eLearning and the Future through Fact or Fishy

transcript

The Future of Learning, Game, Gamification and Learning

Engagement

By: Karl M. Kapp, Ed.D.

Professor, Instructional Technology Bloomsburg University

October 17, 2015

Super Hero Card

Superpower: Writing about games

From Bloomsburg University!

Introduction Exercise

What Super Power do you Want to acquire?

What is the value of game-based

learning?

How do I integrate characters and stories into elearning and

learning events?

How can I use newer technologies to engage learners?

How do I bridge the boomer/gamer knowledge gap?

Takeaway Challenge

Brief history of…

The World

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

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.

ENIAC's main control panel

4 2 Games 1.0

4 Games 1.0

Where is my opponent

going to go next?

In what direction should I try to move

the ball?

How will the ball bounce off the wall?

Games 2.0

Should I shoot the aliens on the end or in the middle or all the bottom aliens first?

How long do I have to shoot before an

alien shoots at me?

What is the pattern these aliens are

following?

What actions should I take based on this

information?

Games 3.0

Where do I explore first?

What activities are of the most value?

What must I do to achieve my goal?

Games 4.0

Games 4.0 What activities give me the most return

for my efforts?

Can I trust this person who wants to team with me to accomplish a goal?

Flippy wants to become friends with you. Do you want to add Flippy to your

friend’s list.

Games 4.0

10,000 hours of

Game play

13 hours of console games a

Digital divisions. Report by the Pew /Internet: Pew Internet & American Life. US Department of Commerce

87% of 8- to 17-

year olds play video games

at home.

Females play 5 hours a week of console games. They make up the majority of PC gamers at 63%.

Almost 43% of the gamers are female and 26% of those females

are over 18.

What variables do I balance to keep my

person happy? How should I

manage my time?

What leadership strategy should I

- Realistic simulators for contemporary Leadership Training - Integrate these games into leadership development programs - Attempt various leadership structures -Employees may make hundreds of leadership decision an hour in a game

Leadership’s Online Labs Harvard Business Review, May 2008

What activities give me the most return

for my efforts?

Can I trust this person who wants to team with me to accomplish a goal?

What can we create together?

New Approaches are Needed

Let’s Play Fact or Fishy…

“Study of 2,300 people found only 6% of organizations are successful in

influencing behavior change among employees.” --Al Switzler

The average person checks their phone 150 times a day that’s about 9 times an

People send or receive an average of 41 text messages

per day.,

Smartphones users spend over 2.5 hours a day on their

phones, with 32% of that time playing games.

We are five years away from truly adaptive learning?

Is that Fact or Fishy?

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

Level of Learner

Level of Knowledge

Anticipated Response

Example Problem 2(3X-1)=1

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.

2*3X-2*1=1 6X-2=1 6X-2=1 6X=3 6X/3=3/3 2X=1 X=1/2 X=.5

Expanding values in brackets, work through the equation. Learner may start at any level of the steps.

Expert Advanced States the answer. No need to write down steps.

6X=3 or X=.5 Multiplying both sides of the equation by the same number while incorporating basic and advanced skills.

Concepts

A B C D

1 2 3 4

Procedural Content

Assessment

A 1 C 3

Identified Areas of Deficiency/

CONTENT LEARNING NEEDS

Delivery

Give learner choices into the content.

What can you do?

Create choices for the learner when starting a learning module.

Adding points, badges and leaderboard to any training makes it awesome!

Use game-based mechanics, aesthetics and game thinking to engage people, motivate action,

promote learning, and solve problems.

Gamification

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

Agenda

• Five Bottom Line Case Studies – Retail – Marketing Product – On Boarding

• Quick Engagement Case Studies • Lessons Learned

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.

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.

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.

Business Results

• Voluntary participation rate of over 95 %. • Safety incidents and claim counts reduced by more than 45%

with an increase in the number of stores and employees. • Reduction in shrinkage has been at a level of 55 %. • In the case of internal loss, each time a burst of content related

to employee theft is pushed out, they see at least a 60% increase in their “Integrity Pays” hotline calls, resulting in a direct reduction in inventory loss.

