As I have mentioned before the affective domain deals with "attitudes, interest, values, beliefs and emotions." (Karp, 2012) When trying to gamify the teaching or encouragement of new behaviours and values there are several techniques that can be used to help.
Encouraging participation and getting individuals to act in contradiction to their normal behaviours has been shown to insight change in that individuals attitudes. Encouraging students to exhibit behaviours in a gamified scenario (for example helping others to complete a task) can lead to them helping others in real world scenarios.
Showing that success is possible helps to keep a student motivated. When a goal is seemingly unobtainable people will give up. If the goal is this way at first, you can try adding sub-goals to act as attainable way points and bridging the perceived gap.
Immersion is the act of immersing a student or player entirely within the gamified environment and seamlessly transitioning from one activity to the next without breaking character or story. When a student or player is immersed within the gamified world, they will carry out and absorb tasks and behaviours which can then can be seen exhibited outside of the game also.
Providing success A major part of affective change is by helping the learner to realise that success is possible. Any tasks given should be perceivable as attainable and many opportunities to succeed should be given.
These four key points should always be considered when implementing affective change. other game elements can be easily linked to the affective domain that encourage the above along with emotional growth and creating new values for the learner. Some of these elements are:
Story can be added to aid immersion, increase student engagement, and attention. This is achieved by creating a narrative in which characters exhibit behaviours and values which mimic those of the lessons outcomes. Stories should also include the learners as active characters, making meaningful decisions that affect the outcome of the story. A good way of adding story is via the use of story cubes, these are dice with pictures which you roll to help inspire a story. Always remember not to forget about the learning and the other goals when telling the story.
Cooperation is another key aspect when attempting to use gamification to reinforce an affective change. When a learner is required to assists another fellow learner during class, it encourages that learner to do the same out of class. Likewise a learner receiving help will feel less daunted by the task, will see that the goal is more attainable that previously thought and will ultimately become more willing to engage and participate.
Feedback can be used to further encourage affirm an affective change. Use conformational feedback to reinforce a sense of fiero when students do things correctly or behave in the correct way. Offer corrective and explanatory feedback to correct a student not exhibiting the correct affective change. This will push learners in the right direction without making them feed "told off" and distance themselves from the lesson tasks.
I will be using this information to create a section in my gamification tool kit to deal with lesson tasks that fall into the affective domain.
References
Wilson, L. (no date) Three domains of learning - cognitive, Affective, Psychomotor. Available at: http://thesecondprinciple.com/instructional-design/threedomainsoflearning/ (Accessed: 22 January 2016).
Kapp, K. and Learning, G. of (2014) Gamification of learning. Available at: http://www.lynda.com/Higher-Education-tutorials/Gamification-Learning/173211-2.html (Accessed: 10 November 2015).
Kapp, K. M. (2012) The Gamification of learning and instruction: Game-based methods and strategies for training and education. 1st edn. San Francisco, CA: Wiley, John & Sons.
Brathwaite, B., Schreiber, I. and Media, C. R. (2009) Challenges for game designers. 1st edn. Boston, MA: Course Technology/Cengage Learning.
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