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Karl Kapp - Identifying the “Learning” Elements in Games

Presenter: Karl Kapp, Co-Founder, 2K Learning We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.

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Karl Kapp - Identifying the “Learning” Elements in Games

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  1. Where is the “learning” in games? Karl Kapp Professor: Bloomsburg University Author: Gamification of Learning and Instruction Twitter:@kkapp

  2. Related Resources… Web Site:www.karlkapp.com Books Lynda.com Course: Gamification of Learning YouTube Video

  3. Co-Founder Game Development Company. www.2klearning.com

  4. For: Notes/Slides Additional Ideas www.karlkapp.com www.karlkapp.com/kapp-notes

  5. Why might an educator use games for learning?

  6. Why might an educator use lectures for learning?

  7. Lectures are NOT effective for fostering higher level thinking? Gibbs, G., (1981). Twenty Terrible Reasons for Lecturing, SCED Occasional Paper No. 8, Birmingham. http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html and Bligh, D., (1972). What’s the Use of Lectures?Penguin. Bloom, B. S., (1953). “Thought Processes in Lectures and Discussions.” Journal of General Education Vol. 7. Isaacs, G., (1994). “Lecturing Practices and Note-taking Purposes.” Studies in Higher Education, 19:2.

  8. During lectures students' thoughts involved attempting to solve problems, or synthesize or inter-relate information for 1% of the time. 78% of the lecture is spent in ‘passive thoughts about the subject’ and ‘irrelevant thoughts’.

  9. Lectures are not a very effective way of teaching… if the aim is to teach thinking, or to change attitudes or other higher aims beyond the simple transmission of factual knowledge. 21 studies found lecturing to be less effective than: discussion, reading and individual work in class.

  10. Instruction with learning games yields higher gains in learning and retention than traditional instruction. Statistics are from: Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies Confirmed findings (not statistics): Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies. Review of 39 studies 54% conducted in the last year.

  11. Percentages of Impact Over Traditional Training Type of Knowledge /Retention Declarative Procedural Retention % Higher 11% 14% 9%

  12. Percentages of Impact Over Traditional Training Type of Knowledge /Retention Declarative Procedural Retention % Higher 17% Higher than Lectures 11% 14% 9% Discussion 5% Higher than

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

  14. Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences)

  15. Games can promote pro- social behaviors.

  16. First Experiment indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

  17. Second Experiment indicated that playing the game Darfur is Dying resulted in a greater role taking and willingness to help than either game watching or text reading. Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

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

  19. 28% helped to pick up pencils

  20. 33% helped to pick up pencils

  21. 67% helped to pick up pencils

  22. City Crisis

  23. 22% intervened

  24. 56% intervened

  25. Games Must be Embedded into the Curriculum to be Effective for Learning.

  26. Instructional games should be embedded in instructional programs that include debriefing and feedback. Engagement Instructional support to help learners understand how to use the game increases instructional effectiveness of the gaming Educational Simulation Game experience. Pedagogy 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 “The Gamification of Learning and Instruction.” Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies

  27. Example Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Sek E.D. (2013), (February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

  28. Games are more effective than traditional instruction when multiple sessions are involved.

  29. Conventional instruction for a one-off is better vs. one game session Multiple game sessions better than multiple conventional sessions Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

  30. Games are more effective than traditional instruction when players work in groups.

  31. With serious games, both learners playing individually and those playing in a group learn more than the comparison group, but learners who play serious games in a group learn more Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication. Doi: 10.1037/a0031311 39 Studies.

  32. While playing a game, learners will voluntarily do harder problems and work.

  33. 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 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, Austria.

  34. What elements of games lead to learning?

  35. 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. Chapter 2 “The Gamification of Learning and Instruction.”

  36. Perspective First Person View

  37. Third Person View Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.

  38. Third Person View “Seeing oneself as acting in a movie or a play is not merely fantasy or indulgence; it is fundamental to how people work out who it is they are, and may become.” Ben Casey Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.

  39. Characters Flying around a virtual world as a superhero made subjects nicer in the real world. physical world Rosenberg, R.S. Baughman, S.L., Bailenson, J.N. (2013) Virtual Superheroes: Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. PLOS One., 8(1), 1-9.

  40. Why be a Character at All? Research indicates that human social models influence behavior, beliefs and attitudes. Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.

  41. 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

  42. Story

  43. Yep, People tend to remember facts more accurately if they encounter them in a story rather than in a list. Researchers have found that the human brain has a natural affinity for narrative construction. 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. Chapter 2 “The Gamification of Learning and Instruction.

  44. Game Examples

  45. Timez Attack

  46. Dragon Box 2 Students who played at least 1.5 hours, 92.9% achieved mastery. Of those students who played at least 1 hour, 83.8% achieved mastery. Of those students who played at least 45 minutes, 73.4% achieved mastery. http://www.forbes.com/sites/jordanshapiro/2013/07/01/it-only-takes-about-42-minutes-to-learn-algebra-with-video-games/

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