Business Results

• Voluntary participation rate of over 95 %. • Safety incidents and claim counts reduced by more than 45%

with an increase in the number of stores and employees. • Reduction in shrinkage has been at a level of 55 %. • In the case of internal loss, each time a burst of content related

to employee theft is pushed out, they see at least a 60% increase in their “Integrity Pays” hotline calls, resulting in a direct reduction in inventory loss.

Gamification Elements of

that Aid Learning

1. Challenge 2. Mystery 3. Avatars 4. Stories & Challenges 5. Levels 6. Feedback 7. Freedom to Fail

What can you do?

Intelligently add game elements to instruction, create a “drip” approach to instruction.

In a Meta-Analysis… Games are more effective for learning than lectures.

Lectures are NOT effective for fostering higher level thinking?

Gibbs, G., (1981). Twenty Terrible Reasons for Lecturing, SCED Occasional Paper No. 8, Birmingham. http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html and Bligh, D., (1972). What’s the Use of Lectures? Penguin.

Bloom, B. S., (1953). “Thought Processes in Lectures and Discussions.” Journal of General Education Vol. 7. Isaacs, G., (1994). “Lecturing Practices and Note-taking Purposes.” Studies in Higher Education, 19:2.

During lectures students'

thoughts involved attempting to solve

problems, or synthesize information 1% of the

78% of the lecture is spent in ‘passive thoughts about the subject’ and ‘irrelevant thoughts’.

21 studies found lecturing to be less

effective than: discussion, reading

and individual work in class.

Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Eddya, Miles McDonougha, Michelle K. Smithb, Nnadozie Okoroafora, Hannah Jordta, and Mary Pat Wenderotha. PNAS Early Edition (Proceedings of the National Academy of Sciences) Aoproved April 15, 2014

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

Fact Type of Knowledge/Retention

% Higher

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.

Type of Knowledge/Retention

% Higher

Percentages of Impact

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.

What can you do?

Focus on interactivity within the learning, force the learner interact with the content.

MOOCs (Massively Open Online Courses) have attrition rates as high as 90%.

The absence of instructional design is often cited as a reason for the huge attrition rate that has been observed. The problem-- Faculty are presented much as they appear in a classroom, with no interactivity or visuals.

What can you do?

Apply instructional design strategies to courses…interactivity, mystery, cliff hangers…Avoid Death by Lecture.

Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction.

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

20% higher confidence

levels.

What can you do?

Simulate what the learner actually has to do on the job.

An on-screen character is distracting to the learner.

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.

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

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 95-113.

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

http://www.codebaby.com/showcase/elearning-showcase/

http://codebaby.com/elearning-solutions/examples/

What can you do?

Use characters in your learning design.

Learners remember facts better… When presented as bulleted list rather than presented as a story.

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. Chapter 2 “The Gamification of Learning and Instruction.

1. Characters

Story Elements

5. Conclusion

2. Plot (something has to happen).

3. Tension

4. Resolution

NikePlus Stats for Karl

Think Radio talk-show, not lecture

Create a learning “reality” show.

What can you do?

Use stories. Provide the context for the learning.

Think NPR instead of “lecture.”

Graphic Novels and eBooks should not be used for “Serious Training.”

http://www.worldwarfighter.com/hajikamal/activity/

http://hivpwp.org/pwp-action-0

http://www.youtube.com/watch?feature=player_embedded&v=WOQhduHFp2I

What can you do?

Create a graphic novel for learning. Introduce a subject, reinforce learning.

Games can influence people to behave in a positive manner.

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

22% intervened

56% intervened

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

What can you do?

Create a game to influence learners to interact favorably with your content.

Covert Takeaways

• Learning should be engaging. • Stories provide a context for learning. • It is ok for a learner to struggle. • Bulleted lists should be avoided. • Add multiple levels to your online instruction. • Simply adding points, badges and leaderboards does

not make learning effective.