On the last day of the ASTD 2013 conference, I had an opportunity to meet Karl Kapp, a professor at Bloomsburg University. Kapp presented on Interactivity, Games, and Gamification, a research interest of mine.
He is also the author of a couple of books I own:
- The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education
- Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration
Kapp encouraged us to post tweets to #W209. He also mentioned that you can find his presentation on the Kappnotes blog and SlideShare.
W209 – Interactivity, Games, and Gamification: A Research-Based Approach to Engaging Learners Through Games from Karl Kapp
Kapp explained how he got involved with gamification and using games in his classroom. Because of his journey, he figured out how to merge games and learning. He learned that Interactivity + Immersion = Sustained engagement. This all results in meaningful learning.
Interactivity + Immersion = Sustain engagement
After a quick introduction, Kapp launched us into a game called Fact or Fishy. We would play this game during the entire session using Poll Everywhere. He first split us up into two teams based on where we were sitting using Poll Everywhere. Once that was done, that variable would additionally sort our responses. Participants can respond to Poll Everywhere polls via SMS, Twitter, or a Web browser. Presenters can display the results using a PowerPoint presentation or on the Web.
Gamification
Gamification uses game-based mechanics, aesthetics, or thinking to engage people, motivate action, promote learning, and solve problems. Kapp pointed out that people play games for mastery or challenge, not necessarily the bells and whistles. However, companies have seen some progress based on adding game elements to their programs, e.g., LinkedIn increased profile completion by adding a progress bar. This was an example of how to use progress bars intelligently. It is important to know what rules to break.
Adobe has a program called Level Up for Photoshop. In this game, learners develop their skills by solving Photoshop problems. Adobe has put learners in the right context. The learners have a mission. Therefore, are more engaged. Completing a mission or solving a problem motivates us.
Pepboys use a program called Axonify to encourage safety. Employees play the game daily and earn points for answering safety questions.
Malone’s Theoretical Framework for Intrinsic Motivation
Kapp briefly discussed the importance of Malone’s theoretical framework for intrinsic motivation. It has three primary elements: fantasy, curiosity, and challenge.
Fantasy
Kapp pointed out that fantasy disengages us from our previous biases. Fantasy also allows to generalize content from situation to situation.
Challenge
Challenge is a big part of games and of learning. In a traditional class, we outline the objectives. Objectives give the answer. Instead, provide a problem to solve. Humans don’t like unsolved problems. They want closed loops. We cannot be too quick to solve problems for learners. We need to have them do it.
Curiosity
Games let us explore, try alternative approaches, and revisit unsuccessful attempts. These challenges help consolidate learning as we work through problems.
Stories
Kapp also addressed the importance of stories. Stories are a powerful tool for learning. If you just rely on gadgets, the learning experience will not work. Kapp then demonstrated two games: Knowledge Guru and Merchants.
Kapp explained that he is an avid runner and first used Nike+ as a game-based program to help motivate him. However, it soon lost favor to Zombies Run, a running game with a story arc .
Kapp recommended making your game a serial, so that they will want to come back.
Avatars
Kapp highlighted that having characters on the screen is important to learning. He noted a study called Virtual Superheroes: Using Superpowers in Virtual Reality to Encourage Prosocial Behavior. Basically, every single person who took the role of a superhero picked up pencils in comparison to those who did not. Other studies demonstrate that adopting an avatar reduced negative stereotyping. Just having a character increased learning by 30%. Participants chose a higher number of correct answers than those without a character.
Feedback
Feedback is critical to learning. It cannot simply be whether the answer was correct. Learners need a reflection piece to support the experience.
Leaderboards
Kapp noted leaderboards are useful tools. However, proper implementation is essential. Leaderboards work better in smaller groups, not entire organizations. Basically, people want a chance of being at the top of the board. Also, leaderboards are better in homogeneous organizations or units.
Final Thoughts
Lectures are not good for higher-order skills.
Cramming is not good for remembering. Distributed practice does a better job.
On a personal note, I like how Kapp adds references and content to his blog posts.
Finally, I really enjoyed this presentation. Kapp did a great job, and my team won the contest. 😉
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