Engaging students is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls student into the content and helps them gain the knowledge required to be successful? How do we grab and hold attention? How do we motivate students to engage with the content we are teaching? Participate in this keynote and engage in solving this mystery in this interactive presentation. This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques as video games. The presentation discusses using game elements appropriate for presenting learning content and how using only a small part of techniques lead to increased learning motivation. And, yes, you will play a polling game in this session. Discover firsthand how research-based practices and game-thinking are used to engage learners, increase learning, and lead to increased engagement.

1. Follow on Twitter:@kkapp for updates, slides & additional ideas.
By Karl M. Kapp
Bloomsburg University
Case of the Disengaged
Learner

2. Keep in Touch
Email: Karlkapp@gmail.com
Twitter: @kkapp
LinkedIn: https://www.linkedin.com/in/karlkapp/

3. Design Takeaway Challenge

4. Pellissippi State Virtual
Distance Learning
Conference
Presents:

6. It started out like any other day.

7. I had just ventured out on my lunch break….
when she showed up. Like a Dean who had a
problem that needed to be solved …

8. Hi ya Dean.

9. Hey, I have a
problem that needs
to be solved.

10. On my lunch
break?

11. Students are disengaged all
over, I need to know why
and how to fix it.

12. I started to imagine the chaos, the agony…
…the snoring…

13. Then the Dean zoomed off into the cityscape…

14. We’ve got to solve this mystery and solve
it fast. Help me figure out the clues
before it’s too late.

15. PollEv.com/karlkapp
This is where you come in.
Open a browser window.
Type:

16. Pollev.com/karlkapp
(No need to enter name-Skip)

17. Pick a Disguise
Open Internet browser in
separate window or on
mobile phone.
Pollev.com/karlkapp.

18. Choose your disguise…

20. Stakes are high and time is short.

21. The news of disengagement was spreading…
Learners are not Engaged? Why?
Learning Eagle
June 23, 2020See Section F for Coupons
Investigation Opened
By:
Stephanie L. Shipley,
M.S. Ed.
Knox County, TN– It started out
as just another normal day.
Larry the Learner had just sat
at his desk to embark on a
learning journey. A journey
that turned horrific within only
a few moments.
The result is unnecessary
incident that could and should
have been avoided by having
the right instructional strategy
coupled with the right content.

22. We need to find some clues and fast…

23. First stop-the student lounge…Do you see a clue?

24. Does engaging
Learning start
with Action
or Content

26. Action!
Action is the right answer
take a look at this file.

27. A meta-analysis of 225 studies
of (STEM) undergraduate courses
showed that active learning
increased the average
examination scores by 6%, and
that students in classes with
traditional lecturing were 1.5
times more likely to fail.
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)

28. For example, good game designers
know that games are engaging
because they require action right
away.

29. Action draws in players and can
draw in learners as well. Start with
action.

30. Look…I found some things written on a notebook.
Could be a lead…or
…it could be this session’s
learning objectives

31. Hmm, what is Active Learning? We need to
find Ivan….

32. …Ivan the Informant.

33. I knew one of his old haunts.

34. He was about as friendly as a clown with no
rubber nose.
Hello, clueless…

35. Look I am going to ask you a question
about engagement, let’s see if you know
the answer.

36. You discovered in the student
lounge that Active Learning is
effective.

37. But what do students themselves
think about active learning?

39. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, Greg Kestin
Proceedings of the National Academy of Sciences Sep 2019, 116 (39) 19251-19257; DOI: 10.1073/pnas.1821936116

40. Source: https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/RBjork_inpress.pdf

41. Should learning be easy or challenging
for best long term results?
Ivan had question for me…I was the one who
was supposed to be ask’n questions….

43. Look! Things that are too easy or too difficult will
not pique a learner’s interest because they lead to
boredom or frustration.

44. Let me show you my folder
on this subject.

45. Ah, I know a little about
“flow.” Here’s what
contributes to putting the
learner in a state of flow.

46. Achievable Task
Clear Goals
Control Over Actions
(Autonomy)
Concentration

47. You can also add elements such as …

48. You can also add elements such as …Novelty
Inconsistency
Complexity
SurpriseIncomplete
information
Unpredictable Future

49. Wow, detective, you
aren’t as dumb as you
look.

50. But do you know how to create active
online learning?

51. How?

52. I can’t possibly tell you
that. Go talk to the
“Learning Lady.”

53. Twittermission
#PSCCDL20
@kkapp
@PS
Call your Mother.

54. Let’s go visit the mysterious, “Learning Lady.”

55. It was late afternoon when I arrived at the
Learning Ladies Lair.

56. Suddenly, a voice appeared out of
nowhere…the mysterious Learning Lady.

57. I saw her eyes in the shadows of the alley and
she simply said…
There are many things you can do to
promote active online learning.

