Kapp Notes

JANUARY 8, 2015

Well, it turns out that there is empirical evidence to suggest that we actually do “act out” the story at some level in our brains or, at least, in the regions of the brain associated with aspects such as processing goal-directed human activity, navigating spatial environments, and manually manipulating objects in the real world.

Brain 100

Brain Simulations Scanning Journal 100

Kapp Notes

JUNE 15, 2011

Provide learners with a sense of control over the learning activity. Let them have some say into when to start and when to stop an activity. Create an environment that minimizes extrinsic constraints on an activity and decrease any existing extrinsic constraints over time. Provide timely feedback regarding accomplishments.

Study 186

Study Instructional Instruction Cognitive 186

Kapp Notes

SEPTEMBER 20, 2011

Encouraging Learner Movement and Activity Develop activities to encourage learners to move their avatars around the instructional space during the group activity. The 3D virtual world is about movement and activity. When students are in small group activities, stop by and visit. Form small groups and visit them.

Virtual Classroom 176

Virtual Classroom Virtual World Podium Lecture 176

Kapp Notes

JANUARY 7, 2017

Create the VR environment so that the learning objectives are embedded in an experiential activity. Think about adding action and activity to the VR experience. As learning expert and virtual world expert Randy Hinrichs astutely pointed out in Learning in 3D “It’s not about being there, it’s about doing there.”

Create 209

Create Learning Objects Gamification Virtual World 209

Kapp Notes

MAY 21, 2013

Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Trainees learn more from simulations games that actively engage trainees in learning rather than passively conveying the instructional material. August 24- 26, Cleveland, Ohio, USA.

ASTD 228

ASTD Simulations Resources Comparison 228

Kapp Notes

JULY 24, 2013

When designing a learning intervention, you need to design both high levels of activity as well as quiet times for reflection. You can not have true learning success without both of these activities within a learning design. Learning is about action, activity and engagement. Interactivity. Reflection. Peter Drucker.

Simulations 114

Simulations Activities Learning Games 114

Kapp Notes

NOVEMBER 7, 2011

Situated cognition is a theory of instruction that suggests learning is naturally tied to authentic activity, context, and culture. To grasp subjects, learners need much more than abstract concepts and self-contained examples, they need to be exposed to the use of the information and cognitive tools in an authentic activity.

Cognitive 167

Cognitive Theory Behavior Coaching 167

Kapp Notes

MARCH 8, 2012

Learning is about action, activity and engagement. He or she needs to be interacting with the content, making decisions and seeing firsthand the consequences of those actions and activities. He or she needs to be actively engaged in practicing the task before them. Learning is an individual activity.

Learning Theory 154

Learning Theory Activities Theory Social Learning 154

Kapp Notes

JULY 13, 2015

I recently came across a study called Active learning increases student performance in science, engineering, and mathematics written by a host of researchers, Scott Freemana,1, Sarah L. times more likely to fail than students in classes that use active learning techniques. Teaching the best practice way: Methods that matter.

Lecture 100

Lecture Attitudes Study Classes 100

Kapp Notes

SEPTEMBER 28, 2017

Action) Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. Reading Stories Activates Neural Representations of Visual and Motor Experiences.Psychological Science, 20(8), 989–999. Chapter 2 “The Gamification of Learning and Instruction.”. White, R.W. Reynolds, J.

Resources 159

Resources Cognitive Journal Poll 159

Kapp Notes

JANUARY 22, 2014

Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Trainees learn more from simulations games that actively engage trainees in learning rather than passively conveying the instructional material. August 24- 26, Cleveland, Ohio, USA.

Slides 203

Slides Simulations Resources Comparison 203

Kapp Notes

AUGUST 26, 2013

Second, research strongly indicates that what makes an interactive learning experience effective for learning is the level of activity of the players as they participate in the activity. Too many interactive learning experiences error on one side or the other and fall short of their goals.

