All Games are Not the

Same• Use the right

game to teach the right content.

• Instructional strategies apply to game design.

Designing Performance-Based Instruction

Facts Concepts Rules

- Elaborating- Organizing- Association

- Examples- Non-Examples- Attribute Classification

- If-Then- Cause/Effect- Concept Application

Procedures Principles Problem-Solving

- Whole to Part Review- Learn Parts- Assemble Procedure

- Teach Model- Behavior Checklist- Examples

- Multiple Scenarios- Professional Experiences- Realistic Application

Facts

• Designing for Facts– Elaboration-links new information with

relevant prior knowledge• Superordinate-context of new fact• Coordinate-compare/contrast

JargonAcronyms

Memorization

Facts

• Designing for Facts– Organizing—Placing facts into a

logical grouping (chunking)• Tables• Diagrams• Lists• Models• Mnemonics

JargonAcronyms

Memorization

Roy G. Biv

Declarative Knowledge

Games

MatchingMultiple Choice

Organization-Drag/Drop

www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007

Combine First-Person with Teaching Facts

Combine First-Person with Teaching Facts

http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental-learning-and-power-of/

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.

And they rate legal arguments as more convincing when built into narrative tales rather than on legal precedent.

Concepts

• Designing for Concepts– Concept is a class of items that share common

features and is known by a common name.• Example, Non-Example• Attribute Classification

CategoriesAbstract

Concrete

ConceptualKnowledge Games

ExamplesNon-Examples

Results of Conceptual Understanding

Conceptual Orienteering

Conceptual Orienteering

Triggers Episodic Memory

Rules

• Designing for Rules– Rule is a statement that expresses a relationship

between concepts.• If-Then• Cause/Effect• Concept Application

Moisture causes out of tolerance

If hot, then avoid.

Procedures

• Designing for Procedures– Procedure is a sequence of steps the learner

performs to accomplish a task.• Whole to Part Review• Learn Parts• Assemble Procedure

SOPsSoftware Processes

Step-by-Step

www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007

Principles

• Designing for Principles– Principle is a non-sequential guideline that must

be adapted to a specific situation. • Teach Model• Behavior Checklist• Examples

Soft Skills

Trouble Shooting

Leadership

Example

Enspire Learning: http://www.enspire.com/

Enspire Learning: http://www.enspire.com/

Enspire Learning: http://www.enspire.com/

Problem-Solving

• Designing for Problem-Solving– Problem is previously un-encountered situation

that requires the application of previously learned concepts, rules, procedures, principles

• Teach Model• Behavior Checklist• Examples

Problem SolvingKnowledge Games

Branching Simulation

Virtual 3D Environments

Problem SolvingKnowledge Games

Energy efficiency certification requires a field test.

Energy ObservationEnergy Observation

Interplay Energy, in partnership with the Residential Energy Services Network (RESNET) created a simulation to measure applied knowledge and understanding like a physical field test.

Objectives included:•Gas line leak detection•Ambient CO testing•Unvented appliance testing (ovens and stove top burners primarily)•Proper equipment usage•Appliance identification•Combustion appliance Zone (CAZ) understanding•Worst Case Depressurization•Vented Appliance (furnace, boilers, water heaters) tests: spillage, CO, draft

Objectives included:•Gas line leak detection•Ambient CO testing•Unvented appliance testing (ovens and stove top burners primarily)•Proper equipment usage•Appliance identification•Combustion appliance Zone (CAZ) understanding•Worst Case Depressurization•Vented Appliance (furnace, boilers, water heaters) tests: spillage, CO, draft

Inventory ObservationInventory Observation

Kapp, K. & O’Driscoll T. ( 2010) Learning in 3D: Adding a new dimension to enterrpise learning and collaboration. Pfeffier. PP.416.Kapp, K. & O’Driscoll T. ( 2010) Learning in 3D: Adding a new dimension to enterrpise learning and collaboration. Pfeffier. PP.416.

Learners journey through a series of activities designed

to synthesize conceptual learning.

Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.

Recommendation

• Match the appropriate content type with the appropriate game type.

• Match the appropriate content type with the appropriate game type.

Fostering Pro-Social Fostering Pro-Social BehaviorBehavior

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

28% helped to pick up pencils

33% helped to pick up pencils

67% helped to pick up pencils

22% intervened

56% intervened

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.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.

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.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.