Keynote address from The Medical Device & Diagnostic Trainers Summit held in Princeton, NJ by the Socieyt of Pharmaceutical & Biotech Trainers

1. The Gamification of Learning:
What Research Says About Simulations &
Serious Games
By Karl M. Kapp
Bloomsburg University
October 2, 2012
Twitter:@kkapp

2. Are games/simulations
effective for learning?

3. Let’s Play
Fact or Fishy…

4. Agenda
1 2
How do you apply game-based strategies
What does research say about to the presentation of learning content?
games and game elements for
learning?
3
What elements from games can be
added to traditional e-learning?

5. Rules Take out
• A statement is presented your text‐
– If “true” indicate: FactX machines
– If “false” indicate: FishyX
• Text Response:
Standard Texting Fees
Apply!

6. Games/simulations must be fun to be educational?
Image Courtesy of http://www.designingdigitally.com/
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games.
Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”

7. FISHY!
Image Courtesy of http://www.designingdigitally.com/
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games.
Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”

8. Simulation/games build more confidence for on
the job application of learned knowledge than
classroom instruction.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

9. Fact, 20% higher
confidence levels.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

10. In a Meta-Analysis…
Knowledge retention for
game/simulation was 9%
higher than for traditional
instruction.
Is that Fact or Fishy?

11. Fact!
Retention/ % Higher
Type of
Knowledge
Retention 9%
Declarative 11%
Procedural 14%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

12. Fact!
Delivery Method vs. % Higher
Game/Simulation
Lecture 17%
Discussion 5%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

13. Fact!
It wasn’t the game, it was
Retention
level of activity in the game.
% Higher
Type of
Knowledge
Retention 9%
In other words, the
Procedural engagement of the learner in
14%
the game leads to learning.
Declarative 11%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

14. Evidence‐Based Recommendations
1) Use a game/simulation to provide a context for the learning.
2) Don’t focus on “entertainment.”
3) Carefully craft the simulation/game to provide opportunities
to increase engagement and interactivity to increase
learning.

15. Wait a minute, games
can be expensive.
Level of Interactivity
Type of Type of
Game Play Low Medium High Knowledge
(Customer Taught
Development)
Exploration/Simulation $25,000‐ $35,000‐ $50,000‐ Problem‐
Engine/Free Play Area $35,000 $50,000 $150,000 Solving
Branching story, On‐Line $10,000‐ $15,000‐ $30,000‐ Conceptual
Board Games $15,000 $30,000 $50,000 Knowledge/
Rules
Matching, Trivia Games, $1,500‐ $3,000‐ $5,000‐ Declarative
Drag and Drop Games $3,000 $5,000 $20,000 Knowledge/
Fact/Jargon

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

18. Elements of
Games that Aid
Learning
• Story
• Character
• Recognition
• Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback

20. Elements of
Games that Aid
Learning
• Story
• Character
• Recognition
• NOT Enough Time 
Levels
• Challenges
• Chance
• Replayability
• Aesthetics
• Time
• Continual Feedback

21. Two Elements
of Games that
Aid Learning
1. Story
2. Characters

22. Story

23. Learners remember facts better…
When presented in a bulleted
list as opposed to when
presented in a story.
Is that Fact or Fishy?

24. FISHY: 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

28. Recommendations
• Embed facts to be learned in the context of stories.
• Use stories that are related to the context of the
desired learning outcome.

29. We’ve Always Wanted
Characters

30. An on-screen character is
distracting to the learner..
Is that Fact or Fishy?

31. FISHY: On transfer tests involving different word problems, the
group who had a character generated 30% more correct
answers than the group with 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.

32. Research indicates that learners perceive, interact socially
with and are influenced by anthropomorphic agents
(characters) even when their functionality and adaptability
are limited.
http://codebaby.com/elearning‐solutions/examples/

33. Who is more likely to run 24 hours later?
A. Person who watched an avatar that did not
look like them running
B. Person who watched an avatar that looked
like them running
C. Person watching an avatar that looked like
them loitering /hanging out

34. Within 24 hours of watching an avatar like
themselves run, learners were more likely to
run than watching an avatar not like them or
watching an avatar like them loitering .
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology,
21 (3), 95-113.

35. If learners watch an avatar that looks
like them exercising & losing weight,
they will subsequently exercise more in
the real world as compared to a control
group.
Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21
95-113.

36. Evidence‐Based Recommendations
• Use characters/agents to model desired behavior.
• Use characters/agents to provide feedback and
instruction to learners.

37. Games can influence
people to behave in a
positive manner.
Is that Fact or Fishy?

38. Fact: Games can influence
people to behave in a positive
manner.
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.
Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211‐221.

39. 28% helped to
pick up pencils

40. 33% helped to
pick up pencils

41. 67% helped to
pick up pencils

43. 22% intervened

44. 56% intervened

45. 1) Use a game/simulation to provide a context for the learning.
2) Don’t focus on “entertainment.”
3) Carefully craft the simulation/game to provide opportunities to increase
engagement and interactivity to increase learning.
4) Embed the game /simulation into the curriculum. Provide “set‐up,” game‐
time and debrief.
5) Embed facts to be learned in the context of stories.
6) Use stories that are related to the context of the desired outcome.
7) Use characters/agents to model desired behavior.
8) Use characters/agents to provide feedback and instruction to learners.

46. QUESTIONS?
Contact Karl via
Twitter or email
Twitter:@kkapp
kkapp@bloomu.edu