Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.

1. Gamification of Learning
By Karl M. Kapp
Twitter:@kkapp Bloomsburg University
Gamification of Learning &Instruction
March 21, 2013

2. Interactivity (I) + Immersion (I) = Sustained Engagement (E)
Results in meaningful learning.

3. Interactivity (I) + Immersion (I) = Sustained Engagement (E)
Results in meaningful learning.

4. Slides for This Presentation
Google
“Kapp Notes”
Look for ASTD DC METRO 2013 Presentation Resources
Content ripped from the pages of
“The Gamification of Learning and
Instruction”

5. Agenda
1 2
What are four instructional design methods
What are three simple, low‐tech that encourage immersive learning
techniques for creating engaging
learning experiences?
3
How do I, create learning experiences tied to interactivity,
immersion and game‐based elements?

6. Use game-based mechanics,
aesthetics and game thinking to
engage people, motivate action,
promote learning, and solve
problems.
Gamification

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

9. Some people think Gamification is only about points,
badges and rewards…

10. … if it was, this would be the most engaging game in the
world.

11. 20% increase in profile completion.

12. … the possibilities of “gamification” are far larger than
points, badges and rewards.

13. Two Examples of the Concepts of
Games and Gamification

14. Malone’s Theory of Intrinsically
Motivating Instruction
Challenge Fantasy Curiosity

15. 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.”

16. Re‐design the Instruction to
Start with a Challenge

17. Fantasy– There are both cognitive and
emotional reasons for evoking fantasy.
Cognitively a fantasy can help a learner
apply old knowledge to understand new
things and help them remember the
content. Emotionally, a person can
connect with the experiences and not
bring with it “real-world” concerns or fears.

19. Challenge and Consolidation– Good games offer players a set
of challenging problems and then let them solve these problems
until they have virtually routinized or automated their solutions.
Games then throw a new class of problem at the players requiring
them to rethink their now, taken-for-granted mastery, learn
something new, and integrate this new learning into their old
mastery.
James Paul Gee,
University of Wisconsin-Madison

20. 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

22. Recommendations
1) Use a game/simulation to provide a context for the learning.
2) Include Fantasy to overcome resistance, encourage
generalization and invoke curiosity.
3) Carefully craft the simulation/game to provide opportunities
to increase engagement and interactivity to increase
learning.
4) Transfer of learning occurs when tasks are cognitively the
same.

23. Story

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

25. Story Elements
1. Characters
2. Plot (something has to happen).
3. Tension
4. Resolution
5. Conclusion

26. NikePlus Stats for Karl

29. Recommendations
• Embed facts to be learned in the context of stories.
• Start the learning process by providing a challenge to
the learner.
• Use stories that are related to the context of the
desired learning outcome.

30. We’ve Always Wanted
Characters
Characters

31. 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.

32. An experience as an avatar
can change a person's real
life perceptions. In a study
conducted by Yee and
Bailenson (2006), it was
found that negative
stereotyping of the elderly
was significantly reduced
when participants were
placed in avatars of old
people compared with those
participants placed in avatars
of young people.
Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective‐Taking on The
Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual
International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA

33. On tests involving different word problems, the group who had
a character explain the problems generated 30% more correct
answers than the group with just 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 of
Multimedia Learning. New York: Pfeiffer. Pg. 194. Chapter 4 “The Gamificaiton of Learning and Instruciton”

35. Recommendations
• Use characters/agents to model desired behavior.
• Use characters/agents to provide feedback and
instruction to learners.
• Characters should speak in a natural, conversational tone.
• Use two characters, one for coaching and one for
expertise is better than just having one character trying to
do both.

36. Feedback

38. Games like The Sims provide feedback on
many dimensions which provide
opportunities to consider tradeoffs and
higher level cognitive thinking.

39. The most helpful feedback provides specific
comments about errors and suggestions for
improvement. It also encourages learners to focus
their attention thoughtfully on the task rather than
on simply getting the right answer.
Shute, V. J., Ventura, M., Bauer, M. I., & Zapata‐Rivera, D. (2009). Melding the power of serious games and
embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. J. Cody, & P.
Vorderer (Eds.), Serious Games: Mechanisms and Effects. Philadelphia, PA: Routledge/LEA. 295‐321.

41. Embed into a larger Curriculum
Training Manuals
E-learning
Classroom
instruction

42. Instructional games should be embedded in
instructional programs that include
debriefing and feedback.
Engagement
Instructional support to help learners
Educational
understand how to use the game increases
Simulation
instructional effectiveness of the gaming
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.”
g

43. Example

44. Player Results
“I can’t tell you how many people are coming to me wanting another
game solution.”
“The repetition of the different paths helped me retain the information.”
“I’m a pretty competitive person so challenging myself to get one of the
top scores added a layer of fun to learning about the MobileConnect
product.”
“The game was a fun way to learn about MobileConnect. I enjoyed the
scenario‐type questions, which put it all into context.”

45. Business Results
Average contract value 2x higher than for previous mobile product.
First call resolution ($35 a call/average) is up 45%
Of all the launches done in the previous two years to
MobileConnect, the sales team has built the quickest pipeline for
this product.

46. Player Results
“I really had a good time with Merchants. It’s original, fun, challenging,
outside of the ordinary. It hooks you!”
“This is the best online training I know of. It has had a positive impact on our
business.”
“It’s a very new and interesting program. The lessons from the mentor and
the readings are very beneficial. You learn concepts to help you plan, and
afterwards negotiate in situations that reflect real negotiations that you have
with clients.”
“Very interesting cases. You learn very efficiently and effectively. Applicable
to real life.”
“I found it very interesting, especially the lessons of the mentor. The main
concepts are completely applicable to our day‐to‐day. I am already looking
forward to the next course!”

47. Learning Results
Average course evaluation, to date: 9.4 out of 10
Average assessment of educational value: 9.3 out of 10
Percentage answering “Yes” to “I find it applicable to real life”: 98%
Percentage answering “Yes” to “I will recommend this course”: 99%
Percentage of learners who completed the course after starting it: 92%
The above results are aggregate averages from over 30,000 learners who have
taken this course.

48. Special Thank You!
• Game On! Learning
– Bryan Austin
– http://www.gameonlearning.com/
• The Knowledge Guru
– Sharon Boller
– https://www.theknowledgeguru.com/

49. Takeaways
1) Interactivity of games leads to higher knowledge.
2) Fantasy, curiosity and challenge are key elements for
instructional games.
3) Embed facts to be learned in the context of stories.
4) On screen characters can enhance e‐learning.
5) Use stories rather than bulleted lists to present facts.
6) Present learners with a difficult challenge to engage and
motivate them.
7) Use stories that are related to the context of the desired
learning outcome.
8) Feedback needs to be targeted.
9) Embedded the game into a larger curriculum.

50. Contact Karl via Race you to Book
Twitter or email Store!
Twitter:@kkapp
kkapp@bloomu.edu