Simulations 181

Simulations Interactive Create Player 181

Kapp Notes

APRIL 29, 2013

Influence Behavior—Game elements when properly placed into a curriculum or everyday employee activities can positively influence behavior. Drive Innovation—Gamification can drive innovative thinking and activities. If you want to motivate learners to move through instruction and to accomplish goals, gamification is a great solution.

Gamification 235

Gamification Compliance Training Player Open Source 235

Kapp Notes

OCTOBER 10, 2013

Every learner goes through the instruction in the same manner, doing the same activities. To increase engagement and the effectiveness of e-learning, provide learners with a great amount of choice and control over the learning activity. Often there is one difficulty level and everyone progresses through that level.

Learner 174

Learner Education Theory Player 174

Kapp Notes

JANUARY 22, 2013

This is accomplished through a series of activities within the game that teaches the leaner what he or she needs to do. When creating a learning game, its important to match in-game activities with the skills you want to teach. If you want to test knowledge, testing games are fine but do not expect learning to occur.

Games 267

Games Teach Player Learning Objects 267

Kapp Notes

OCTOBER 9, 2014

Similar to a point but this is a visible symbol of success which is usually the result of being successful at several different activities. This is when the game does something awesome as a result of your activities. The player does something she was supposed to do and is provided with points for the effort. Prolonged Play. Expression.

Games 205

Games Player Score Music 205

Kapp Notes

NOVEMBER 29, 2010

Games use a combination of entertainment and active learning principles to immerse players in learning environment (Bruner, 1962; Piaget, 1951; Malone, 1981; Csikszentmihalyi, 1990). Players actively involved in manipulating avatars to accomplish goals. Immersion in learning environment (which can be highly realistic).

Simulations 219

Simulations Games Player Theory 219

Kapp Notes

OCTOBER 31, 2012

Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Trainees learn more from simulations games that actively engage trainees in learning rather than passively conveying the instructional material. of Interaction. Reference: Sitzmann, T.

DevLearn 242

DevLearn Simulations Resources Comparison 242

Kapp Notes

SEPTEMBER 23, 2011

The most obvious is to use time as a motivator for player activity and action. In more corporate focused games, players can learn how much time they should spend on one activity while balancing their overall time allotment. Time is an element that has many dimensions as it relates to instructional game design and game play.

Games 170

Games Instructional Instruction Player 170

Kapp Notes

MARCH 17, 2011

The first is to indicate the degree of “rightness” or “wrongness” of a response, action or activity. If you did the wrong thing, you should be prompted, guided or pointed toward a more appropriate action or activity. If nothing else through the knowledge that the activity you chose was not correct.

Games 224

Games Video Player Delicious 224

Kapp Notes

JANUARY 30, 2013

Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Trainees learn more from simulations games that actively engage trainees in learning rather than passively conveying the instructional material. of Interaction. Reference: Sitzmann, T.

ASTD 228

ASTD Simulations Resources Comparison 228

Kapp Notes

OCTOBER 31, 2015

Mas: Hooptap conceptualizes and develops technological solutions based on our gamification platform with the goal of engaging, activating and retaining users, fans, customers, employees, students and TV or mass media audiences. Users are motivated with regard to physical activity, meeting attendance, and other analog behaviors.

Conversation 100

Conversation Gamification Skype Integrate 100

Kapp Notes

SEPTEMBER 26, 2011

Sometimes those points are directly related to the activity. In the social networking game Mafia Wars points are earned by completing jobs or winning fights which are both activities directly related to the narrative of game which is running a criminal empire. Games provide players with instant reward in the form of points.

Games 154

Games Social Networks Player Social Network 154

Kapp Notes

AUGUST 11, 2014

Conformational feedback is designed to indicate the degree of rightness or wrongness of a response, action, or activity. If the learner did the wrong thing, he or she will be prompted, guided, or pointed toward a more appropriate action or activity. It indicates the right answer for the learner.

Games 269

Games Player Gamification Flash 269

Kapp Notes

FEBRUARY 18, 2013

Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Trainees learn more from simulations games that actively engage trainees in learning rather than passively conveying the instructional material. of Interaction. Reference: Sitzmann, T.

