Learner engagement is key to meaningful and deep learning. However, most online instruction provides abundant content with minimal opportunities for learners to interact and engage with that content. But it doesn’t have to be that way. Based on solid research and years of experience teaching with technology, This presentation explores practical and inexpensive methods to infuse online learning programs with engagement, interactivity, and fun.

1. Twitter:@kkapp
The Quest for Learner
Engagement
By Karl M. Kapp
Distance Teaching and Learning Conference
Professor , Bloomsburg University
Author: Gamification of Learning and Instruction

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

3. Let’s Get
Started

4. What game elements are
used?

5. Lunchtime Theatre
Presents

8. Then, out of nowhere, she flew into my office,
like a Dean who had a problem that needed
solved …
Then, out of nowhere, she flew into my office,
like a Dean who had a problem that needed
solved …
Hi Dean.

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

10. We need more
engagement.
She wanted to increase online student
engagement and have more interactive
learning for our online students.
She wanted to increase online student
engagement and have more interactive
learning for our online students.

11. You came to the right
instructor that’s what I
do…

12. Yeah, I know…that’s
why I hired you.
Ugh..
Now take the new person here
and go ask Clyde, he went to a
conference on the subject.

13. For some reason, she didn’t seem bothered
by the fact that she was breaking the
school’s no smoking policy…
For some reason, she didn’t seem bothered
by the fact that she was breaking the
school’s no smoking policy…

14. Here’s where you come in. Help me figure
out the clues …and fast.
Here’s where you come in. Help me figure
out the clues …and fast.

15. Text karlkapp to 37607
Or
PollEv.com/karlkapp
Text karlkapp to 37607
Or
PollEv.com/karlkapp
First, take out your text
machines.
First, take out your text
machines.
k a r l k a p pk a r l k a p p

16. Choose your disguise…Choose your disguise…

17. Stakes are high and time is short.Stakes are high and time is short.

18. “Disengaged” Learners
They are Everywhere
Learning  Times
August11, 2016
See Section D for Coupons
Image of Larry the Learner at his desk.
Karl M. Kapp Reporter.
University of Wisconsin-Madison- Today the
wrong content caught up with Larry the
Learner. He was not learning what he needed
to. The instructional designer provided the
wrong content to Larry. Unfortunately, this is
not an unusual occurrence.
It was a Declarative knowledge strategy. This
was teaching as verbal knowledge or factual
knowledge. This is any piece of information
that can only be learned through
memorization. It is an association between
two or more items.
Designer Perplexed
There are four types of content.
The most basic is Declarative. Then
Conceptual. Then two or more concepts
Becomes a procedure. The final level is
Called “Problem-Solving.” This level is
Learning Suffers!Is Boring Online Learning the Cause?
Instructional Leader
August 11, 2016
See Section F for Coupons
Image of Larry the Learner at his desk.
How could This Happen?
Madison, Wisconsin--Today thewrong content caught up with Larrythe Learner. He was not learningwhat he via the right content.
It was a Declarative knowledgestrategy. This was teaching as verbalknowledge or factual knowledge.This is any piece of information thatcan only be learned throughmemorization. It is an associationbetween two or more items.
Gamification of Learning & Instruction
Wonderful Book!!
Promotional Daily
August 11, 2016
See Section F for Coupons
Order Your Copy Today
Madison, WIsconsin– Every once in
a while a truly entertaining and
educational book is written. In this
century, the book is the Gamification
of Learning and instruction.
The book carefully describes how an
instructional designer can take the
elements of instructional design and
game design and combine them to
create instruction that motivates and
excites learners. These are not boring
games but games that teach.
Online Students not Engaged? Why?
Learning eagLe
August 11, 2016See Section F for Coupons
Professors Called Into
Action!
By Harry James
University of Wisconsin-
Madison– 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
The news of disengagement was spreading…The news of disengagement was spreading…

19. We need to find Ivan…the Informant...We need to find Ivan…the Informant...

20. I knew one of his old haunts…I knew one of his old haunts…

21. He was about as friendly as a fly at a fly
strip convention.
He was about as friendly as a fly at a fly
strip convention.
Hello, Clueless…

22. Look I am going to ask you some
questions, the right answer gives you
a clue to interactive online learning.
He was about as friendly as a fly at a fly
strip convention.
He was about as friendly as a fly at a fly
strip convention.

23. What do you and your detectives here
have to say about this?

24. Are Game-based Learning and Gamification are the same thing?
Are Games and Gamification are the same
thing?

25. Gamification uses
parts of games but
is not a game
itself. Game-based
Learning is
teaching using a
self-contained
game.
Definite
beginning, middle
and end.
Game-based
Learning is
teaching using a
self-contained
game.
Definite
beginning, middle
and end.

26. Enter Question TextNext clue, how many types of gamification are
there?

27. There are two types of
gamification.

28. He grabbed his typewriter and made some
notes to explain to me the difference between
the two types of gamification.
He grabbed his typewriter and made some
notes to explain to me the difference between
the two types of gamification.

29. Structural
Gamification is
use of game-
elements to propel
a learner through
content with no
alteration or
changes to the
content.
Structural:
 Points
 Badges
 Leaderboard

30. Content
Gamification use
of game thinking
to alter content
to make it more
game-like but
doesn’t turn the
content into a
game.
Content:
 Challenge
 Story
 Characters
 Missions

31. Ivan then grabbed his laptop to show me a
demonstration of the two types.
Ivan then grabbed his laptop to show me a
demonstration of the two types.

32. First Structural Gamification….First Structural Gamification….

33. Gamification
The concept of gamification
Consists of many different
elements.
These elements can include:
•Story
•Character
•Mystery
•Curiosity
•Curve of Interest
•Surprise
•Chance
•Points
•Badges
Screen captures courtesy of MindTickle….Screen captures courtesy of MindTickle….

