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 operations 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 of 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 observing 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 order 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 overview. • 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.
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