Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years. While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers? Creating engaging learning using game elements requires matching instructional content with the right game mechanics.

1. Twitter:@kkapp
kkapp@bloomu.edu
Twitter:@kkapp
kkapp@bloomu.edu
By Karl M. Kapp
Bloomsburg University
August 6, 2013
By Karl M. Kapp
Bloomsburg University
August 6, 2013
The Learning Game:
The Business Case for Game-Based Learning

2. 1
Agenda
What is the differences among
simulations, gamification, and
game- based learning?
2
3
What research evidence exists to make the
business case for why and how games can
increase the transfer of knowledge to the job?
What are the elements of
games that can be applied to
the design and development of
learning?

4. Blog:
www.karlkapp.com/kapp-notes
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Blog:
www.karlkapp.com/kapp-notes
--Slides & Additional Info.

5. ResourcesResources
Book:
The Gamification of Learning and Instruction
Book:
The Gamification of Learning and Instruction
Training Quarterly Article
Improving Training: Thinking Like a Game Developer
Training Quarterly Article
Improving Training: Thinking Like a Game Developer
Learning Solutions Magazine
The Gamification of Retail Safety and Loss Prevention
Training
Learning Solutions Magazine
The Gamification of Retail Safety and Loss Prevention
Training
New Book:
The Gamification of Learning and Instruction: Fieldbook
New Book:
The Gamification of Learning and Instruction: Fieldbook

6. Gamification is
using game-based
mechanics,
aesthetics and
game-thinking to
engage people,
motivate action
promote learning,
and solve
problems.
Game-based
Learning is the
use of a game to
teach knowledge,
skills and abilities
to learners using
a self-contained
event. Typically
evokes Fantasy,
Challenge and
Curiosity.
Definitions
Simulation
Learning is a
realistic, controlled-
risk environment
where learners can
practice specific
behaviors and
experience the
impacts of their
decisions.

7. Gamification + Simulation =
Learning Game
What is this “game” stuff?

8. Use game-elements such as:
-Story
-Characters
-Immediate Feedback
-Points, Badges, leaderboards
…with caution

9. Fun Game????

10. Let’s Play
Fact or Fishy…

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

12. In a Meta-Analysis…
It was found that Games
are 90% more effective for
learning than lectures.
Is that Fact or Fishy?

13. Fact
Type of
Knowledge
/Retention
% Higher
Declarative 11%
Procedural 14%
Retention 9%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies
Wouters, P., van Nimwegen, C., van Oostendorp, H., & vam der S[el. E.D. (2013), February 4). A Meta-Analysis of the
Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advanced online publication.
Doi: 10.1037/a0031311 39 Studies. Review of 39 studies 54% conducted in the last year.

14. Type of
Knowledge
/Retention
% Higher
Declarative 11%
Procedural 14%
Retention 9%
Percentages of Impact Over
Traditional Training
17% Higher than
Lectures
5% Higher than
Discussion
Sitzmann, T. (2011) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel
Psychology .Review of 65 studies

15. Type of
Knowledge
/Retention
% Higher
Declarative 11%
Procedural 14%
Retention 9%
Percentages of Impact
Sitzmann, T. (2011) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel
Psychology .Review of 65 studies
It wasn’t the game, it was
level of activity in the game.
In other words, the
engagement of the learner in
the game leads to learning.

16. Games/Simulations must be
fun to be Educational.
Is that Fact or Fishy?

17. Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of
computer-based simulation games. Personnel Psychology .

18. Sitzmann, T. (2011) A meta-analytic examination of the instructional
effectiveness of computer-based simulation games. Personnel
Psychology
Simulation/games build more confidence
for on the job application of learned
knowledge than classroom instruction.

19. Fact
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of
computer-based simulation games. Personnel Psychology .
levels.
20% higher
confidence
levels.

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

21. 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.

22. 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

23. 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.

24. 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.

25. Avatar as Teacher
Research indicates that learners perceive,
interact socially with and are influenced by
anthropomorphic agents (avatars) even when
their functionality and adaptability are limited.
Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance.
Philosophical Transactions of the Royal B Society. 364, 3559–3565

26. Learners remember facts better…
When presented as bulleted
list rather than presented as
a story.
Is that Fact or Fishy?

28. 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.
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

29. NikePlus Stats for Karl

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

32. One way to engage learners is to…
Present them with a difficult
challenge.
Is that Fact or Fishy?

33. Fact.
Provide a 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

34. Re-design the Instruction to
Start with a Challenge

35. Investigatory Training
• Course Objectives
– Identify the Forms Required for an
Investigation
– Practice Interview Techniques
– Understand and Follow the Investigation
Model

36. It is your first day on the job as an investigator and
Jane, an employee in Accounting, just accused her
boss of embezzling $10,000.
What is the first thing you should do?

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

38. 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.
Flying around a virtual world
as a superhero made subjects
nicer in the real world. physical
world
Fact

41. 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.

42. 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.

43. • Increase Product Knowledge
• Increase Sales of Product
Putting It Together

45. ExactTarget is a global marketing organization
focused on digital marketing tools – email,
mobile, and web and was recently purchased by
Salesforce.com. ExactTarget is a leading cloud
marketing platform used by more than 6,000
companies including Coca-Cola, Gap and Nike.

46. Introducing a new product, MobileConnect and
wanted to bring the sales force up-to-speed on
the features and functionality of the product.

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

54. “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.”
Player Results

55. 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 prior to
MobileConnect, the sales team built the quickest pipeline for this
product.

56. 1) Interactivity of games leads to higher knowledge
retention for declarative and procedural knowledge.
2) Games/Simulations do not need to be fun to be
educational.
3) Games can be more effective for learning than lectures
or discussions.
4) On screen characters can enhance e-learning.
5) Onscreen avatars can influence off-screen behavior.
6) Use stories rather than bulleted lists to present facts.
7) Present learners with a difficult challenge to engage
and motivate them.
8) Games can influence people to behave in a pro-social
manner.
Take-Away

57. Questions
?
Twitter: @kkapp
Email: kkapp@bloomu.edu
Blog: www.karlkapp.com/kapp-notes
--Slides &Additional Info.
Twitter: @kkapp
Email: kkapp@bloomu.edu
Blog: www.karlkapp.com/kapp-notes
--Slides &Additional Info.
January
2014