Chapter 8 Applying Gamification to Learning Domains Overview What - - PowerPoint PPT Presentation

Chapter 8 Applying Gamification to Learning Domains

Overview

• What are the differences between facts, concepts, rules, and procedures?
• What gamification techniques and mechanics are appropriate for

conveying factual knowledge?

• What gamification techniques and mechanics are appropriate for

conveying rules and conceptual knowledge?

• What gamification techniques and mechanics are appropriate for

conveying procedural knowledge?

• What gamification techniques and mechanics can be used for reinforcing

elements of the affective domain, such as attitudes and beliefs?

• What gamification techniques and mechanics can be used for reinforcing

elements of the psychomotor domain, such as movement and hand-eye coordination?

Introduction

• Learning to solve problems and using higher order thinking skills are

not enough

• Nee to know facts, concepts, rules, and procedures
• Each requires a different type of game design technique to effectively

convey that knowledge

• One-size-fits-all doesn't work
• What are facts, concepts, rules, and procedure?

Classification Schemes for Knowledge

• Declarative or factual knowledge is deemed to be the first level of the

hierarchy

• without factual knowledge higher knowledge levels, like problem solving,

cannot be obtained.

• Once facts are learned, then concepts can be understood;
• When two or more concepts are put together they form a rule,
• Multiple rules form procedures.

What gamification need to do?

• Convey the appropriate level of knowledge
• Contain multiple levels such as a mini-game and other techniques and

mechanics to bring a learner from a lower place in the knowledge hierarchy to a higher place

• Possible to use simple or casual games or gamification events to

convey knowledge

Declarative Knowledge (Facts)

• Verbal knowledge or factual knowledge. Any piece of information that

can only be learned through memorization

• Most instructional lessons begin with vocabulary so everyone knows

the basics before proceeding

• Most organizations have numerous acronyms and jargon so

declarative knowledge is key, especially for new employees, new product introductions, and new markets

Teaching Facts

• Elaboration
• Linking the new information with prior relevant or even irrelevant information,

showing the learner the context of the new fact and its relationship to a known knowledge structure.

• Organizing
• Placing facts into logical groupings
• Association
• Linking a word to an image or linking a term to its definition
• Repetition
• Repeating content over and over again is actually a good method to memorize a fact.

It is how most people remember their phone number or home address.

How to use game techniques to facts teaching

• Stories
• The human brain has a natural affinity for narrative construction. People tend to remember

facts more accurately if they encounter them in a story rather than in a list.

• Sorting
• The learner doesn't need to be able to understand the different categories or sorting

requirements; he or she just needs to identify what goes where

• Matching
• Link an image or idea to another image or idea
• Replayability
• Make the game replayable so that the player repeats it again and again. (Similar)
• Trivia
• "Who's Smarter Than a Fifth Grader" doesn't really show how smart a fifth-grader is. For

repetition, association, and organizing, trivia games work very well

Conceptual Knowledge

• A concept is a grouping of similar or related ideas, events, or objects that

have a common attribute or a set of common attributes.

• Concepts such as quality, customer service, and organizational security are

all important to the effective operations of an organization.

• Students learn the concepts of free markets and mathematical proofs.
• Employees must understand the concepts related to the effective
• perations of the enterprise.
• Employees in financial organizations must understand the concept of

compound interest

• Employees in a retail organization must understand the concept of product

display.

Teaching Conceptual

• Metaphoric Devices
• Provide a link between the known elements within the metaphor with the

unknown concept to be learned.

• Provide Examples and Non-Examples
• Knowledge of a concept can be attained by providing the learners with

several examples of the concept and then providing them with non-examples

• f the concept
• Attribute Classification
• Concepts are defined by their attributes. All concepts have attributes that,

when taken together, define the concept.

How to use game techniques to conceptual teaching

• Matching and Sorting
• Apply knowledge of the attributes of the concept and either place content

into the right location or try to match one concept with another

• Experiencing the Concept
• Immerse the learners in the concept and let them experience it
• The immersion doesn't have to be 3D

Rule-Based Knowledge

• Rules express the relationships between concepts
• Rules provide parameters dictating a preferred behavior with

predictable results

• Common representations of rules are "if/then" and cause and effect

constructs.

Teaching Rules

• Provide Examples
• A good idea is to show the rule being applied in several different ways with

several different examples.

• The various examples help learners to generalize the rule and create

knowledge structures that help to reinforce the rule in the learners' minds.

• Role Play
• Have the learners role play situations in which they have to apply the rule.
• The role play can be with another person or it can be a simulation where

learners have to apply the rule to specific situations or pieces of equipment.

How to use game techniques to rule teaching

• Experience Consequences
• Allow the learners to practice applying the rules in situation in which they are

timed or where points are kept for correct or incorrect analysis of the rules.

• A game-based simulation allows the learners the opportunity to apply the

rules and it is possible to experience applying the rules in different ways and

• bserving the impact.
• Board Games
• A board game can allow the learner to apply rules through the use of well-

crafted multiple-choice questions asking the learner to predict and/or apply rules in certain situations.

• One of the nice things about using a board game as a frame for game play is

that most learners understand the basic premise of a board game.

Procedural Knowledge

• Step-by-step instructions for performing a particular task
• A procedure is a series of steps that must be followed in a particular
• rder to reach a specific outcome
• Organizations literally have thousands of procedures that must be

learned and followed on a regular basis

• Learning proper procedures is an integral part of the efficient

functioning of an organization. The more quickly and effectively employees can learn procedures, the better run the organization

Teaching Procedural

• Start with the Big Picture
• Provide an overview of the entire procedure.
• Often a flowchart or a diagram is an effective method for providing an
• verview.
• Practice each individual part of the procedure.
• Teach “How” and “Why”
• Provide the "why" as well as the "how" of the procedure.
• Understanding underlying concepts helps with trouble shooting, performing

meaningful workarounds and adapting to procedural changes.

How to use game techniques to procedural teaching

• Software Challenge
• Teaching procedures is learning how to use software
• Provide an "impossible" challenge for the learners to try to solve.
• By trying to solve the challenge, learners will think through unusual or

infrequent applications of the procedure.

• At the end of the game session, they'll have more confidence because they've

dealt with an "impossible" procedure.

• Practice
• Play Mode, Practice Mode, Test Mode
• The environment can be used as a testing ground to see whether the learners

really understand the environment.