This presentation focuses on the role of specific approaches, namely gamification and various types of simulation, to motivate and energize learners in a more interactive way that is aligned to how learning takes place in everyday life today.

1. Using Gamification to
Drive Engagement
By Karl M. Kapp
Bloomsburg University
Gamification of Learning &Instruction
EMAIL: kkapp@bloomu.edu
TWITTER: @kkapp
BLOG: http://karlkapp.com/kapp‐notes/

2. Notes
Slides
Additional Ideas
www.karlkapp.com/kapp-notes

3. Brief history of…
The World

12. We’ve learned and struggled for a few
years here figuring out how to make a
decent phone. PC guys are not going
to just figure this out.
They’re not going to just walk in.
--Palm CEO Ed Colligan, 16 Nov 2006

13. This is our best iPhone launch yet — more than
9 million new iPhones sold — a new record for
first weekend sales—Tim Cook, 2013.
Palm sold to HP in 2010, by 2011
Palm was done.

14. 4
2
3

19. What variables do I
balance to keep my
person happy?
How should I
manage my time?

20. What leadership
strategy should I
use?

25. Not another
online
lecture.

26. Sorry, had you
on mute, could
you repeat the
question.

27. I am going to
need more
coffee.

28. “Study of 2,300 people found only 6% of
organizations are successful in influencing
behavior change among employees.”
‐‐Al Switzler

29. “Until recently, the FDA and other regulatory
agencies emphasized the number of hours
required for GMP and other training. Now they
evaluate the effectiveness of training by what is
learned and applied, not by the number of
hours or courses delivered.”
Ellen Leinfuss, Senior Vice President and Practice Leader of Life sciences at UL Eduneering

30. New
Designs are
Needed

31. Gamification

32. Gamification
Lots of Hype

33. Gartner Group predicts by 2015, 40 percent
of Global 1000 organizations will use
gamification as the primary mechanism to
transform business operations.

34. Gartner Group predicts that by 2014, 80
percent of current gamified applications
will fail to meet business objectives,
primarily due to poor design.

35. Let’s Play
Fact or Fishy…

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

37. How To Vote via Texting
FACT01
FACT02
FISHY01
TIPS
1. Polleverywhere has no access to your phone number
2. Capitalization doesn’t matter, but spaces and spelling do
FACT01

38. Room is Divided in Half
teama
teamb

39. “Games” and “Gamification”
are the same thing.
Is that Fact
or Fishy?

41. What is this “game” stuff?
The use of
gaming elements
integrated into a
training program
aligned with
corporate goals
to promote
change in
behavior.
Gamification
The use of a
game to teach
knowledge, skills
& abilities to
learners using a
self‐contained
space.
A realistic,
controlled‐risk
environment
where learners
practice specific
behaviors &
experience
impacts of their
decisions.
Game‐based
Learning
Simulation
Learning

42. Gamification is to
Learning as a
Piece is to
a Puzzle

43. Gamification is to
Learning as a
Steering Wheel
is to a Car

44. Gamification is to
Learning as a
Slice is to Pie

45. Gamification uses elements of games,
but is not a game in‐and‐of itself.
Source: Ambient Insight 2012

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

47. Gamification
Elements that
Aid Engagement
1. Story
2. Challenge
3. Mystery
4. Characters/Avatar
5. Challenge
6. Levels
7. Feedback
8. Replayability
9. Freedom to Fail
10.Asethetics
11.Time
12.Rewards

48. Gamification
Elements that
Aid Learning
1. Story
2. Challenge
3. Mystery
4. Characters/Avatar
5. Challenge
6. Levels
7. Feedback
8. Replayability
9. Freedom to Fail
10.Asethetics
11.Time
12.Rewards
NOT Enough Time 

49. Elements of
Games
1. Reward Structures
2. Uncertainty
3. Adaptability
4. Spaced Practice
5. Retrieval Practice

50. Adding points, badges and
leaderboard to any training
makes it awesome!
Is that Fact
or Fishy?

51. Fishy… if it was that easy…this would be the most engaging
game in the world.

52. 20% increase in profile completion.

53. Primarily use expected achievements so players can
establish goals for themselves and understand the
purpose and progression of interactions.
Kapp, K. M. (2012) The Gamification of Learning and Instruction. New York: Pfeiffer. Chapter Ten. Pages 219-238.

