Kapp Notes

JULY 28, 2014

The game also includes the concepts of incomplete information and discovery. The game includes the concepts of strategic thinking in terms of the activities of the player which primarily revolve around exploring, expanding, exploiting, and exterminating opponents. Establish situations where the learner has to predict outcomes.

Games 266

Games eLearning Strategy Strategy Player 266

Kapp Notes

JANUARY 7, 2017

An ideal Virtual Reality (VR) learning experience should be designed to create engaging interactions that help the learner assimilate new information, ideas and concepts resulting in the acquisition of new skills transferable skills. Create the VR environment so that the learning objectives are embedded in an experiential activity.

Create 209

Create Learning Objects Gamification Virtual World 209

Kapp Notes

MARCH 17, 2011

It is designed to inform the learner in two important areas. The first is to indicate the degree of “rightness” or “wrongness” of a response, action or activity. Feedback immediately informs the learner if they did the right thing, the wrong thing or if it was somewhere in the middle. Board game showing player's pieces.

Games 224

Games Video Player Delicious 224

Kapp Notes

JANUARY 27, 2014

A learner needs to be engaged with the learning process through activities, decision making and responding to stimuli. Sitzmann (2011) found individuals learned more, relative to a comparison group, when simulation games actively, rather than passively, conveyed course material. Gibson, 2009). Merrill (2009.

Gamification 269

Gamification Cognitive Simulations Theory 269

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

MAY 3, 2017

What we missed on the mission is provide in the information below (and in the slides above). Here is the complete list of the information related to creating learner engagement. Do a hands-on activity. Curiosity is evoked by providing an optimal level of informational complexity and a novel and exciting game space.

Resources 114

Resources Cognitive Games Learning Objects 114

Kapp Notes

OCTOBER 31, 2012

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

DevLearn 242

DevLearn Simulations Resources Comparison 242

Kapp Notes

JANUARY 30, 2013

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

ASTD 228

ASTD Simulations Resources Comparison 228

Kapp Notes

FEBRUARY 18, 2013

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

Simulations 209

Simulations Resources Conference Comparison 209

Kapp Notes

SEPTEMBER 11, 2014

It is a way of aggregating research data to make informed conclusions rather than relying on the data of one study. Trainees learned more, relative to a comparison group, when simulation games conveyed course material actively rather than passively. so activity, not game elements seems to increase the learning).

Analysis 263

Analysis Cognitive Simulations Study 263

Kapp Notes

NOVEMBER 20, 2012

Games induce players to create their own worlds, to participate in social activities, to form effective teams, to reason and to save lives [51]. References: [51] This information consolidated from Bates, B. Dr. Celina Byers from Bloomsburg University’s Instructional Technology Program first provided me with this information. [52]

Games 272

Games Video Journal Brain 272

Kapp Notes

FEBRUARY 28, 2012

Automaticity can be defined as “the status of any knowledge or skill that has been used so many times that it can be activated from long-term memory and applied using minimal working memory resources.” Skills become automatic after repeated rehearsals of the activity. Clark, Nguyen & Sweller, 2006).

Cognitive 165

Cognitive Learner Develop Diversity Training 165

Kapp Notes

AUGUST 7, 2013

Also, here are some links that provide some additional information about what we discussed in the workshop. This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Here are the slides from the presentation.

Resources 165

Resources Simulations Comparison Games 165

Kapp Notes

OCTOBER 25, 2012

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

Simulations 200

Simulations Resources Conference Comparison 200

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

MARCH 22, 2013

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

ASTD 195

ASTD Simulations Authoring Tools Comparison 195

Kapp Notes

MAY 17, 2013

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

ASTD 175

ASTD Slides Simulations Comparison 175

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. Dobson, J.

Resources 159

Resources Cognitive Journal Poll 159

Kapp Notes

OCTOBER 3, 2012

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

Simulations 187

Simulations Resources Comparison Games 187

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

OCTOBER 29, 2012

Here is a link to information about Stone Librande and his“One-Page Design” concept. This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Here are the slides related to game elements. Reference: Baylor, A.

Resources 155

Resources Simulations Comparison Slides 155

Kapp Notes

JANUARY 22, 2013

Testing Games are games where the learner already needs to know the information to be successful. 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.

Games 267

Games Teach Player Learning Objects 267

Kapp Notes

APRIL 8, 2014

The project team has created an extensive “Physical Modeling” curriculum that features exercises and activities in the areas of heat transfer, live and dead load and the creation of structures (our focus is on engineering). Just go to Download and enter your information and download. So, download now and check it out.

Module 186

Module Conference Games Simulations 186

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. For more information and thoughts on rewards and scoring see: Learning Game Design Series, Part 6: Rewards and Scoring.

Games 205

Games Player Score Music 205

Kapp Notes

MAY 14, 2013

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

APRIL 24, 2013

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

JUNE 23, 2015

You should always be able to tie your gamification activities directly to learning outcomes. Before launching wide-scale gamification efforts, provide information to stakeholders on emerging gamification implementations in organizations that have show business results.

Gamification 100

Gamification Tips Games vendor 100

Kapp Notes

APRIL 11, 2013

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

Simulations 148

Simulations Resources Comparison Games 148

Kapp Notes

OCTOBER 1, 2012

Instead of exhaustive analysis, for example, we gather whatever project background information is relatively easy to obtain, then sketch out a possible instructional approach, and ask, “Why wouldn’t this be a successful direction?”. It’s much more forgiving, inventive, even playful and energizing.

Instructional Design 254

Instructional Design ADDIE Authoring Tools Conversation 254

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 4, 2013

2) Inform learners that they might lose the game and that is OK, learning will still occur. 8) Within the curriculum, follow the game activity with an activity where everyone can feel positive. Here are 12 ways to help mitigate losing in an instructional game or gamification situation. After the game.).

Games 243

Games Instructional Instruction Cognitive 243

Kapp Notes

JANUARY 25, 2012

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

TechKnowledge 198

TechKnowledge Simulations Resources Comparison 198

Kapp Notes

NOVEMBER 17, 2010

Here is some information I compiled for my presentation at CSTD based on some studies. This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. And the slides I used for my presentation. Reference: Baylor, A.

Simulations 189

Simulations Research Games Comparison 189

Kapp Notes

JULY 5, 2016

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. Cognitively, the children have to work harder to learn the information because there are few familiar contexts. Learning More from Fantasy. I would argue, yes.

Games 136

Games Cognitive Case Study Simulations 136

Kapp Notes

AUGUST 7, 2012

This can be explained by the fact that it is easier for students to figuratively ‘compartmentalize’ the information from the avatar when it was delivered by two distinct sources. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. & Kim, Y.

Simulations 160

Simulations Games Gamification Network 160

Kapp Notes

FEBRUARY 16, 2012

The provide educational materials for manufacturing and engineering and offer activity-based learning modules, faculty professional development and even students who graduate from the program and contribute to the manufacturing base in this country. Check them out here. You can check them out here.

Education 174

Education Engineering Streaming Association 174

Kapp Notes

SEPTEMBER 22, 2014

Second, even if a game is not about problem-solving, the replayability of a game–the tendency of people to play a well-designed game over and over again means that knowledge is reinforced and that the learner is reviewing the information contained in the serious game. This different perspective is important.

Games 229

Games Lecture Instructional Instruction 229