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10 Things We Know about Games
  for Learning From Research

                       Karl Kapp
            Professor, Bloomsbug University
                     April 2, 2012
                        @kkapp
Content torn from the pages 
             of
    The Gamification of 
  Learning and Instruction
10. Games Can Influence 
People to Behave in a Pro‐
      social Manner
Keep up with latest thoughts 
  and findings by Googling
         Kapp Notes
10 Things We Know About Video Games for Learning
10 Things We Know About Video Games for Learning
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.
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.
Flying around a virtual world
 as a superhero made subjects
  nicer in the real world. physical 
                     world




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.
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
10 Things We Know About Video Games for Learning
22% intervened
56% intervened
9. Games Must be Embedded 
  into the Curriculum to be 
    Effective for Learning.
Instructional games should be embedded in 
      instructional programs that include 
      debriefing and feedback. 
                            Engagement


                       Instructional support to help learners 
                                   Educational
                       understand how to use the game increases 
                                   Simulation
                       instructional effectiveness of the gaming 
                          Game
                       experience.                Pedagogy



Hays, R. T. (2005). The effectiveness of instructional games: A literature review and
discussion. Naval Air Warfare Center Training Systems Division (No 2005‐004). Chapter 4 
“The Gamification of Learning and Instruction.”

                  Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness 
                  of computer‐based simulation games. Personnel Psychology .Review of 65 studies
Example




Wouters, P., van Nimwegen, C., van Oostendorp, H., &  van der Sek 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. 
8. Games are more effective 
than traditional instruction 
when multiple sessions are 
         involved.
Conventional instruction  for a one‐off is better vs. one game session




                                                                        Multiple game sessions better than
                                                                        multiple conventional sessions




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. 
7. Games are more effective 
 than traditional instruction 
when players work in groups.
With serious games, both learners playing 
individually and those playing in a group learn 
more than the comparison group, but learners 
who play serious games in a group learn more




                            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. 
6. Instruction with serious
games yields higher learning 
  gains than conventional 
         instruction.
Percentages of Impact
                               Type of     % Higher
                               Knowledge/
                               Retention
                               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. 
5. Third person view in a 
game is better for changing a 
 person’s behavior than first 
           person.
First Person View
Third Person View




Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times.  And Sestir, M. & Green, M. C. (2010). You 
are who you watch: Identification and transportation effects on temporary self‐concept. Social Influence, 5, 272‐288 
and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual 
perspective in mental imagery affects self‐perception and behavior. Psychological Science. Vol. 18: 199‐203. 
Third Person View


“Seeing oneself as acting in a movie or a play is not 
merely fantasy or indulgence; it is fundamental to 
how people work out who it is they are, and may 
become.” Ben Casey



 Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times.  And Sestir, M. & Green, M. C. (2010). You 
 are who you watch: Identification and transportation effects on temporary self‐concept. Social Influence, 5, 272‐288 
 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual 
 perspective in mental imagery affects self‐perception and behavior. Psychological Science. Vol. 18: 199‐203. 
5. While playing a game, 
learners will voluntarily do 
harder problems and work.
A math facts game deployed on a handled computer 
     encouraged learners to complete greater number of 
         problems at an increased level of difficulty. 




           Learners playing the handheld game completed 
          nearly 3 times the number of problems in 19 days 
           and voluntarily increased the level of difficulty. 


Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games: 
Assessing the value of educational video games in the classroom. Paper presented at the CHI '04 
Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.
4. An experience as an avatar 
can change a person's real life 
        perceptions. 
An experience as an avatar 
                                                                                 can change a person's real 
                                                                                 life perceptions. In a study 
                                                                                 conducted by Yee and 
                                                                                 Bailenson (2006), it was 
                                                                                 found that negative 
                                                                                 stereotyping of the elderly 
                                                                                 was significantly reduced 
                                                                                 when participants were 
                                                                                 placed in avatars of old 
                                                                                 people compared with those 
                                                                                 participants placed in avatars 
                                                                                 of young people.




Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective‐Taking on The
Reduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual 
International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA
Who is more likely to run 24 hours later?

A. Person who watched an avatar not like 
   them running
B. Person who watch an avatar like them 
   running
C. Person  watching an avatar like them 
   loitering 
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.
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 (3), 95‐113.
3. Simulation/games build more 
     confidence for on the job 
application of learned knowledge 
    than classroom instruction. 
Simulation/games build more confidence for 
on the job application of learned knowledge 
         than classroom instruction.


                                                                              20% higher 
                                                                           confidence levels.




     Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness 
     of computer‐based simulation games. Personnel Psychology .
2. Games don’t have to be 
considered “entertaining” to be 
         instructional. 
Do simulation/games do not have to be entertaining 
                     to be educational? 




Sitzmann, T. (2011) A meta‐analytic examination of the instructional effectiveness of computer‐based 
simulation games. Personnel Psychology .
1. An instructional game will only 
  be effective if it is designed to 
    meet specific instructional 
objectives and was designed as it 
          was intended. 
Focusing on non-instructional elements
will make the game “fun” but not
necessarily educational. Clear
instructional objectives must be met in the
game. Game must be designed to meet
the objectives.




 Hays, R. T. (2005). The effectiveness of instructional games: A literature review and
 discussion. Naval Air Warfare Center Training Systems Division (No 2005‐004). Chapter 4 
 “The Gamification of Learning and Instruction.”
Take‐Away
1) An instructional game will only be effective if it is designed to meet 
    specific instructional objectives and was designed as it was intended. 
2) Games don’t have to be considered “entertaining” to be instructional.
3) Simulation/games build more confidence for on the job application of 
    learned knowledge than classroom instruction
4) An experience as an avatar can change a person's real life perceptions.
5) While playing a game, learners will voluntarily do harder problems and 
    work.
6) Instruction with serious games yields higher learning gains than 
    conventional instruction.
7) Games are more effective than traditional instruction when players work 
    in groups.
8) Games are more effective than traditional instruction when multiple 
    sessions are involved. 
9) Games Must be Embedded into the Curriculum to be Effective for 
    Learning. 
10) Games can influence people to behave in a pro‐social manner.
Questions/More Information
•   Email: kkapp@bloomu.edu
•   Email: karlkapp@gmail.com
•   Twitter: @kkapp
•   Pinterest: Gamification Happenings
•   Facebook: http://www.facebook.com/gamificationLI


    Look for the “how to” field 
              book for 
       The Gamification of 
     Learning and Instruction
           In Early 2014

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