Introduction
In the immortal words of Mary Poppins, “Find the fun and snap, the jobs a game” (Stevenson, 1964). This not only applies to cleaning up the room but to learning as well. In my current role as an instructor, I work in a program that teaches a generalized degree for computer animation. That means our students get a wide range of classes on various career positions in the animation field. Not every class is going to be something a student is fully interested in but is a requirement for moving forward in the program. One way we try to motivate our students to do their best is ask them to find something in the subject matter that can apply to what they really want to do. If they approach the class with the mindset that there is always something that can be gleaned from the presented material to reach their overall goal, then an intrinsic motivation to succeed is there beyond an extrinsic grade motivation to get just enough to pass the class.
As an instructional designer in both the educational and corporate world, there will always be that learner we encounter, the one that we must push a little harder to fully engage them with the learning. Whether it’s a class they really have no interest in or another training session they felt could have just been an email, if we can help them find the fun and relevance, then snap, we’ve got them engaged. Gamification is a tool that can help reach that goal.
The questions we must ask is what qualifies as gamification and how can it be effective? Is adding a simple game element enough to fully engage our learners and keep them active and motivated in the learning process? Is what we’re adding only style over substance, or are we truly hitting at the heart of what we aim to teach? This post aims to explore those questions and show what goes into making learning material effectively gamified.
(What Gamification of Training is... and Isn't)
Filling the Gap
If we are designing learning content than it is to fill a gap in our intended learner’s knowledge. Our material should build epistemic curiosity in our learner and drive them to want to learn more (Keller, Deimann, 2018). A common definition of gamification is “the use of game design elements in non-game contexts” (Bovermann, Bastiaens, 2020, p.3). As Leroux in the above video illustrates, there is a problem with the definition. It makes the application too broad. For a successful learning experience, you need to consider what makes a game engaging. Interaction leads to outcomes which lead to engagement (Leroux, 2022).
The more motivated a learner is than the more engaged they are, and they are more likely to reach the learning goal. Ertan and Kocadere in their study Gamification Design to Increase Motivation in Online Learning Environments: A Systematic Review write how well-designed gamification environments address motivations problems. They reference the Self Determination Theory where people are intrinsically motivated when three psychological needs are met, competence, autonomy, and relatedness (2022). What draws us to entertainment games is the suspense of not knowing if we will succeed. Even skilled games have an element of uncertainty since we won’t be 100% in the execution every time. If we want to use gamification but don’t want our “players” to become board, then inserting game mechanics is important. It leads to learner engagement, and that leads to reaching the learning objective (Leroux, 2022).
(Top 5 Instructional Design Mistakes to Avoid)
Leveled up Goals, is it Meaningful?
Relevance is an important factor in motivating a learner. As Keller and Deimann write creating meaningful challenges, giving a measure of control over goals, leads to a feeling of relevance in a learner (2018). Effective gamification must be more than just a superficial layer of game elements. In exploring how gamification can motivate, Ertan and Kocadere found that giving a badge on its own did not motivate the participants (2022). Receiving a badge for completing reading a text might be exciting the first time it happens, but as it continues then the learner is going to get bored and the motivation to engage with the material is gone (Leroux, 2024).
Effective Gamification works if game play such as problem solving, creative thinking, and strategic decision-making are found in the learning, creating a fun element (Sezgin & Volkan, 2022). Badges given without challenge may lead to an accomplishment, but as Keller and Deimann write it does not lead to goal pursuit without high levels of interest (2018).
Leroux breaks down that we build an effective design by building up the material in layers, I think of it like making a cake. You wouldn’t put the frosting on top of your batter without baking first. Start with the core of measurable learning objectives. All the pretty bells and whistles you could make won’t mean anything if there is no relevance for the learner (Leroux, 2024).
Years ago, EPCOT had a learning section set up with various games and activities. I went with a friend and her two daughters. The kids were having a fun day away from school but spent quite some time in the section learning new things and successfully achieving the educational goals because they were engaged in each station’s material. That is the excitement we want to create in our learners.
(Effective Gamified E-Learning, Step by Step)
Believe in Success
To build a successful gamified experience it starts with the core and that is the learning objective. As previously mentioned, keeping the learning objectives at the center of your design will create meaningful material. Leroux in creating a fictional bird identifier training program discusses using Active Learning Tactics to introduce new material (2023). Sezgin and Volkan discuss using adaptive learning in their study and write that “adaptive learning is an approach to developing or improving teaching by creating a complex and data-driven individual learning experience that generally does not follow a fixed path” (2022, p. 487).
Leroux used a Socratic String which used a combination of easily knowable answers, to easily guessable answers, and then by the process of elimination the final question was knowable because previous questions had taught the knowledge needed to answer correctly (2023). Early levels created easy success and built confidence in the learner. The levels challenge increased, all the while allowing the learner to reach the right conclusions on their own without being directly told the answer. This method followed conclusions reached by Ertan and Kocadere that game elements are motivating for students by observing their own progress and being rewarded for their actions (2022).
Keeping the learning objective at the center of the game build, Leroux demonstrates how from there building gate levels where learners earn their badges before being able to move on creates the game mechanics that build suspense in a player and keep them engaged throughout the learning experience. By the end, successful completion will find the learner reaching the final challenge and successfully demonstrating the desired goal (2023).
