Please enable JavaScript.

Coggle requires JavaScript to display documents.

The gamification of Learning and Instruction (K.M.Kapp, 2012, 6, 7, 5, 4,…

- - - - Esacliers avec des notes de piano (+66% utiilsation)
      - Zombies, run! Interval training (hordes de zombie, rapporter des éléments au camp de base, etc.)
      - Simulation pour la conduite d'engins de manutention / leading une guild dans WoW pour leadership training
      - Quiz interactif avec clavier de réponse (ID unique) durant des cours ex-cathedra, avec leaderboard et position par rapport au reste de la classe tout au long du semestre et en temps réel
      - Plateau de jeu pour simuler un environnement de travail et streamliner les process avec des blocs et autres éléments (sortir des idées + mots)
  - - - Game thinking : how to transform an ordinary activity with elements of competition, cooperation, exploration and storytelling.
    - - Badges, points and rewards > It's devaluing the term! it is interactivity, storytelling and problem solving
      - Trivialization of learning > it's serious ! its a serious approach to accelerating the experience curve of learning, teaching complex subjects, and systems thinking
      - Perfect for every learning situation
      - Easy to create
- - - - Minimizing complexity : helps the player manage the conceptual space being experienced (=understand what is going on within the game). Examples : chess for war (strategy), monopoly for financial acquisition
      - Clear identification of cause and effects : games highlight relationships between some elements while setting aside others :
      - Only relevant aspects of reality : games remove extraneous factors that can make a task boring. Focus on the essence of the game
      - Reduced time to grasp concepts : complex concepts can be made to be easier to use than in real life (race car driving) with the abstraction of the interface
  - - - Tactile : the player can almost feel the feedbak as it happens (not unnatural or forced)
      - Inviting : something that the player desired to achieve - give the player just the right amount of power and rewards
      - Coherent : stays within the context of the game, congruent with activities being played
      - Repeatable : received again is goals or challenges are met
      - Continuous : occurs as a natural result of interacting with the game environment
      - Emergent : flows naturally from the fame, unfolds in a orderly and well-sequenced fashion (not distracting)
      - Balanced : the player knows that they are getting a feedback and take action based on it, but do not feel overwhelmed by it and perceive it as direct feedback
      - Fresh : is surprising, interesting, inviting or contains unexpected twists
  - - - Mission-based levels allow for manageable game space and game play, coherent storyline, definition of sub-goals to work toward higher goals
      - Helps the story narrative progress > keep players engaged
      - Building and reinforcement of skills at the right level for the goal at hand
      - Foster motivation > engage to continue the game
  - - - player encounters problem/situation, confusion/trial and error / solution (if needed) via colleague/wise mentor or inspiration > results are presented in a POSITIVE MANNER
      - Character in ordinary life > call to action > refuse or difficulties to respond to action > wise mentor help to take action > enters into the adventure > challenged + allies > SETBACKS > learn new skills > face villains > win > reward > start again
- - - - Attention
        Perceptual arousal : specific, relatable examples / incongruities or conflicts / surprise
        Inquiry arousal : stimulating curiosity by presenting a question or problem the learner is interested in solving / providing a roleplay or hands-on experience
        Variability : varying the delivery method periodically
      - Relevance (of the material to be learned) based on following methods:
        
        Goal orientation : importance of the goal and how it will help the learner in the future
        
        Match learners' motive and instruction
        
        Familiarity : relation between new knowledge and PK
        
        Modeling the results of learning the new knowledge
      - Confidence (to boost) :
        
        state the learning requirements at the beginning (amount of time, effort, etc.)
        
