Can Game-Based Learning Improve Learning Impact?
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Transcript of Can Game-Based Learning Improve Learning Impact?
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Can Game-Based Learning More Effectively Improve Performance?
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Welcome!
What’s in this session for YOU! Gamification of learning versus game-based
learning – what’s the difference? Theory and research behind game-based learning Why game-based learning, and for what? Aligning training to business imperatives –
knowledge, skills, behaviors – using serious games Measuring the performance impact of training –
how does game-based learning stack up?
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#CLOgameon
The Gamification of Learning and Instruction Game-based Methods and Strategies for Training and Education
#CLOgameon
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♦A = Just learning about it, nowhere yet
♦B = Planning to implement in 2013
♦C = Already implementing – custom
♦D = Already implementing – off the shelf
♦E = Already implemented!
Poll: Where are you with Learning Gamification?
Learning Gamification or Game-Based Learning – what’s the diff?
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#CLOgameon
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Gamification of Learning
Adding game elements to traditional learning. Structural: Points Badges Leaderboard
Content: Characters Challenge Feedback
Gamification Using game-based mechanics, aesthetics and game-thinking to engage people, motivate action promote learning, and solve problems.
What is this “game” stuff?
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Gamification of Learning
Structural Gamification The application of game-elements to propel a learner through content with no alteration or changes to the content.
Structural: Points Badges Leaderboard
What is this “game” stuff?
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Gamification of Learning
Content Gamification The application of game elements and 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
What is this “game” stuff?
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Simulation Learning A realistic, controlled-risk environment where learners can practice specific behaviors and experience the impacts of their decisions.
Simulation Learning
Simulations contain Realistic cognitive
elements Actual steps and
procedures Authentic practice
What is this “game” stuff?
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Game-based Learning The use of a game to teach knowledge, skills and abilities to learners using a self-contained game.
Game-Based Learning
Games designed to teach contain Story Game play Characters Competition Recognition and rewards Increasing complexity Challenges Freedom to fail
What is this “game” stuff?
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Gamification + Simulation = Learning Game
What is this “game” stuff?
#CLOgameon
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Gamification of Learning Adding game elements to traditional learning. Structural: Points Badges Leaderboard
Content: Characters Challenge Feedback
Game-Based Learning Course designed as a game experience Story Game play Characters Competition Recognition and rewards Increasing complexity Challenges Freedom to fail
What is this “game” stuff?
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• Gamification is to Learning Game as: – Part is to Whole – Piece is to Puzzle – Slice is to Pie – Steering Wheel is to Car
• Gamification uses parts of games but is not a
game in-and-of itself.
What is this “game” stuff?
#CLOgameon
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Gamification is using game-based mechanics, aesthetics and game-thinking to engage people, motivate action promote learning, and solve problems.
Game-based Learning is the use of a game to teach knowledge, skills and abilities to learners using a self-contained game.
What is this “game” stuff?
Simulation Learning is a realistic, controlled-risk environment where learners can practice specific behaviors and experience the impacts of their decisions.
The Theory and Research Behind Game-Based Learning
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#CLOgameon
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Lectures are NOT effective for fostering higher level
thoughts and information processing
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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• Researchers could not track down a single study which found lecturing to be more effective than another method for the promotion of thought: – 21 studies found lecturing to be less effective
than: discussion, reading and individual work in class.
– The evidence on the weakness of lectures to promote thought is devastating.
Lecture-Based Learning Research
#CLOgameon
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• During lectures students' thoughts – involved attempting to solve problems, or synthesize
or inter-relate information for only 1% of the time – 78% of the lecture was spent in ‘passive thoughts
about the subject’ and ‘irrelevant thoughts’. • In 1994, a researcher named Isaacs observed
– “Lectures are not a very effective way of teaching in higher education – especially if the aim is to teach thinking, or to change attitudes or other higher aims beyond the simple transmission of factual knowledge.”
