Reaching the Engagement Horizon in Virtual Worlds
Transcript of Reaching the Engagement Horizon in Virtual Worlds
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Reaching the Engagement Horizon in Virtual Worlds
Karl Kapp Professor: Bloomsburg University
Author: Gamification of Learning and Instruction
Twitter:@kkapp
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Lynda.com Course: Gamification of Learning YouTube Video
Web Site: www.karlkapp.com
Books
Getting in touch with Karl
Twitter: @kkapp Web: www.karlkapp.com
Email: karlkapp.com : http://www.facebook.com/gamificationLI
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For: Notes/Slides
Additional Ideas www.karlkapp.com
www.karlkapp.com/kapp-notes
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What is “Gamification?”
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Structural Gamification is use of game-elements to propel a learner through content with no alteration or changes to the content.
Structural: Points
Badges
Leaderboard
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Content Gamification use of game thinking to alter content to make it more game-like but doesn’t turn the content into a game.
Content: Challenge
Story
Characters
Missions
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Why might an instructor use games in a virtual world?
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Why might an instructor use lectures in a virtual world?
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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.
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During lectures
students' thoughts involved attempting to
solve problems, or synthesize or inter-
relate information for 1% of the time.
78% of the lecture is spent in ‘passive thoughts about the subject’ and ‘irrelevant thoughts’.
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Lectures are not a very effective way of
teaching… if the aim is to teach thinking,
…or to change
attitudes or other higher aims beyond
the simple transmission of
factual knowledge.
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Instruction with learning games yields higher gains in learning and retention
than traditional instruction.
Statistics are from: Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
Confirmed findings (not statistics): 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.
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Type of Knowledge/Retention
% Higher
Declarative 11% Procedural 14% Retention 9%
Percentages of Impact Over Traditional Training
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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
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Percentages of Impact
Type of Knowledge/Retention
% Higher
Declarative 11% Procedural 14% Retention 9%
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.
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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)
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Virtual Worlds are the Ideal Environment for Engagement
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Games can promote pro-social behaviors.
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First Experiment indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information.
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
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Second Experiment indicated that playing the game Darfur is Dying resulted in a greater role taking and willingness to help than either game watching or text reading.
Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
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Fostering Pro-Social Behavior
Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior. Journal of Personality and Social Psychology. Vol. 98 . No. 2., 211-221.
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28% helped to pick up pencils
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33% helped to pick up pencils
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67% helped to pick up pencils
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City Crisis
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22% intervened
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56% intervened
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Games Must be Embedded into the Curriculum to be
Effective for Learning.
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Engagement
Pedagogy Game
Educational Simulation
Instructional games should be embedded in instructional programs that include debriefing and feedback.
Instructional support to help learners understand how to use the game increases instructional effectiveness of the gaming experience.
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Naval Air Warfare Center Training Systems Division (No 2005-004). Chapter 4 “The Gamification of Learning and Instruction.”
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
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Example
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Sek 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.
1. Teach & talk about what will be
learned.
2. Explore Virtual World. 3. Debrief about what was learned.
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Games are more effective than traditional instruction when multiple sessions are
involved.
I would argue…Virtual Worlds are also more
effective with multiple sessions.
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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.
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Games are more effective than traditional instruction
when players work in groups.
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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.
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
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What elements lead to learning in virtual worlds?
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Challenge
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.”
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Third Person View
Carey, B. (2007) This is Your Life (and How You Tell it). The New York Times. And Sestir, M. & Green, M. C. (2010). You are who you watch: Identification and transportation effects on temporary self-concept. Social Influence, 5, 272-288 and research by Libby, L.K., Shaeffer, E.M., Eibach, R.P., & Slemmer, J.A. ( 2007) Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science. Vol. 18: 199-203.
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“Seeing oneself as acting in a movie or a play is not merely fantasy or indulgence; it is fundamental to how people work out who it is they are, and may become.” Ben Casey
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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
world
Characters
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Why be a Character at All?
Research indicates that human social models influence behavior,
beliefs and attitudes.
Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
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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
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Story
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Story
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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.
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1) Create challenges in the virtual world. 2) Use the virtual world environment to tell stories. 3) The avatar is an important element in virtual world learning. 4) The third person perspective in a virtual world is important for learning. 5) Virtual worlds are more effective than traditional instruction when
players work in groups. 6) Virtual worlds are more effective for learning when multiple sessions are
involved. 7) Embed the use of the virtual world as a natural part of the curriculum. 8) Virtual Worlds can influence people to behave in a pro-social manner. 9) Engagement is what leads to learning.
Reaching the Engagement Horizon
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Questions And Resources
www.karlkapp.com/kapp-notes
Karl M. Kapp Twitter: @kkapp Email: [email protected] BLOG: http://karlkapp.com/kapp-notes/
Content torn from the pages.
Lynda.com Course: Gamification of Learning
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Questions/More Information
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