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Getting the Facts on Game Based Learning

Getting the facts on GAME BASED LEARNING Brought to you by BOTTOM-LINE PERFORMANCE & THE KNOWLEDGE GURUO WHY GAMES SHOULD BE YOUR NEXT LEARNING SOLUTION THE CREATION PROCESS Creating a learning game is a dual process-you aren't just creating a game and you aren't just creating a learning solution. You are doing both. You need to design gameplay that is fun and balanced (not too hard, not too easy) AND you need to design a solution that achieves specified learning objectives. The game needs to teach! Because of its dual nature, learning game design lends itself to an agile development process as opposed to an ADDIE method. Refine Define Instructional Goal/Objectives Create Paper Prototype Final Game Brainstorm Concepts In an agile process you brainstorm concepts and quickly mock them up. You start with paper -even if your ultimate goal is digital. As you refine, you shift from paper to whatever your final medium will be. You play test each iteration of your design. With each play test, you evaluate how playable the game is and how well it achieves the learning goals you set. You refine and repeat, making each subsequent rendition more sophisticated and robust until you hit the sweet spot that maximizes the game's fun while fully meeting learning goals. GAMES REALLY WORK! Letter Grade Distribution Letter Grade Distribution WITH GAMES WITHOUT GAMES 80% 80% 70% 70% 60% 60% 50% 50% 40% - 30% - 40% 30% 20% 20% 10% 10% · A B C D F A B C D F Three research studies were conducted at a national university to examine the difference in academic achievement among students who did and did not use video games in learning. Three different video games were added to approximately half the classes of freshmen Introduction to Business and Technology courses, 3rd year Economics courses, and 3rd year Management courses. Identical testing situations were used in all courses while data collected included game use, test scores, gender, ethnicity, and age. ANOVA, chi-squared, andt tests were used to test game use effectiveness. Students in classes using the game scored significantly higher means than classes that did not.l See sources for a link to the complete study. 3 GREAT REASONS TO USE GAMES They Can Make People Behave Better 121 Learners Just Plain Perform Better31 Players Work Harder Voluntarily4) Learners playing the handheld game completed nearly three times the number of problems in 19 days as those using paper worksheets-while voluntarily increasing the level of difficulty in the game as they continued to play. Players of Darfur is Dying were more likely than people reading a text to: Traditional Game-Based $ Donate money +14% Sign a petition +11% +9% On Paper Share the story with friends With Game Talk to others about Darfur Skill-Based Knowledge Factual Retention Knowledge Rate Peng, W., Lee, M., & Heeter. (2010) indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information. Traci Sitzmann, PhD, spent over a year examining 65 studies and data from 6,476 trainees and discovered those using video games had an 11 percent higher factual knowledge level, skill-based knowledge level and a 9 percent higher retention rate comparison groups. Lee, Luchini, Michael, Norris, and Soloway (2004) found that a math facts game deployed on handheld computers encouraged learners to complete a greater number of problems at an increased degree of difficulty. 14 percent higher than trainees in BUT WHY DO GAMES WORK? Forty years of research5l says yes, games are effective learning tools. People learn from games...and they will learn MORE from a game than from other forms of learning.6] However, most people don't get WHY 161 games work, which causes them to dismiss games as frivolous. To defend games as a laudable learning strategy, you need to be able to explain how the fun of games links to the essentials of effective learning design. Essential Elements Required for Learning 171 Game Elements that Match Each Element 18] Motivation to start, to remain engaged Game goals, challenges, conflict, cooperation, reward structures (feedback, points, achievements) Use of game goal, challenges, rules, and reward structures to mimic Relevant practice that prods for recall AND gets you to apply what you're learning in a way that mirrors how you'll use info/skills in job real-world contexts or problems to solve. Game levels, game loops Specific, timely feedback on your performance that guides, reinforces, or corrects Reward structures and game feedback loops Ability to retrieve the learning when you need it in the real world Story, emotion attached to play experience, repeat play-all help embed memory THE ROI OF LEARNING GAMES One of the ways Bottom-Line Performance has used game based learning is through our recently launched Knowledge Gurum learning game engine. One of our early uses of this engine turned out to be an strong case study for the positive ROI of learning games. We used Knowledge Guru to help Exact Target® employees and partners prepare successfully sell and support their new mobile marketing product, MobileConnect. Exact Target has launched numerous products in recent years; they compared those launches to MobileConnect to see compared to its predecessors. MobileConnect GURU to how MobileConnect MobileConnect Of all the launches done in the past two years, our sales team has built the 10 learning objectives were tracked with an QUICKEST PIPELINE 88% success rate for this product. The average contract value is 2X higher for MobileConnect" -Scott Thomas, Exact Target BUT THE STATISTIC THAT SEALS THE DEAL IS FIRST CALL SUPPORT RESOLUTION IS UP 45% An average call costs ExactTarget° $35 With the high volume of calls they receive, the return on investment for the MobileConnect Guru Game is excellent. MobileConnect™ BROUGHT Bottom-Line knowledge TO YOU BY Performance GURU Thank You for Reading HERE ARE OUR SOURCES [1] Blunt, Richard, Ph.D. (2009). Does Game-Based Learning Work? Results from Three Recent Studies. game studi es.pdf [5] Van Eck, Richard (2006). Digital Game-Based Learning, EduCause, Vol 41, No. 2 not-just-digital-natives-who-are-restless [2] Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal of Communications. 60, 723-724. Chapter 5 of The Gamificaiton of Learning and Instruction. (6] Kapp, Karl (2012). The Gamification of Learning: What Research Says About Simulations and Serious Games. Keynote address for The Medical Device and Diagnostic Trainers Summit, Princeton, NJ [3] University of Colorado Denver (2010, October 20). Video games can be highly effective training tools, study shows: Employees learn more, forget less, master more skills. 854.htm [7] Gagne, R. and Driscoll, M (1988) Essentials of Learning for Instruction (2nd ed), Prentice Hall. [8] Boller, Sharon (2012) Game Based Learning - Why Does it Work? 14] Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004). More than just fun and games: Assessing the value of educational video games in the classroom. Paper presented at the CHI '04 Extended Abstracts on Human Factors in Computing Systems, Vienna, Austria. 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Getting the Facts on Game Based Learning

shared by JakeHuhn1 on May 15
This infographic gives lays out some facts on game based learning and its efficacy. Gamification is a hot topic in the Instructional Design community and I am totally for it.


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