Twitter:@kkapp

By Karl M. Kapp Bloomsburg University Gamification of Learning &Instruction July 28, 2014 www.karlkapp.com www.linkedin.com/in/karlkapp/

Engaging Learners Through

Game-Thinking

Covert Design Takeaway Challenge

Notes Slides

Additional Ideas www.karlkapp.com/kapp-notes

Engaging Learners Through

was standing on the street corner, minding my own business…

When out of nowhere, trouble pulled up in the form of a convertible….

hen trouble showed up in the form of a convertible…

Hi’ya boss. I see you found me on my

lunch hour.

I need your help and I need it fast.

Do you like my new convertible?

Ahh, yeah but what’s your problem?

She wanted to increase learner engagement and have more interactive learning within the company…

We need more engagement.

On my lunch hour?

We need more interactivity.

Form a cross-functional team and figure out how to get more learner engagement by EOD.

EOD-End of Decade?

UGH-End of Day, really?

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

Open a separate window with a web browser and

go to:

www.polleverywhere.com/karlkapp

When a question is active, click on the

answer you believe is correct.

New questions will appear when the slides change. Stay on:

www.polleverywhere.com/karlkapp

You may need to refresh your

browser when a new question appears.

You’ll be told when it’s time to vote.

Observe the process:

-What design techniques are used?

-What elements add to the experience?

-What instructional design principles are being followed or broken?

How To Participate via Observation

Ok, first assignment/question….

Choose your disguise…

Good job, no one will

recognize you.

First stop is my co-worker, Clyde’s

office.

…Clyde’s office…look for clues

Game Thinking

A)

Teaching knowledge, skills & abilities using a self-contained game.

B)

Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment.

C)

Application of different types of game-elements to propel a learner through content.

I found three things written on one of Clyde’s notebooks.

Could be a lead…or

…it could be this session’s learning objectives

Let’s get going.

Now we need to find Ivan…the Informant... I knew one of his old haunts.

Look I am going to ask you some questions, the right answer gives you

a clue to game-thinking.

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

What do you and your lackies here have to say about this?

Action draws in the learner and encourages further engagement.

Too often instructional design is about the content and not about the actions that

need to occur.

Make the learner do something

Answer a question

Identify a procedure.

Make a decision.

Solve a mystery.

Confront a challenge.

Pick a team.

Thanks, Ivan.

Get out of here….

Take these matches with you

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

Seems like a clue…should

Learning be easy so we don’t discourage the learners? or Challenging where some learners will struggle?

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

boredom or frustration.

Let me show you Clyde’s folder on this subject.

Do you know what elements contribute to

flow?

Achievable Task

Clear Goals

Control Over Actions (Autonomy)

Concentration

You can also add elements such as … Novelty

Inconsistency

Complexity

Surprise Incomplete information

Unpredictable Future

Law & Order

Create Open Loops

Think of my favorite show!

No, not Dragnet.

Let’s brief the boss on what we know so far…

So what have we learned?

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

I was starting to think it was a dead end when she emerged from the shadows.

Well, here is the next clue, do we :

Put the learner at risk. or Let the learner safely explore the environment.

No risk, or danger equal no skin in the game.

Get the learner emotionally involved by putting him or her at “mock” risk.

Losing

Not Solving the Problem

Social Credibility

Recognition

Then they mysterious stranger started talking about what learners can “risk”…

Starting Over

Multiple Lives

In games, failing is allowed, it’s acceptable, and it’s part of the

process.

Also, failure or earned success can lead to emotion which can contribute

to learner recall of content.

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

I want to know one more thing.

What game elements can engage learners?

What game elements did we encounter today?

Great stuff, you detectives really seemed to have cracked the case as to how game-thinking

can lead to engaging learning.

And before the End of

Day.

Back to Clyde’s office, which note is right?

Game Thinking

A)

Teaching knowledge, skills & abilities using a self-contained game.

C)

Focusing on actions leading to a meaningful outcome while navigating risk in a challenging environment.

B)

Application of different types of game-elements to propel a learner through content with no changes to the content.

Mystery solved, just in time for the weekend. I was anxious to get some rest…

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

Unfortunately, we’ll have to leave that mystery for another webinar….

The End

Design Takeaway Challenge.

1) Story/Genre2) Polling/Audience Input3) Points/Winners/Teams4) Mystery/Curiosity5) Pre/Post Test

Bring this engaging learning presentation to your organization and have Karl Kapp

present to your team or conduct a workshop or consult on a project.

Contact Karl Kapp at karlkapp@gmail.com or on his web

site www.karlkapp.com.

Learn more…books available at: http://tinyurl.com/ASTDgambook and

http://tinyurl.com/ASTDfieldbk Or

Amazon.com

Credits:

Detective, People Artwork Courtesy:Vanessa Bailey

Flow Diagram by Kristin Bittner

Cityscapes are Clip Art

Audience Response by Poll Everywhere