badges and leaderboards does not make learning effective.