58. Really, active online
learning, love to see
that…

59. There is a lot you can do…I’ll show you…wait a moment.

60. Then, suddenly, she emerged from the shadows.
I pictured you
differently…

61. It’s as simple as making the learner do
something …
Answer a question
Identify a procedure.
Make a decision.
Solve a mystery.
Confront a challenge.
Solve a Problem.
Write a proposal
Contribute an idea.

62. Here are some matches
which may contain your next
clue.

64. I arrived at the Story Book Lounge, as shady as
a black cat hiding under a beach umbrella on a
cloudy day.

65. I had a feeling, I knew this neighborhood, it was
home of the…

66. So we meet again,
detective. Have a
seat.
King Pin

67. Before you speak,
answer me this…

68. Do learners retain facts
better when presented as
a bulleted list or in the
form of a story?

70. Research indicates they
retain facts better in a
story. It provides context
and elaboration of memory.

71. Hmm, good intel. We’ve
got to go talk to the Dean.

72. Boy, I need to
get in shape all
this running.

73. Let’s brief the Dean on what we learned…
Well?
Ah, umm?

74. For some reason, she didn’t seem bothered
by the fact that she was breaking the
school’s strict no smoking policy…
So what do
we have?

75. use a story line
give achieable tasks
We remember stories
Lots of cation
Encourage flow
Clear goals
Scaffolding
make it challenging

76. So far, so good. Follow the next clue on the
matchbook I found in my desk drawer….

78. The Open Loop Café, what do we have here?

79. Ah, a note, during class, should we present
learning objectives as Open or Closed
Loops?

81. Create Open Loops
Law &
Order

82. Final piece of the mystery revealed, just in
time for the end of the presentation. I
was anxious to get some rest…

83. But…to my surprise as the Dean was driving
away, she threw yet another matchbook….

84. Unfortunately, we’ll have to leave that
mystery for this afternoon….

85. Have a great
conference, good job
detectives!

86. The End

87. Credits:
Detective Artwork Courtesy of Vanessa Bailey
Other art is Microsoft Clip Art
Audience Response by Poll Everywhere

88. Now for the Takeaway
Challenge
Animations
Use of color
Mystery to solve
Noir theme
Recall familiar items
Decision
Intrigue
Culutural relevance

89. Now for the Takeaway
Challenge
1) Story/Characters
2) Polling/Audience Input
3) Humor
4) Mystery/Curiosity
5) Blend story/instruction
6) Suprise
7) Winners/Teams
8) Open Loop

90. Oh, which team won?

91. Other Applications?

92. CDC: Ten Steps for Conducting a Field Investigation
1. Prepare for field work.
2. Confirm the diagnosis.
3. Determine the existence of an outbreak.
4. Identify and count cases
5. Tabulate and orient the data in terms of time, place, and person
6. Consider whether control measures can be implemented now.
7. Develop and test hypotheses.
8. Plan for more systematic studies.
9. Implement and evaluate control and preventive measures.
10. Communicate findings
Source: CDC Field Epidemiology Manual: Conducting a Field Investigation: https://www.cdc.gov/eis/field-epi-manual/chapters/Field-Investigation.html

93. You are working for the CDC and are stationed in Northern
Pennsylvania. There has been a sudden increase in the flu, you
need to investigate.

94. Choose an investigative team to join.

95. Your boss gives a choice in how to start your investigation.

96. 1) Do you want to talk to the local
health administrator.
or
1) Go visit a doctor who has been
seeing a lot of cases.

97. The right thing for you to do is to go visit
the doctor. You need to gain first-hand
knowledge of what is happening.

98. Doctor, can you tell me
about this mysterious flu
you’ve been encountering?

99. Yes, but let’s have the
discussion in my office.
Follow me.

100. You follow Dr. Gupday back to his office, he
closes the door and you say…
A) Explain to me the symptoms.
B) Help understand the context of this outbreak.
C) Have you ever seen anything similar?
D) Should I get my family out of the country?

101. I need you to explain to me the symptoms,
then we can address the context.

102. Have you administered the National Hypothesis
Generating Questionnaire to any patients?

103. Umm, no. I am not familiar with that protocol, can
you explain it to me.

104. Sure, here are the key
things you should know. National Hypothesis Generating
Questionnaire:
• Standardized.
• Helps develop hypotheses.
• Collect information from ill
persons.
• Collects data around
demographics, interactions
& specific exposures.

105. Thank you, very
helpful..

106. Dr. I have a
Question?

107. Thanks for
meeting
with us today.

108. Let me show you
how the mechanism
of action works.

109. Keep in Touch
Email: Karlkapp@gmail.com
Twitter: @kkapp
LinkedIn: https://www.linkedin.com/in/karlkapp/

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