I-O S ROLE IN EMERGING TRAINING TECHNOLOGIES. 28th Annual SIOP Conference April 2013

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1 I-O S ROLE IN EMERGING TRAINING TECHNOLOGIES 28th Annual SIOP Conference April 2013

2 Presentation 3 2 Gamification: A New Approach to Serious Games in Training Richard N. Landers Old Dominion University

3 The Growing Attractiveness of Gamification 3 Definition the use of video game elements in non gaming systems to improve user experience and user engagement (Deterding et al, 2011) Popularity Gartner predicts that by 2014, 70% of Fortune Global 2000 will use gamification, but that 80% of those efforts will fail coming soon to your bank, your gym, your job, your government and your gynecologist Example Universal Music Group gamified their website by awarding virtual badges for sharing content, commenting, reading, etc.

use gamification, but that 80% of those efforts will fail coming soon to your bank, your gym, your job, your government and your

4 Gamification of Learning 4 Growing popularity in education One course at Indiana University gamified a course by: Converting class participation into experience points Grades into levels Quizzes and exams into monsters Presentations into quests Another course at Syracuse University gamified a course by: Adding a game narrative to the course Converting completion of course requirements into game objectives Also beginning to appear in corporate training Points and badges awarded for completing online courses

course at Syracuse University gamified a course by: Adding a game narrative to the course Converting completion of course

5 Serious Games vs. Gamification of Learning 5 Gamification, defined the use of video game elements in non gaming systems to improve user experience and user engagement (Deterding et al, 2011) Serious games, defined a game in which education (in its various forms) is the primary goal, rather than entertainment (Michael & Chen, 2005) A new term for an old technique is not needed Though they share an end goal, the procesess involved are different between serious games and gamification of learning

experience and user engagement (Deterding et al, 2011) Serious games, defined a game in which education (in its various

6 Models of Game Design and Gamification 6 Input-Process-Output Model of Serious Game Design (Garris, Ahlers, Driskell, 2003) Theory of Gamified Instructional Design (two-process model) (Landers & Landers, submitted)

7 So What Are Game Characteristics? 7 Bedwell, Pavlas, Heyne, Lazzara, Salas (2012) Action Language input to the game Assessment objective presentation and provides feedback Conflict/Challenge how the difficulty level is set/changes Control how a player can affect the game environment Environment rendered game setting Game Fiction the fictional narrative/setting of the game Human Interaction how individuals interact with each other Immersion sound effects, music, force feedback, etc. Rules/Goals clearness of objectives

feedback Conflict/Challenge how the difficulty level is set/changes Control how a player can affect the game environment

8 Linking the Two Literatures 8 From the general definition of gamification: the use of video game elements in non gaming systems to improve user experience and user engagement (Deterding et al, 2011) To the specific definition of gamification of learning: the use of video game elements, including action language, assessment, conflict/challenge, control, environment, game fiction, human interaction, immersion, and rules/goals, in non gaming systems to improve learning Gamification differs from serious games in that gamification approaches these game elements in isolation Indiana University example (monsters!)

action language, assessment, conflict/challenge, control, environment, game fiction, human interaction, immersion, and rules/goals, in non gaming systems

9 Testing the Thoery of Gamified Instrucitonal Design 9 Extracted the conflict/challenge and deployed in an UG I/O course Setting: Online semester long research project on a wiki Gamification: two leaderboards were used to stimulate conflict among students (competed to be first, competed head to head) in order to increase time on task Random assignment to gamified or control conditions H1 supported: Gamification led to increased time on task. H2 supported: Time on task led to increased learning. H3 supported: Time on task mediated the relationship between gamification and learning.

to head) in order to increase time on task Random assignment to gamified or control conditions H1 supported: Gamification led to increased time on

10 Four Major Conclusions Gamified instruction can be reasonably distinguished from serious game design by its focus on behavioral change which should in turn affect learning only indirectly. 2. Gamification is theorized to affect learning by one of two processes: 1) by making instruction more effective or 2) by affecting learning directly. 3. Empirical support is provided for a causal effect of gamification on behavior (in this case, time on task). 4. Empirical support is provided for the mediational process of the theory of gamified instructional design gamified design can be used at very little cost to change behavior related to instruction that will indirectly impact learning.

Gamification is theorized to affect learning by one of two processes: 1) by making instruction more effective or 2) by affecting learning directly. 3.

11 Thanks! 11 Richard N. Landers, Ph.D. Old Dominion University (Professional) (Lab) (Blog) (live coverage of SIOP!) Facebook:

Does Your Course Have Game? Umer Noor, Lynda Hausman Faculty, SMS & IT

Does Your Course Have Game? Umer Noor, Lynda Hausman Faculty, SMS & IT Humber College Showcase 2013, 6 th June 2013 Session Outline 1. Strategies from Video Games What is the problem? How can games be