        Success builds on success : give opportunity to achieve small milestones, through regular challenges that build on one another + give feedback and reinforcement to help learners feel in control
      - Satisfaction
        Opportunity to self-assess progress through regular activities in real or simulated environnment
    - - Challenge
        goals with uncertain outcome, perception that it is fun, personally meaningful to the learner, empowering
      - Fantasy
        Environment that evokes mental images of things that are not present to the senses or within the actual experience of the learner > more engaging if intrinsic fantasies = directly linked with the learning
      - Curiosity
        sensory > changes in light, sound, etc.
        cognitive > make learners believe their knowledge is incomplete, inconsistent or unparsimonious
    - - Control
        when to initiate and terminate an activity
        make decisions independent of outside influences
        minimize extrinsic constraints
      - Challenge
        subgoals, feedback, multiple levels of difficulty to maintain (or decrease) challenge throughout learning
      - Curiosity
        Highlight gaps in PK, raise awareness
        use problems inherently interesting to the learner
      - Contextualisation
        Authentic, meaning, usefulness of learning
    - - Internal Motivation
        Challenges, curiosity, control and fantasy
      - Interpersonal motivation
        Cooperation, competition, recognition (making achievements available to others)
      - Operant conditioning (skinner) : vary reward schedules by ratio (how much) and interval (when) to keep learner surprised and interested
  - - - Competence : need for challenge and feeling of mastery
      - Relatedness : connected to others
      - Autonomy : in control of the outcome
    - - Spaced repetition after delayed periods of time and/or interspersing repetitions of previous material with learning of new material
      - Not better for immediate learning, but highly significative after a period of time > games are designed to be played over and over again
    - - Vygotski ZPD > process of controlling the task elements that are initially beyond the learner's capacity so that they can concentrate on elements within their immediate capacity. Then new goal that build on previous one and extends the range of capacity
      - Vary the level difficulty : challenge at the right level
      - Progressive disclosure : small chunks to avoid overwhelming amount of information > on interface, how to use the system, content...
    - - Provide visual and temporal-spatial cues (a schema) to help link learning to context, in particular if geared toward real life application of the content
    - - Authentic environments, authentic activities > immersion
      - the teacher models the behaviour in real-world contexts, and explain the thoughts process behind those behaviours > developpment of a mental model of the processes. Then rehearsal with feedback. Like in games : not telling the character what to do, but being the character and discovering the world as you go
    - - People learn from one another in a social situation through observation
      - Avatars can socially influence humans > foster transfer > useful because can be transposed to any context real or not (unlimited number on context)
    - - The perfect state between boredom and anxiety (right level between difficulty level and ability)
      - 8 components :
        Achievable task (feeling that it is difficult, require effort but that it can be accomplished > enough not to be bored)
        concentration : intense focus
        clear goals : the only question is how to do it, not what to do
        feedback : immediate and continuous
        effortless involvement : perception because amount of skill is aligned with difficulty
        Control over action : person believe actions have purposeful results
        Concern for Self disappears
        Loss of sense of time
- - - - Games are rated as more interesting than conventional instruction
      - a game is effective only if it is designed to meet specific learning goals
      - Games don't have to be entertaining to be educational
      - Specific content targeted and objectives precisely defined
    - - Learners without instructional support will learn to play the game rather than learning domain-specific knowledge embedded in the game
      - Trainees learn more in an active simulation game when they can use it as many times as needed (unlimited access vs controlled)
  - - - Dopamine release when reward anticipated
      - The value/size of the reward influences the motivation signal sent to the brain only within the context of the reward system
      - Unpredictable rewards release more dopamine than certain one > correct level of uncertainty for optimal motivation is 50/50 chance of success
      - Gaming uncertainty in reward structure keep learners motivated > the longer they play, the more they utilize the uncertainty elements (bigger risks for bigger rewards)
      - Gaming uncertainty helps mitigate failure
      - Gaming uncertainty can transform the emotional experience of learning improving engagement and encoding + later recall
    - - Extrinsic motivation can cause resent if the player feels they are manipulated to do sth they don't want to do to get the reward !
      - No or very low transfer if extrinsic motivation
      - Extrinsic and intrinsic motivation are NOT the polar opposite of each other, they can and do coexist (in ID) : wanting to do a certification can be linked to both extrinsic and intrinsic motivators
      - It's complex to separate the two as extrinsic motivators can be gradually integrated in one's own personal goal and value system
      - So ? use points (ex) to help learner understand their own competence (in) > TAD !
    - - Watching an avatar that look like the player help them transfer the behaviours learnt in games to real-life situations
      - It is better to divide sources of information into 2 separate avatars : expert and motivational avatar as opposed to just one mentor avatar
      - Stronger outcome if future behaviours visualised from 3rd person (observer) perspective than 1st person (experiencer) persepective
- - - - The learner must actively think about their actions, decision and choices from a perspective other than their own (= has to have a stake in the outcome for the game to be meaningful)
      - Role play in a safe environment; e-learning module helps with difficulties due to live classroom artificial settings and self-consciousness of learners. E-learning : self-paced, pre-scripted, branching > adapted to novice, but too limited for experts
      - 3D virtual world can remedy these issues : unlimited number of branches, and direct feedback from instructors (but acting through an avatar can also lead to more bold actions than in a real-life setting)
- - - - Information learnt through memorization