Kapp Notes

OCTOBER 25, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 200

Simulations Resources Conference Comparison 200

Kapp Notes

MAY 17, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 175

ASTD Slides Simulations Comparison 175

Kapp Notes

MARCH 22, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 195

ASTD Simulations Authoring Tools Comparison 195

Kapp Notes

OCTOBER 3, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 187

Simulations Resources Comparison Games 187

Kapp Notes

JANUARY 25, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

TechKnowledge 198

TechKnowledge Simulations Resources Comparison 198

Kapp Notes

AUGUST 7, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 160

Simulations Games Gamification Network 160

Kapp Notes

JULY 30, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 155

ASTD Simulations Resources Comparison 155

Kapp Notes

MARCH 20, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 165

Simulations Resources Comparison Virtual World 165

Kapp Notes

MAY 14, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

APRIL 24, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

JUNE 9, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 204

Simulations Resources Innovation Virtual World 204

Kapp Notes

APRIL 11, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 148

Simulations Resources Comparison Games 148

Kapp Notes

OCTOBER 29, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Resources 155

Resources Simulations Comparison Slides 155

Kapp Notes

NOVEMBER 17, 2010

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 189

Simulations Research Games Comparison 189

Kapp Notes

JUNE 16, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 154

Simulations Resources Comparison Virtual World 154

Kapp Notes

MARCH 22, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 119

ASTD Simulations Authoring Tools Comparison 119

Kapp Notes

SEPTEMBER 9, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Resources 154

Resources Simulations Comparison Press 154

Kapp Notes

MAY 3, 2017

2009) Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial. 2005) Application of the testing and spacing effects to name learning. 19: 619–636, 2005. Reynolds, J. Swallow, K. M., & Zacks, J. doi:10.1111/j.1467-9280.2009.02397. 1467-9280.2009.02397. 00174.2012. And Cull W.

Resources 114

Resources Cognitive Games Learning Objects 114

Kapp Notes

MAY 18, 2012

Richard Clark against the use of games for learning is also cited by myself in my book is the meta-analysis (study of studies) by Robert Hays of the Naval Air Warfare center Training System Division who conducted a review of the literature in 2005. He examined 274 documents related to the design, use and evaluation of games.

Teach 270

Teach Games Simulations Cognitive 270

Kapp Notes

MAY 18, 2012

Richard Clark against the use of games for learning is also cited by myself in my book is the meta-analysis (study of studies) by Robert Hays of the Naval Air Warfare center Training System Division who conducted a review of the literature in 2005. He examined 274 documents related to the design, use and evaluation of games.

Teach 239

Teach Games Simulations Cognitive 239