54. Use coins, points and rewards to provide feedback on
performance, updates on progress and level of
correctness.
Kapp, K. M. (2012) The Gamification of Learning and Instruction. New York: Pfeiffer. Chapter Ten. Pages 219-238.

55. The value, or size, of an anticipated reward influences
the motivational signal sent to the brain only within
the contexts of the reward system.
Howard-Jones, P. A., & Demetriou, S. (2009) Uncertainty and engagement with learning games. Instructional
Science. 37:519–536 DOI 10.1007/s11251-008-9073-6

56. Give players an opportunity to go over their earned
achievements using some kind of visual stored list.
Kapp, K. M. (2012) The Gamification of Learning and Instruction. New York: Pfeiffer. Chapter Ten. Pages 219-238.

57. What can you do?
Use points, rewards and badges to
convey meaning, achievement and
progress.

58. Risk taking and uncertainty
is good for learning?
Is that Fact
or Fishy?

59. Gaming uncertainty can transform the emotional
experience of learning. This may improve engagement
and improve encoding and later recall.
Howard-Jones, P. A., & Demetriou, S. (2009) Uncertainty and engagement with learning games. Instructional
Science. 37:519–536 DOI 10.1007/s11251-008-9073-6

60. Experimental results reveal that uncertainty enhances
learning and is positively associated with motivation.
As motivation increases, participants tend to spend more time
answering questions and have higher accuracy.
Ozcelik, E., Cagiltay, N. E., & Ozcelik, N. S., (2013)The effect of uncertainty on learning in game-like environments.
Computers & Education 67. 12–20

61. Uncertainty in a learning game can enhance players’
experience in several ways, including changes in brain
chemistry and activity.
Robinson, S. (2012) Taking a chance: Introducing uncertainty into learning games. Proceedings of the
Academy of Educational Leadership, Volume 17, Number 2, 2012

62. What can you do?
Allow chance, risk-taking and
uncertainty into gamification efforts.
50% appears to be an optimal number.

63. We are five years away
from truly adaptive
learning?
Is that Fact
or Fishy?

64. FISHY

66. “What is the first step you
would take to solve this
problem?”
2(3X-1)=1

67. Level of
Learner
Level of
Knowledge
Anticipated
Response
Example
Problem
2(3X-1)=1
Skill
Novice
Learner
Basic
Incorrect
Answer
I don’t know
No answer, no
idea how to
work problem.
None at this point.
Intermediate
Learner
Intermediate Writing down
the steps
required to
obtain the
answer.
Expanding values in
brackets, work
through the
equation. Learner
may start at any
level of the steps.
Expert
Advanced
2*3X-2*1=1
6X-2=1
6X-2=1
6X=3
6X/3=3/3
2X=1
X=1/2
X=.5
6X=3 or X=.5
States the
answer. No
need to write
down steps.
Multiplying both
sides of the equation
by the same number
while incorporating
basic and advanced
skills.

68. CONTENT
LEARNING
NEEDS
Concepts
A
Identified Areas of
Deficiency/
B
C
D
A
Assessment
Procedural
Content
1
2
3
4
1
C
3
Delivery

69. Give learner choices into the
content.

70. What can you do?
Create choices for the learner when
starting a learning module. Pre-test
learners for content knowledge.

71. Cramming content is a good
way to learn?
Is that Fact
or Fishy?

72. Spaced Retrieval
Content
Content
Content
Spaced Retrieval helps learners retain access to memorized
information over long periods of time because the spacing
promotes deeper processing of the learned material.
Carpenter SK, DeLosh EL. Application of the testing and spacing effects to name learning. Applied Cognitive
Psychology 19: 619–636, 2005. And Cull W. Untangling the benefits of multiple study opportunities and repeated
testing for cued recall. Applied Cognitive Psychology 14: 215–235, 2000.

73. Spaced Retrieval
Content
Content
Content
Ideally, time between learning events is greater than 24 hours.
Carpenter SK, DeLosh EL. Application of the testing and spacing effects to name learning. Applied Cognitive
Psychology 19: 619–636, 2005. And Cull W. Untangling the benefits of multiple study opportunities and repeated
testing for cued recall. Applied Cognitive Psychology 14: 215–235, 2000.

