Can Game-Based Learning Improve Learning Impact?

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Speakers: Bryan Austin Chief Game Changer Game On! Learning Karl Kapp, Ed.D. CFPIM CIRM

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Can Game-Based Learning More Effectively Improve Performance?

© 2013 Game On! Learning – all rights reserved

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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

http://twitter.com/GameOnLearning

The Gamification of Learning and Instruction Game-based Methods and Strategies for Training and Education

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25-Year Citizen of the

Corporate Training Industry

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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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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



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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



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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



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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



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Gamification + Simulation = Learning Game


#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



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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.


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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.


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.

http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html


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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

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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

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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%

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Percentages of Impact Over Traditional Training



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% Higher


17% Higher than Lectures

5% Higher than Discussion

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% Higher


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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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

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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

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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

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♦Communication skills ♦Self motivation ♦Learning agility ♦Self awareness ♦Adaptability Source: Center for Creative Leadership

Most Desired Leadership Competencies

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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”

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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

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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?

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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

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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



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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♦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?

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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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