Simulations 209

Simulations Resources Conference Comparison 209

Kapp Notes

FEBRUARY 20, 2013

I’ve taken a MOOC and found it interesting but I was not motivated enough to complete the activities or finish the course, but that’s only a sample size of one. The infographic takes a closer look at reasons why some professors and academics remain unconvinced.

Informal 223

Informal Creative Commons Examples Sample 223

Kapp Notes

DECEMBER 10, 2013

In gamification, the student does not play an entire game from start to finish; rather they participate in activities that include elements from games such as earning points, overcoming a challenge or receiving badges for accomplishing tasks. Team activities for learning and performance. and Neustaedter, C. Thiagarajan. Keeps (Eds.),

Gamification 232

Gamification Instructional Instruction Player 232

Kapp Notes

MARCH 7, 2013

It also includes identifying activities that most effectively convey your “learning” message. This includes developing a rough storyline or flow for the ILE and considering any point or reward systems. This step helps to identify what types of structures mechanics and other elements are required.

Interactive 206

Interactive Design Player Simulations 206

Kapp Notes

JUNE 4, 2013

8) Within the curriculum, follow the game activity with an activity where everyone can feel positive. Acknowledge winning and move right to the instructional lesson. 7) Provide a list of strategies that will help the learner win next time. After the game.). Online, provide chat opportunities.

Games 243

Games Instructional Instruction Cognitive 243

Kapp Notes

MAY 3, 2017

Do a hands-on activity. Our brains react with greater electrical activity when we make a mistake than when we are correct. We also know that if a simulation provides the same cognitive activities as the real-life situation, the skills are transferable to the actual in-the-field situation. Pick a team. Confront a challenge.

Resources 114

Resources Cognitive Games Learning Objects 114

Kapp Notes

SEPTEMBER 22, 2014

Regardless of the game playing past, it seems that no matter what age, learners learn best from engagement and learners tend to be far more involved and active in a game than they are in traditional instructional situations. Most game designers think of action and activity first, content second. This different perspective is important.

Games 229

Games Lecture Instructional Instruction 229

Kapp Notes

AUGUST 7, 2013

Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Trainees learn more from simulations games that actively engage trainees in learning rather than passively conveying the instructional material. of Interaction. Reference: Sitzmann, T.

Resources 165

Resources Simulations Comparison Games 165

Kapp Notes

OCTOBER 16, 2012

The traditional design of instruction is based around the content, game development is based around the activity…big difference. The large majority of traditionally designed instruction contains course objectives—not challenges, bulleted lists—not interactivity and end-of-lesson quizzes—not continual corrective feedback.

Gamification 267

Gamification Instructional Instruction Design 267

Kapp Notes

OCTOBER 25, 2012

Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Trainees learn more from simulations games that actively engage trainees in learning rather than passively conveying the instructional material. of Interaction. Reference: Sitzmann, T.

Simulations 200

Simulations Resources Conference Comparison 200

Kapp Notes

AUGUST 30, 2011

Three: Repetition, games are great for encouraging repeat activities. Players conduct those activities again and again and, if designed correctly, they don’t mind. A well designed game can allow thoughts and actions that are unusual but that might trigger additional insights or ideas. Drill and practice becomes less tedious.

Cognitive 172

Cognitive Games Benefits Player 172

Kapp Notes

MARCH 25, 2013

It simply provides context or activities which are used within games and adds them to the content being taught. For example, adding story elements to a compliance course or starting a course with a challenge instead of a list of objectives are both methods of content gamification.

Gamification 278

Gamification Games Compliance Training Methods 278

Kapp Notes

MARCH 19, 2014

Begin with activity. Goal Orientation in Gamification. Tips to Leverage Game Elements for Learning. Keep the number of competitors low. Use rewards to motivate performance, not completion. Create curiosity, mystery, intrigue. Create a challenge for the learner. Put learners at “mock” risk. Give learners meaningful choices.

Games 167

Games Resources Solution Gamification 167