Lecture-Based Learning Research
#CLOgameon
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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%
#CLOgameon
Percentages of Impact Over Traditional Training
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Type of Knowledge / Retention
% Higher
Declarative 11% Procedural 14% Retention 9%
17% Higher than Lectures
5% Higher than Discussion
#CLOgameon
Percentages of Impact Over Traditional Training
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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.
#CLOgameon
Percentages of Impact Over Traditional Training
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Transfer
The ability of simulations to teach skills that transfer to real-life, on-the-job situations seems abundantly positive… Computer-based simulations—assessed as an alternative to other means of training, as a supplement to other means of training, as a device to combat skill decay in experienced trainees, and as a means of improving performance levels as they stand prior to training—show positive results for transfer a majority of the time.
In 22 out of 26 studies, trainees demonstrated equal or superior transfer to the control group from simulations. Shenan Hahn ADL Research and Evaluation Team
#CLOgameon
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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).
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Serious games lead to well-structured prior knowledge on
which learners can build but the effect is only seen over time.
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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Negotiation Skills Can be divided into different segments: • Know your position • Know your opposition’s
position • Understand what you
can give up. .
Immediately after the learning from conventional instruction or a game, the surface level and text base level representation of content is still sufficiently available causing no difference between the conventional instruction or the game in comparison studies.
In contrast, after 2-4 days, the benefit of deeper processing in the game condition pays off as the surface level and text base level representation of the content decays.
Studies with a one session learning stage in which an immediate and a delayed test is administered show no efficacy on the short term but they do in the long term.
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What motivates learners?
Malone, T. (1981) Toward a theory of intrinsically motivating instruction. Cognitive Science, 4. pp. 333-369. #CLOgameon
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Malone’s Theory of Intrinsically Motivating Instruction
Challenge Fantasy Curiosity
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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Fantasy– There are both cognitive and emotional reasons for evoking fantasy. Cognitively a fantasy can help a learner apply old knowledge to understand new things and help them remember the content (Episodic memory). Emotionally, a person can connect with the experiences and not bring with it “real-world” concerns or fears.
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Why Game-Based Learning in Corporate Workforce Development?
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#CLOgameon
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A Common Theme
#CLOgameon
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Another Common Theme
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“When it comes to employee skill gaps, companies typically don’t tolerate technical competence – at any level. That’s why I’m always baffled that so many companies tolerate leadership incompetence – at every level.” Source: DDI “More than half of organizations report their business is being held back by a lack of leadership talent.” Source: Bersin by Deloitte study, 2011
Leadership Mediocrity
#CLOgameon
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♦Communication skills ♦Self motivation ♦Learning agility ♦Self awareness ♦Adaptability Source: Center for Creative Leadership
Most Desired Leadership Competencies
#CLOgameon
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The Corporate Lattice Cathleen Benco and Molly Anderson
♦ Build a portfolio of career-enhancing skills and experiences
♦ Develop transferable skills
♦ Be an agile learner ♦ Choose companies
wisely
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♦Communication ♦Critical thinking ♦Creativity ♦Collaboration Source: Center for Creative Leadership
Soft Skills Critical Competencies – the 4 “Cs”
#CLOgameon
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Business professions often have the business, technical or product knowledge. The question is whether they also have the communication skills and the ability to work effectively with people as they build credibility with clients and/or their own staff.
Communication
“People now spend over 40% of their time at work engaged in non-sales selling – persuading, influencing, and convincing others. We spend 24 minutes of every hour devoted to moving others. This aspect of work is crucial to our professional and organizational success.”
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400 Senior HR professionals were asked to name the most important skill their employees will need in the next 5 years. Critical thinking was #1, surpassing innovation and application of IT. Source: SHRM and The Conference Board
Critical thinkers possess: – Analysis/problem solving skills – Good judgment/decision making – Ability to evaluate information – Creativity
Source: Pearson Education
Critical Thinking
#CLOgameon
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♦ Learning is best defined as moving data out of short-term memory and consolidating it into long-term memory.