74. Avoids 2 inherent problems with mass practice
‐Learner fatigue
‐Likelihood of interference with preceding & succeeding
learning

75. What can you do?
Space learning out over time, 24
hours in the optimal spacing.

76. Testing yourself is a better
way to learn than re-reading
or re-listening to material?
Is that Fact
or Fishy?

77. Retrieval Practice alone
can provide improved
recall performance by as
much as 10‐20%.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012

78. What can you do?
Force learners to recall content to
enhance learning. In other words,
use testing to reinforce learning.

79. Combining Spaced Retrieval & Retrieval Practice
One study revealed retention
benefits of between 35% and 61%
with average of 41%.
Subject matter was Anatomy
and Physiology
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012

80. A study using a randomized control group conducted a
trial between Aug 10, 2009, and Nov 30, 2012, at ten
sites in southeast India with over 500 subjects.
Working Indian men (aged 35—55 years) with impaired
glucose tolerance were randomly assigned to either a
mobile phone messaging intervention or standard care.
Ramachandran, A. et. al. Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel‐group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213‐8587(13)70067‐6

81. “Use stairs instead of
an Elevator”
“Avoid snacks while watching
TV; you may overeat. “
Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel‐group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213‐8587(13)70067‐6

82. Lowered risk of developing
Type 2 diabetes by 36%.
Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel‐group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213‐8587(13)70067‐6

83. What can you do?
Use continual reminders to help
drive behavior change and pullthrough.

84. Putting it All Together

86. 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.

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

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

95. Player Results
“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.”

96. 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.

97. 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.
Larsen DP, Butler AC, Roediger HL 3rd. Repeated testing improves long‐term retention relative to repeated study: a randomized controlled
trial. Med Educ 43: 1174–1181, 2009.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012.

98. Agenda
• Five Bottom Line Case Studies
– Retail
– Marketing Product
– On Boarding
• Quick Engagement Case Studies
• Lessons Learned

99. Pep Boys has over 700 stores in 35 states and
Puerto Rico; those stores have more than 7,000
service bays. Does over $2 billion dollars of
business a year by focusing on meeting the needs
of the do‐it‐yourself crowd as well as people who
come in for routine and emergency services and
sales to professional garages.

100. Pep Boys wanted to solve two problems—Reduce
Inventory Shrinkage and Reduce Safety Incidences.

101. VENDOR
http://www.axonify.com/

102. Associates received daily reinforcement of
the monthly safety and loss prevention
training.
In a quiz‐type game, associates answer
quick, targeted questions related to risk,
loss prevention, safety, and operational
policies and procedures—standard
questions in these areas.

103. If they answered correctly, they played a slot‐
machine game titled “Quiz to Win” for a chance to
win cash prizes
If answered incorrectly, the system immediately
presented a short training piece designed to
specifically address the topic covered in the
initial question. Questions repeated at various
intervals until the associate demonstrated
mastery of the topic.

111. The entire process takes 30‐90 seconds each
day and associates do it either at the beginning
of a shift or during downtime throughout the
day.

112. A Competitive, Social Learning Experience

113. Results

114. Bottom‐Line Results at Pep Boys
LOSS PREVENTION
HEALTH & SAFETY

115. References
• The Gamification of Retail Safety and Loss
Prevention Training
– http://www.learningsolutionsmag.com/articles/1206/the‐
gamification‐of‐retail‐safety‐and‐loss‐prevention‐training

116. Takeaways
1) Use points, rewards and badges to convey meaning, achievement
and progress
2) Allow chance, risk-taking and uncertainty into gamification efforts.
50% appears to be an optimal number.
3) Create choices for the learner when starting a learning module.
Pre-test learners for content knowledge.
4) Space learning out over time, 24 hours in the optimal spacing.
5) Force learners to recall content to enhance learning. In other
words, use testing to reinforce learning.
6) Combine retrieval practice and spaced retrieval for optimal results.
7) Use continual reminders to help drive behavior change and pullthrough.

117. Copy of Slides and Notes available at
www.karlkapp.com
Contact Karl at:
karlkapp@gmail.com