Games and Gamification of College Course Content: Examples and Best Practices

By Karl M. KappBloomsburg UniversityGamification of Learning &InstructionFebruary 28, 2014EMAIL: kkapp@bloomu.eduTWITTER: @kkappBLOG: http://karlkapp.com/kapp‐notes/

Gamification of College Course Content: Examples and Best Practices

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Agenda

What isGamification?

Should I Embed GamesInto My Courses?

Are GamesEffective for Learning?

Why Play in Groups andMultiple Times?

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Use game-based mechanics, aesthetics and game thinking to engage people, motivate action,

promote learning, and solve problems.

Gamification

Instruction with seriousgames yields higher learning gains than conventional 

instruction.

Type of Knowledge/Retention

% Higher

Declarative 11%Procedural 14%Retention 9%

Percentages of Impact OverTraditional Training

17% Higher than Lectures

5% Higher than Discussion

Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .Review of 65 studies

FactType of Knowledge/Retention

% Higher

Declarative 11%Procedural 14%Retention 9%

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. Review of 39 studies 54% conducted in the last year.

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

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.

Games are more effective than traditional instruction when multiple sessions are 

involved.

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. 

Games are more effective than traditional instruction when players work in groups.

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/a003131139 Studies. 

Games Must be Embedded into the Curriculum to be Effective for Learning.

Example.

Examples

Business: Proposal Writing

Learning to Write a Proposal

• Form students into companies (teams)• Provide Request for Proposal• Students develop:

– 40 page proposal– Working Prototype– Sales Presentation

Science:Heat Flow and Thermal Conductivity

GroupGroup Results by AssessmentPre Post Final

Game Mean .378

5 .447 .5136

Std. Deviation .167 .168 .169N 140 125 100

TaskMean RatingBefore

Mean RatingAfter

DifferenceAfter-Before

Calculate volume of 3-D shape 2.83 4.00 1.17

Calculate surface area of 3-D shape 2.33 3.83 1.50

Understand concept of conductivity and heat flow 1.50 3.82 2.32

Understand relationship between conductivity & heat flow. 1.17 3.17 2.00

Apply heat flow formula 1.00 3.33 2.33

Understand difference between dead and live load 1.50 3.33 1.83

Preliminary Survival Master Results

Teaching Algebra

http://www.forbes.com/sites/jordanshapiro/2013/07/01/it‐only‐takes‐about‐42‐minutes‐to‐learn‐algebra‐with‐video‐games/

Dragon Box 2

Students who played at least 1.5 hours, 92.9% achieved mastery. Of those students who played at least 1 hour, 83.8% achieved mastery. Of those students who played at

least 45 minutes, 73.4% achieved mastery.

Grammar

Grading Game

http://www.gradinggame.com/

Literature

Political Science: Elections

Political Science: Geopolitical

Working with People: Decision Making

Working with People: Ethics

Resources• Survival Master; Heatflow and Conductivity

– http://gaming2learn.org/survival_master/ft2014/

• DragonBox Algebra Game– http://www.dragonboxapp.com/

• The Grading Game– http://www.gradinggame.com/

• Win the Whitehouse– http://www.gamesforchange.org/play/win-the-white-house/

• eLECTIONS: Your Adventure in Politics– http://www.ciconline.org/Resource/elections-your-adventure-in-politics

• Quandry Game– http://www.quandarygame.org/play

• Research Ethics– http://ori.hhs.gov/TheLab/TheLab.shtml

• Lord of the Flies Game– http://www.nobelprize.org/educational/literature/golding/index.html

• English as a Second Language– http://traceeffects.state.gov/

Finding Educational Games

Resources• List of Games and Simulations

– http://www.clarkchart.com/

• Political Science Related Games– https://www.icivics.org/

• Science and Medical Related Games– http://edheads.org/– http://www.nobelprize.org/educational/

• Games with an Agenda– http://www.gamesforchange.org/