♦ Solidifying learning: the brain seeks novelty above all else and is highly activated by anything new or unusual. Conversely, when the brain is bored, it stops paying attention and learning is impossible.
Source: Training Industry Quarterly “What We’ve Learned About Learning”
How Can Higher Order Skills Be Best Learned?
#CLOgameon
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“Serious games can develop soft skills like emotional intelligence, communication management, critical problem solving and collaboration skills.” Source: Marinho, 2012
Serious games can teach higher-order thinking skills such as strategic thinking, interpretive analysis, problem solving, plan formulation and the ability to adapt to rapid change Source: Harvard Business Review
Enter: “Serious” Games
#CLOgameon
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♦ 6 main reasons: Engagement challenges with traditional elearning Course completion rates with traditional elearning Better skill building effectiveness Startling word-of-mouth, momentum, buzz Learner feedback and willingness to recommend Longer retention of acquired skills
Why are organizations implementing?
#CLOgameon
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Engagement “Intuitive, didactic and somewhat addictive. A spectacular course!”
“Completely interesting, both in terms of your desire to do it, and your retention of the concepts, as they are based on practical cases.”
“The online experience is like nothing I’ve seen. It is a very enriching course presented in a very enjoyable way.”
“The best training course that I’ve seen, useful and above all educational.”
“I’ve finished the course, what a shame! The most entertaining, interesting and useful course that I have done.”
“The best elearning course I have ever seen.”
“I didn’t want it to end! I completely recommend it.”
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“Intuitive, didactic and somewhat addictive. A spectacular course!”
“Completely interesting, both in terms of your desire to do it, and your retention of the concepts, as they are based on practical cases.”
“The online experience is like nothing I’ve seen. It is a very enriching course presented in a very enjoyable way.”
“The best training course that I’ve seen, useful and above all educational.”
“I’ve finished the course, what a shame! The most entertaining, interesting and useful course that I have done.”
“The best elearning course I have ever seen.”
“I didn’t want it to end! I completely recommend it.”
30,000+ Learners
Engagement
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Attained Proficiency Engagement
Engagement #CLOgameon
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Confidence
♦ Skill practice time versus traditional training
♦ Versatility in the new skills by applying them in varied types of scenarios
♦ Specific, individualized remediation ♦ Competition with colleagues ♦ Rewards and recognition earned as
the game progresses ♦ Increasingly complex challenges
Engagement
Engagement
Attained Proficiency
Attained Proficiency #CLOgameon
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Retention
♦ Memorable context ♦ Animated video ♦ Relevant to, but not mimic job
Engagement
Engagement
Attained Proficiency
Attained Proficiency
Confidence
Confidence #CLOgameon
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Learning transfer to job
Learning Metric Traditional eLearning
Game-Based eLearning
Game-Based eLearning Characteristics
Application-Based Learning Flow Low High90%-95% training time at the skill application level, increasingly challenging practice scenarios
Level of Engagement Low HighGame-based learner experience, competition, level of challenge, recognition and rewards
Attained Skill Proficiency Low HighApplication-based learning flow, increasingly complex scenarios, individualized remediation
Post-Training Confidence Low-Moderate HighAmount of challenging practice time, competition, engagement, individualized remediation
Retention of Learned Skills Moderate HighExperiential learning, amount of challenging practice time, competition, memorable learning
#CLOgameon
Measuring Performance Impact – Do Serious Games Stack Up?
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#CLOgameon
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♦Would your organization make a good research partner? – Co-present research findings – Skill area: negotiation/persuasive communication
skills – Participants: sales professionals – Existing focus and infrastructure on learning
analytics and measurement – Key sales competencies already defined
♦Let us know of your interest!
Ready to Start?
#CLOgameon
Questions? Next Steps?
Bryan Austin [email protected] (352) 366-1001 http://www.gameonlearning.com/blog Karl Kapp [email protected] (570) 389-4849 http://www.uleduneering.com/kappnotes
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