This presentation starts with three "Do's" in terms of using games within a classroom and then provides a number of example games from a variety of disciplines.

1. Gamification of College Course Content:
Examples and Best Practices
By Karl M. Kapp
Bloomsburg University
Gamification of Learning &Instruction
February 28, 2014
EMAIL: kkapp@bloomu.edu
TWITTER: @kkapp
BLOG: http://karlkapp.com/kapp‐notes/

2. Agenda
1
What is
Gamification?
5
2
Are Games
Effective for Learning?
3
Should I Embed Games
Into My Courses?
4
Why Play in Groups and
Multiple Times?

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

4. Instruction with serious
games yields higher learning
gains than conventional
instruction.

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

6. Fact
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. Review of 39 studies 54% conducted in the last year.

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

8. Games are more effective
than traditional instruction
when multiple sessions are
involved.

9. 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.

10. Games are more effective
than traditional instruction
when players work in groups.

11. 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.

12. Games Must be Embedded
into the Curriculum to be
Effective for Learning.

13. Example.

14. Examples

15. Business: Proposal Writing

16. Learning to Write a Proposal
• Form students into companies (teams)
• Provide Request for Proposal
• Students develop:
– 40 page proposal
– Working Prototype
– Sales Presentation

19. Science:
Heat Flow and Thermal Conductivity

25. Preliminary Survival Master Results
Task
Mean
Rating
Before
Mean
Rating
After
Difference
AfterBefore
Calculate volume of 3-D shape
2.83
4.00
1.17
Calculate surface area of 3-D shape
2.33
3.83
1.50
Understand concept of conductivity and
Group
heat flow
Mean
Game
Std.
Understand relationship between Deviation
N
conductivity & heat flow.
Group Results by
Assessment
3.82
Pre 1.50
Post
Final
.378
.447
.5136
5
.167
.168
1.17
140 125
.169
2.32
3.17
2.00
100
Apply heat flow formula
1.00
3.33
2.33
Understand difference between dead and
live load
1.50
3.33
1.83

26. Teaching Algebra

27. Dragon Box 2
Students who played at least 1.5 hours,
92.9% achieved mastery. Of those students
who played at least 1 hour, 83.8% achieved
mastery. Of those students who played at
least 45 minutes, 73.4% achieved mastery.
http://www.forbes.com/sites/jordanshapiro/2013/07/01/it‐only‐takes‐about‐42‐minutes‐to‐learn‐algebra‐with‐video‐games/

28. Grammar

29. Grading Game
http://www.gradinggame.com/

31. Literature

35. Political Science: Elections

41. Political Science: Geopolitical

43. Working with People: Decision
Making

47. Working with People: Ethics

51. Resources
•
Survival Master; Heatflow and Conductivity
– http://gaming2learn.org/survival_master/ft2014/
•
DragonBox Algebra Game
– http://www.dragonboxapp.com/
•
The Grading Game
– http://www.gradinggame.com/
•
Win the Whitehouse
– http://www.gamesforchange.org/play/win-the-white-house/
•
eLECTIONS: Your Adventure in Politics
– http://www.ciconline.org/Resource/elections-your-adventure-in-politics
•
Quandry Game
– http://www.quandarygame.org/play
•
Research Ethics
– http://ori.hhs.gov/TheLab/TheLab.shtml
•
Lord of the Flies Game
– http://www.nobelprize.org/educational/literature/golding/index.html
•
English as a Second Language
– http://traceeffects.state.gov/

52. Finding Educational
Games

58. Resources
•
List of Games and Simulations
– http://www.clarkchart.com/
•
Political Science Related Games
– https://www.icivics.org/
•
Science and Medical Related Games
– http://edheads.org/
– http://www.nobelprize.org/educational/
•
Games with an Agenda
– http://www.gamesforchange.org/