36. Then he demonstrated content gamification....Then he demonstrated content gamification....

37. It was a little like déjá vu ….this content
gamification…..
It was a little like déjá vu ….this content
gamification…..

38. It has elements of story, characters and
content that was altered to be more game-like…
It has elements of story, characters and
content that was altered to be more game-like…

39. Twittermission
@kkapp
#gamification
email
-Questions
-Call Your Mother
Lynda.com Courses
-How to Increase Learner
Engagement
-Core Strategies for
Teaching in Higher Ed
-Grant Writing for
Education
-Gamification of Learning
-How to Write a Syllabus

40. Welcome back detectives, let
me tell you about a robust
educational phenomenon called
“Spaced Retrieval”
Sometimes called “Distributed
Practice.”

41. Let me tell you about a study using a
randomized control group in a trial 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

42. 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
“Avoid snacks while
watching TV; you may
overeat.”
“Use stairs
instead of an
Elevator”
“Take stairs instead
of elevator.”
“Don’t eat while watching
TV.

43. 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

44. Now let me tell you about this
thing called “Retrieval Practice.”

45. Require students to recall
content to enhance learning.
In other words, use testing to
reinforce learning—not just for
evaluation.

46. Combining Spaced Retrieval and
Retrieval Practice is really
powerful.
One study in the subject of Anatomy
and Physiology revealed retention
benefits of between 35% and 61% with
average of 41%.
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

47. Ivan had another question for me…I was the
one who was supposed to be ask’n questions….
Ivan had another question for me…I was the
one who was supposed to be ask’n questions….
Fact or Fishy? Learners remember
facts better when presented in a
bulleted list rather than presented
in a story?

51. 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. Chapter 2
“The Gamification of Learning and Instruction.
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.

52. Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading Stories Activates Neural
Representations of Visual and Motor Experiences.Psychological Science, 20(8), 989–999.
doi:10.1111/j.1467-9280.2009.02397.x
Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading Stories Activates Neural
Representations of Visual and Motor Experiences.Psychological Science, 20(8), 989–999.
doi:10.1111/j.1467-9280.2009.02397.x
When a person reads about certain
activities in a story, the areas of the
brain associated with those activities
are activated.
When a person reads about certain
activities in a story, the areas of the
brain associated with those activities
are activated.
The research found that different
brain regions track different aspects
of a story. If the character moved, the
corresponding region of the brain for
physical movement became active.
The research found that different
brain regions track different aspects
of a story. If the character moved, the
corresponding region of the brain for
physical movement became active.

53. Zombie Sales Apocalypse!©

61. Thanks, Ivan.Get out of here….
This mystery of interactive learning was
starting to take shape…
This mystery of interactive learning was
starting to take shape…

62. Let’s brief the Dean on what we know so far…Let’s brief the Dean on what we know so far…

63. So what have we
learned?

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

65. Light’sCamera….Nite Club

66. I arrived at the place on the matchbook, as
shady as a clump of oaks caught in an eclipse…
I arrived at the place on the matchbook, as
shady as a clump of oaks caught in an eclipse…

67. Enter Question TextHmm… what could this location and clue mean??? Tell
me. Does engaging instruction start with:

68. Action draws in the learner and
encourages further engagement.

69. Too often instruction is about the
content and not about interacting or
engaging with the content.

70. Make the learner do something
Answer a question
Identify a procedure.
Make a decision.
Solve a mystery.
Confront a challenge.
Pick a team.

71. 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)

72. Create Open Loops
Law &
Order

73. Time for a recap with the boss…she looked a
little frantic…she wanted to know one more
thing.
Time for a recap with the boss…she looked a
little frantic…she wanted to know one more
thing.

74. I want to know one more
thing.
What game elements can
engage learners?

75. What game elements did we
encounter today that can
engage learners?

76. Great stuff, you folks really seemed to have
cracked the case as to what makes engaging
learning.

77. Let me give you some more
examples.

78. VENDOR
http://www.theknowledgeguru.com/

81. Supply-side economics is a macroeconomic theory which argues that economic
growth can be most effectively created by investing in capital and by
lowering barriers on the production of goods and services.

82. Supply-side economics is a macroeconomic theory which
argues that economic growth can be most effectively created
by investing in capital and by lowering barriers on the
production of goods and services.

84. Supply-side economics is a macroeconomic
theory which argues that economic growth can
be most effectively created by investing in
capital and by lowering barriers on the
production of goods and services.
Supply-side economics is a macroeconomic
theory which argues that economic growth can
be most effectively created by investing in
capital and by lowering barriers on the
production of goods and services.

85. http://www.insitehub.co/

87. http://www.mlevel.com

88. http://www.Axonify.com

89. MeaningfulOutcomeCaféStart with theEnd in Mind
I thought my work was done but then….I
found another pack of matches on my way
home…
I thought my work was done but then….I
found another pack of matches on my way
home…

90. But we’ll have to leave that mystery for
another presentation….
But we’ll have to leave that mystery for
another presentation….

91. How did you do?

92. What game elements went
into this design?

94. Don’t need to have a
detective. You can
be more realistic.

95. Given those symptoms,
what you would you do?

96. QUESTIONS?

97. The End

98. Credits:
Detective Artwork Courtesy of Vanessa Bailey
Typewriter is MS Clip Art
Audience Response Devices by PollEverywhere
Demo of Gamification Software by MindTickle

99. 90 Days of Premium: Free
1. Create a free account
2. Email code: K_Kapp
to support@polleverywhere.com
Automatically downgrades to the
standard free plan after 90 days

100. Related Resources…Related Resources…
Lynda.com Course: Gamification of LearningYouTube Video
Web Site:www.karlkapp.com
Books

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