Going Beyond E-Learning

E-Learning

• Own time, own place• Self-motivated learning• Access inaccessible, unsafe,

rare experiences• Engage unengaged learners• Large audience reach• Blended and group learning• Assessment

Gamification / Game-Learning

• Engagement• Empowerment• Personalisation & relevance• Clear and immediate feedback• Rewards create retention• Scaffolded challenges• Complex simulations of systems• Experiential learning: divergent

pathways, exploration, failing safely

• Entertaining scenario

Learning Outcomes

Cerebral Space, MovinCog/University of Auckland

Cerebral Space, MovinCog/University of Auckland

How effective is Gamification Psychology?

Findlay & Alberts, 2011

Sparx by University of Auckland

sparx.org.nz

Farm Safety: Farm Rules, WorkSafe NZ & Dairy NZ

Household safety: SafeHouse, ACC

Falls Prevention for ACC

www.safehouse.co.nz

32% did something

to fix their home

Safe House Results

8,769 people played the serious game in 3 months• which caused 70,846 virtual injuries• and 6,686 virtual deaths

63% of app users used it more than once• App users played for 11:43 minutes on each visit• 45% app players reached level 3 (25 minutes of effort),

using all key behaviours

Pre & Post Survey with 600 users• 34% surveyed had a safety conversation• 32% made a change to their environment

www.safehouse.co.nz

H&S Simulation

How effective are Training Games?

• 14% higher skill-based knowledge levels• 11% higher factual knowledge levels• 9% higher retention levels

Sitzmaan, T. (2010). “A meta-analytic examination of the instructional effectiveness of computer-based simulation games.” Personnel Psychology.

How effective are Training Games?

The most frequently outcomes and impacts were• knowledge acquisition/content understanding and• affective and motivational outcomes

Connolly, T., Boyle, E., MacArthur, E., Hainey, T. & Boyle, J., (2012). “A Systematic Literature Review of Empirical Evidence on Computer Games and

Serious Games.” Computers & Education 59.

Medical scenarios: Ready To Practice, University of Auckland

Choice = Freedom = Autonomy

The Game Changer, BNZ, The ICEHouse and InGame

Design Psychology

Intrinsic Motivators

STATUSACCESS

POWER

STUFF

Gabe Zichermann, 2011

SOCIAL PRESSURE

AVOIDANCE

UNPREDICTABILITY

SCARCITY

Intrinsic De-Motivators

Yukai Chou, 2012

Motivating Sales People

Clear goal

Right tools

Challenge

Feedback

Game Mechanics: The Game Loop

Street Fighter 4

Onboarding: LinkedIn’s Profile Completion Bar

The right time & place

Mix it Up: Low Friction plus Hard High Motivation Moments

Type of Content Definition AppropriateStrategy

Tell-taleVerbs

Declarative Info that can only be learned through memorisation

-Mnemonics-Elaboration-Association

-Identify-Recognise-Recall

Conceptual Grouping of ideas, objects having common attributes

-Metaphors-Examples-Concept Map

-Classify-Discriminate-Compare

Procedural Step-by-step instructions for performing a task

-Part-to-whole-Simulations-Why?

-Verify-Perform-Follow

Problem Solving Previously un-encountered situation. Requires application of previously learned content.

-Multiple Examples-Question Protocol-Learning Documentary

-Construct-Create-Design

Right Learning Strategies for Different Content, Karl Kapp

Learning Principles found in Games