Engaging distant learners is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls learners into the content and helps them gain the knowledge required to be successful? One method is to employ the concept of gamification. Explore the use of game elements to challenge learners, generate curiosity and create immediate feedback. Learn how to balance the elements of story, action and uncertainty to simulate thinking and engagement. In this interactive, evidence-based keynote you will experience first-hand how gamification motivates learners, increases retention and leads to desired learning outcomes.

1. Presented by: Karl M. Kapp
Twitter @kkapp
The Quest for Learner Engagement

2. Lynda.com Course:
Gamification of LearningYouTube Channel
Web Site:www.karlkapp.com
Books

3. Adventure Challenge

4. Karl Kapp
Presents:

6. You are a game designer at SuperGame Corporation
which has hit some hard times lately.

7. It’s Friday 4:59 PM you and your
colleague have two things on your
mind.

8. Suddenly, your boss calls you
and your colleague into her office.
Ito and Jasmine come into my
office.

9. Yes?
Yes?

10. Look, someone
wants us to
create a game
about traveling around the
world capturing dragons.It appears to be a craze or
something.

11. Working name is…
“Dragónmon Go”

12. You are competing internally for the
project. Winning team earns the
right to work on the project.

13. New Message
To: 37607
 karlkapp

Cancel
AT&T 9:37 AM  73%
Text Option:
karlkapp to the
number 37607
Internet Option:
Pollev.com/karlkapp

14. Two Development Teams
TeamA TeamB

15. Each team will be confronted with a
series of questions. The team that
answers the most questions correctly
wins the work.

16. What about the other team?

17. Losers are assigned to the game
“watching paint dry.”

18. Wow, I heard about that
project, its almost as fun
as… never mind. Dragon
capturing is much better.

19. Get it together.
Now let’s hear about
the dragon capturing
game.

20. First decision about this dragon
capturing game is how to start the
game. What should the player’s first
in-game experience be?

21. You have two choices:
Tell the player three things they need to
know about capturing dragons.
or
Begin with by having the player start
capturing dragons right away.

22. Why does this answer make
sense?
Not Sure?

23. Good game designers know that games
are engaging because they require action
right away.
Action draws in the player and
encourages further engagement.
Start by capturing a dragon.

24. Too often instructional design is
about the content and not about
the actions that need to occur.
Game Design is about action.

25. Research indicates that learners who
used interactive games for learning
had greater cognitive gains over
learners provided with traditional
classroom training.
Vogel, J. J., Vogel D.S., Cannon-Bowers, J., Bowers, C.A., Muse, K., & Wright, M. (2006). Computer gaming and
Interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243.

26. Ok, next decision.
Provide a map with the location of all
the dragons.
or
Create a sense of mystery and
curiosity concerning the location of
dragons.

27. XX
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On it. Here’s
the map.

28. It is always a good idea to build curiosity and
mystery into a game. Reveal locations of dragons
throughout the course of the player’s journey.
Check out my travel journal entry
on this subject.

31. A sense of suspense, mystery
and intrigue draws people into
games and can draw them into
learning as well.

32. Twittermission

33. OK, what do we decide next, should we:
Make the game easy so we don’t discourage the
players.
or
Make the game challenging, knowing some
players will fail the first few times.

34. 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. Chapter 2
“The Gamification of Learning and Instruction.”
It needs to be challenging.
Like running from zombies!

35. Look! Good games give players a set of
challenging problems and let them solve those
problems until they can do it automatically.
Then those same games throw a new class of
problem at the players requiring them to re-
think, their now—taken for granted—mastery.
They must learn something new and integrate
into their old mastery.

36. Well said!

37. Actually, my good friend James Paul
Gee said those words, I’m quoting
him.

38. Always good to cite
sources!

39. Also, keep in mind things that are too easy or
too difficult will not pique a learner’s interest
because they lead to boredom or frustration.
Research has shown that challenge is
correlated with both intrinsic motivation
and motivation related to the desire to
seek competence and self confidence.
White, R.W. (1959) Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.

40. In fact, give them the
Kobayashi Maru of challenges.

41. Harsh!

42. Well, the next decision, should we:
Put the player at risk, they could die at
any moment at the hand (err, claw) of a
dragon.
or
Let the player safely explore the
environment.

43. Seriously, you are asking me
this question. The player needs
to be at risk.

44. No risk, or danger equal no skin in
the game.
Get the player emotionally involved
by putting him or her at “mock”
risk.

45. In games, failing is allowed, it’s
acceptable, and it’s part of the
process. Games accommodate
failure with multiple lives, second
chances and alternative methods of
success.

46. Research indicates that our brains
grow when we make a mistake
because it is a time of struggle.
Moser, J. Schroder, H.S., Heeter, C., C., Moran, T.P., & Lee, Y.H. (2011) Mind your errors: Evidence for a neural
mechanism linking growth mindset to adaptive post error adjustments. Psychological Science, 22, 1284-1489.
Our brains react with greater
electrical activity when we make a
mistake than when we are correct.

47. Do you punish failure in your
learning design or do you allow and
encourage the freedom to fail?

48. Last decision, should you:
Give player choices about what level to
enter the game.
or
Create one path for every player.

49. Choices, players need choices. Look,
let me tell you what motivates
people.

50. People are motivated when they have
autonomy, mastery and relatedness.

51. Hey, isn’t that the Self-Determination Theory?

52. Why, yes…yes it is.

53. Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of
contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730
When given control over their learning, research
has shown that learners invested more and
attempted more complex strategies than when
they had no control. So give learners control.

54. And give our game players control over which
dragon to capture and in what order.
Cordova, D.I., & Lepper M. R. (1996) Intrinsic motivation and the process of learning: Beneficial effects of
contextualization, personalization and choice. Journal of Educational Psychology, 88, 715-730

55. XX
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Sure thing!

56. Lot of good information,
thanks.

57. But how
about a
re-cap…

58. Ok, so which team gets to design
“Dragónmon Go”? Which team won?

59. Well, they are all winners to me.

60. Ugh….

61. Here are five tips for thinking like a
game designer:
1) Begin with activity
2) Create curiosity, mystery, intrigue
3) Create a challenge for the learner
4) Put learners at “mock” risk—
encourage mistakes
5) Give learners meaningful choices

62. What game elements
are in this
presentation?

63. 1) Story
2) Character
3) Competition/teams
4) Real-time feedback
5) Decision making
6) Uncertain ending

64. Questions?

65. Lynda.com Course:
Gamification of LearningYouTube Channel
Web Site:www.karlkapp.com
Books

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