philadelphia astd elearning sig meeting
DESCRIPTION
Presentation was part of an interactive game that explained some research-based information about the design and delivery of learning.TRANSCRIPT
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Twitter:@[email protected]:@[email protected]
By Karl M. KappBloomsburg University July 19, 2012
By Karl M. KappBloomsburg University July 19, 2012
The Learning Game: What Research Tells Us about Games, Gamification and
Immersive Learning
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1
Agenda
What does research say about games and game elements for learning?
How do you apply game-based strategies to the presentation of learning content?
2
3What are some principles for adding serious games to learning curriculums?
4What are tips for creating e-learning games and simulations to change behavior?
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Google “Kapp Notes”Google “Kapp Notes”
2012 New Book:“The Gamification of Learning and Instruction”
2012 New Book:“The Gamification of Learning and Instruction”
September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer
September 2011 Training Quarterly ArticleImproving Training: Thinking Like a Game Developer
July 2012 T&D ArticleGames, Gamification and the Quest for Interactive Learning
July 2012 T&D ArticleGames, Gamification and the Quest for Interactive Learning
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Let’s Play Fact or Fishy…
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Rules
• A statement is presented– If “true” indicate: FactX– If “false” indicate: FishyX
• Text Response:
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In a Meta-Analysis…
It was found that knowledge retention for games was 11% higher than for traditional instruction.
Is that Fact or Fishy?
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FactType of Knowledge/Retention
% Higher
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
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Type of Knowledge/Retention
% Higher
Declarative 11%
Procedural 14%
Retention 9%
Percentages of Impact
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
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.
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Use game-based mechanics, aesthetics and game thinking to engage people, motivate
action, promote learning, and solve problems.
GamificationGamification
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Games/Simulations must befun to be Educational.
Is that Fact or Fishy?
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Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
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Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
Simulation/games build more confidence for on the job application of
learned knowledge than classroom instruction.
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Fact
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
20% higher confidence
levels.
20% higher confidence
levels.
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An on-screen character is distracting to the learner and does not facilitate learning as well as simple text.
Is that Fact or Fishy?
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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 ofMultimedia Learning. New York: Pfeiffer. Pg. 194.
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Who is more likely to run 24 hours later?
A.Person who watched an avatar that did not look like them runningB.Person who watched an avatar that looked like them runningC.Person watching an avatar that looked like them loitering /hanging out
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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.
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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, 21 (3), 95-113.
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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
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Mentor
Motivator
Expert
Two avatars are better than one?
Fact or Fishy?
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Mentor
Motivator
Expert
Yes, two avatars are better than one.
Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115.
Fact
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Learners remember facts better…
When presented as bulleted list rather than presented as a story.
Is that Fact or Fishy?
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Researchers have found that the human brain has a natural affinity
for narrative construction.
Researchers have found that the human brain has a natural affinity
for narrative construction.
Yep, People tend to remember facts more accurately if they
encounter them in a story rather than in a list.
Yep, People tend to remember facts more accurately if they
encounter them in a story rather 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. Melanie Green http://www.unc.edu/~mcgreen/research.html 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
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NikePlus Stats for Karl
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1.Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. ResolutionCharacter encounters problem
Problem builds tension
A solution is offered
Results are presented/positive
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One way to engage learners is to…
Present them with a difficult challenge.
Is that Fact or Fishy?
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Fact.
Provide a challenge
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
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
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Re-design the Instruction to Start with a Challenge
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Investigatory Training
• Course Objectives– Identify the Forms Required for an
Investigation– Practice Interview Techniques– Understand and Follow the Investigation
Model
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It is your first day on the job as an investigator andJane, an employee in Accounting, just accused her boss of embezzling $10,000.
What is the first thing you should do?
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Games are effective tools for learning because…
They provide interactivity to the learner and force cognitive processing.
Is that Fact or Fishy?
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Fact
It wasn’t the game, it was the level of interactivity within the game.
In other words, the engagement of the learner in the game leads to the learning.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
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Games can influence people to behave in a pro-social manner.
Is that Fact or Fishy?
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Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.
Fact
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28% helped to pick up
pencils
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33% helped to pick up
pencils
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67% helped to pick up
pencils
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22% intervened
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56% intervened
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1) Interactivity of games leads to higher knowledge retention for declarative and procedural knowledge.
2) Games/Simulations do not need to be fun to be educational.
3) On screen characters can enhance e-learning.4) Two on screen characters (mentor and expert) are
better then one.5) Onscreen avatars can influence off-screen behavior.6) Use stories rather than bulleted lists to present facts.7) Present learners with a difficult challenge to engage
and motivate them. 8) Games can influence people to behave in a pro-social
manner.
1) Interactivity of games leads to higher knowledge retention for declarative and procedural knowledge.
2) Games/Simulations do not need to be fun to be educational.
3) On screen characters can enhance e-learning.4) Two on screen characters (mentor and expert) are
better then one.5) Onscreen avatars can influence off-screen behavior.6) Use stories rather than bulleted lists to present facts.7) Present learners with a difficult challenge to engage
and motivate them. 8) Games can influence people to behave in a pro-social
manner.
Take-Away
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Questions?
Questions?
Twitter:@[email protected]:@[email protected]
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