Interactive stories and serious games for social interaction
Innovative Learning Techniques: Games, Social Learning and Interactive Stories Part II
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Transcript of Innovative Learning Techniques: Games, Social Learning and Interactive Stories Part II
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Matching Content to Delivery
ISD
E-Learning
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Designing Performance-Based InstructionFacts Concepts Rules- Elaborating- Organizing- Association
- Examples- Non-Examples- Attribute Classification
- If-Then- Cause/Effect- Concept Application
Procedures Principles Problem-Solving
- Whole to Part Review- Learn Parts- Assemble Procedure
- Teach Model- Behavior Checklist- Examples
- Multiple Scenarios- Professional Experiences- Realistic Application
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Facts
Designing for Facts Elaboration-links new information with
relevant prior knowledge Superordinate-context of new fact Coordinate-compare/contrast Additional Detail
JargonMemorization
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Facts
Designing for FactsOrganizing—Placing facts into a
logical grouping (chunking) Tables Diagrams Lists Models Mnemonics
JargonMemorization
Roy G. Biv
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Facts
Designing for Facts Association—Linking a fact to an
image or another term Diagrams Labeling Exercises
JargonMemorization
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Teaching with Games Employee in Manufacturing PlantChemistrySafetyScienceSpellingTerms
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http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental-learning-and-power-of/
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.
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Fact Exercise
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Concepts
Designing for ConceptsConcept is a class of items that share
common features and is known by a common name. Example, Non-Example Attribute Classification
CategoriesConcrete
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Tangible Representation
of a Concept
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Conceptual Orienteering
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Conceptual Orienteering
Triggers Episodic Memory
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Concept Exercise
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Procedures
Designing for ProceduresProcedure is a sequence of steps the learner
performs to accomplish a task. Whole to Part Review Learn Parts Assemble Procedure
SOPsStep-by-Step
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Step Three: Lower Machine
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SOP Instructions
1. Following your planogram, assemble the columns of cubes on the floor by locking each cube in place
2. After each column is completed place the top plate on the top of each column
3. Continue until you have all the columns built
Visual SOP
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Think radio talk-show, not lecture
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www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007
Rules- If-Then
- Cause/Effect- Concept Application
Procedures- Whole to Part Review
- Learn Parts- Assemble Procedure
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Create YoutubeMoments.
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Procedure Exercise
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Problem-Solving Designing for Problem-SolvingProblem is previously un-encountered
situation that requires the application of previously learned concepts, rules, procedures, principles Composition Decomposition Metacognition Teach Model Checklist Examples
EthicsBroken Equipment
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Consider using the “En Media
Res” technique
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Problem-Based Learning
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www.gadgetsgamesandgizmos.com
Note:Teach Problem-Solving with
- Multiple Scenarios- Professional Experiences
-Realistic Application- First-Person “Thinkers”
Note:Teach Problem-Solving with
- Multiple Scenarios- Professional Experiences
-Realistic Application- First-Person “Thinkers”
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Create a learning documentary of how to do a job, how
decisions are made, how dots are connected.
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CreatingEngaging Instruction
Classroom
-Group-Individual
Compare workTeach a modelCo-CreateDiscuss
Answer questionsDrawCreate a modelDevelop ideasFill-in-the-blank
Online
Mind Map Example
SocialLearning/Informal
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Problem Solving Exercise
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Universal Rules
Distributed Practice Appropriate Use of Questions Focus on Job Specific Performance
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Say Dadda
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What are you thinking?
What are your choices?
Where else does this apply?
What are the underlying concepts?
What mistakes need to be avoided?
Metacognition
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10 Things We Know about Games for Learning From Research
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10. Games Can Influence People to Behave in a Pro-social Manner.
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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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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
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Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocialbehavior. 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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22% intervened
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56% intervened
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9. Games Must be Embedded into the Curriculum to be Effective for Learning.
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Engagement
PedagogyGame
EducationalSimulation
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 anddiscussion. 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.
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8. Games are more effective than traditional instruction when multiple sessions are involved.
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Conventional instruction for a one-off is better vs. one game session
Multiple game sessions better thanmultiple 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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7. Games are more effective than traditional instruction when players work in groups.
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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
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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6. Instruction with seriousgames yields higher learning gains than conventional instruction.
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Type of Knowledge/Retention
% Higher
Declarative 11%Procedural 14%Retention 9%
Percentages of Impact
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies
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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5. Third person view in a game is better for changing a person’s behavior than first person.
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First Person View
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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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Third Person View
Carey B (2007) This is Your Life (and How You Tell it) The New York Times And Sestir M & Green M CCarey, 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.
“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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5. While playing a game, learners will voluntarily do harder problems and more work.
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A math facts game deployed on a handled computer encouraged learners to complete greater number of
problems at an increased level of difficulty.
Learners playing the handheld game completed nearly 3 times the number of problems in 19 days and voluntarily
increased the level of difficulty.
Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games: Assessing the value of educational video games in the classroom. Paper presented at
the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria.
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4. An experience as an avatar can change a person's real life perceptions.
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An experience as an avatar can change a
person's real life perceptions. In a study conducted by Yee and
Bailenson (2006), it was found that negative
stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with
those participants placed in avatars of young people.
Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on TheReduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th
Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA
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Who is more likely to run 24 hours later?
A. Person who watched an avatar not like them running
B. Person who watch an avatar like them running
C. Person watching an avatar like them loitering
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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.
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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, 2195-113.
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3. Simulation/games build more confidence for on the job application of learned knowledge than classroom instruction.
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Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel
Psychology
levels.
20% higher confidence
levels.
Simulation/games build more confidence for on the job application of learned
knowledge than classroom instruction.
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2. Games don’t have to be considered “entertaining” to be instructional.
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Do simulation/games do not have to be entertaining to be educational?
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
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1. An instructional game will only be effective if it is designed to meet specific instructional objectives and was designed as it was intended.
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Focusing on non-instructional elements will make the game “fun” but not necessarily educational. Clear
instructional objectives must be met in the game. Game must be designed to meet
the objectives.
H R T (2005) Th ff ti f i t ti l A lit t i
Chapter 4 The Gamification of Learning and Instruction.
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.”
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1) An instructional game will only be effective if it is designed to meet specific instructional objectives and was designed as it was intended.
2) Games don’t have to be considered “entertaining” to be instructional.3) Simulation/games build more confidence for on the job application of
learned knowledge than classroom instruction4) An experience as an avatar can change a person's real life perceptions.5) While playing a game, learners will voluntarily do harder problems and
work.6) Instruction with serious games yields higher learning gains than
conventional instruction.7) Games are more effective than traditional instruction when players work in
groups.8) Games are more effective than traditional instruction when multiple
sessions are involved. 9) Games Must be Embedded into the Curriculum to be Effective for
Learning. 10) Games can influence people to behave in a pro-social manner.
Take-Aways
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Action Planning
SM page 43
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Action Planning
• Create an outline for making your instruction more engaging based on the content covered in the workshop.
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Summary and Questions
• Any final questions? • Additional questions, follow
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