(How to Gamify a Text-heavy E-Learning course)
Level Up to Satisfying Outcomes
As part of creating motivation through satisfying outcome for learning task, Keller and Deimann tell us to use reinforcement contingencies with appropriate rewards (2018). The use of gated levels and using rewards that are earned will help the learner feel good about their accomplishments in the game. The ability to return to missed levels will keep the learner from feeling bad about not being successful. The ability to make mistakes will allow the learner to receive feedback that is informational, something Keller and Deimann list is a good way to maintain motivation (2018).
To ensure the learner has a satisfying experience with the material, the instructional designer must be caution of cognitive overload. In the above video, Leroux shows how to take text heavy material and streamline it to an effective learning system that a learner can more easily engage with (2023). Gamification should be user focused. Whether simplifying pre-existing material or building from scratch, the game design elements should best fit the users needs and expectations. This incentivizes the learner and leads to the satisfying outcomes the motivate them to engage with the system willingly (Triantaflyllou & Georgiadis, 2022).
At the heart of any system, keep the learning objective in mind. Don’t force your material to match a game system just because you like that particular model but build the game to match your material (Leroux, 2023).
(How to Teach Without the Learner Noticing)
Self-regulation: Intrinsically Motivated
The best motivation is when a learner is engaging with the material because they choose to. When the goal is to grow, even if the learner is faced with emotional challenges, their volitional choice is to keep up with the learning objective (Keller & Deimann, 2018). If proper game elements are applied to e-learning, keeping the learning objective as the center of the learning, then the learner may not even realize they are gaining new knowledge while having fun engaging with the task (Leroux, 2023). Sezgin and Volkan write that in a successful gamification process, “promoting intrinsic motivations is the key factor” (2022, p. 497). They also stress defining the learning outcomes to influence the design of the game. If gamification does not respect the problem to be solved then it may not work as intended (Sezgin & Volkan, 2022).
Leroux lists five ingredients that makes a game a great teacher and will lead to an intrinsically motivated and engaged learner. The player must act immediately, let the player figure things out, keep evaluation constant, assessment equals teaching, and the outcomes are uncertain. Don’t be afraid to challenge your learner. My favorite quote from Leroux is “failure is just a step towards success” (2023, 6:07).
"Failure is just a step towards success."
Conclusion
When designing gamification, don’t slap superficial game elements into your training and think you are done. There needs to be meaningful interaction with your material to make the learner feel it is relevant and to engage with the system. Your gaming system also needs to be made for your material. Trying to cram your material into a gaming setup it’s not compatible with just because it’s the latest cool gadget will not work. Keep your learner active. Let them figure it out. Give rewards meaning. Use uncertainty. Gamification is a great tool to bring fun to learning. Find the fun and snap, your learner is on their way!
References:
Bovermann, K., Bastiaens, T., (2020). Towards a Motivational Design? Connecting Gamification user Types and Online Learning Activities. Research and Practice in Technology Enhanced Learning. https://login.oclc.fullsail.edu/login?url=https://search-ebscohost-com.oclc.fullsail.edu/login.aspx?direct=true&db=eric&AN=EJ1239765&site=ehost-live
Eratin, K. Kocadere, S. (2022). Gamification Design to Increase Motivation in Online Learning Environments: A Systematic Review. Journal of Learning and Teaching in Digital Age 7(2) pg 151-159. https://login.oclc.fullsail.edu/login?url=https://search-ebscohost-com.oclc.fullsail.edu/login.aspx?direct=true&db=eric&AN=EJ1351149&site=ehost-live
Keller, J.M. & Deimann, M. (2018). Motivation, volition, and performance. In R.A. Reiser, & J.V Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 78-86). New York, NY: Pearson
Leroux, M., (2022, January 4). What Gamification of training is… and isn’t. [video]. YouTube. https://youtu.be/GToT5V-YPeY?si=S9aUZTQ8uFm9F8Ua
Leroux, M., (2024, March 27). Top 5 Instructional Design Mistakes to Avoid. [video]. YouTube. https://youtu.be/kp6mR_Dq2Hk?si=mOAIK82qjntKZlMt
Leroux, M., (2023, June 6). Effective Gamefied eLearning, Step by Step [video]. YouTube. https://youtu.be/_cCMzRspk3s?si=sqq1LlTlCO2o_kXV
Leroux, M., (2023, January 7). How to Gamify a Text-heavy eLearning Course. [video]. YouTube. https://youtu.be/uJw0ABB4bo0?si=8pr2rXolkZl_nc_a
Leroux, M., (2023, May 23). How to Teach Without the Learner Noticing. [video]. YouTube. https://youtu.be/rP6p7Ab7We0?si=7h02MyblL4Tyqs8e
Sezgin, S., Volkan, T., (2022). Analyzing Adaptive Gamification Design Principles for Online Courses. Behaviour & Information Technology 41(3) p485-501. https://login.oclc.fullsail.edu/login?url=https://search-ebscohost-com.oclc.fullsail.edu/login.aspx?direct=true&db=bth&AN=156293436&site=ehost-live
Stevenson, R. (1964). Mary Poppins. Buena Vista Distribution Company. [video]. YouTube Found at https://youtu.be/yooyjVa4CP4?si=NTMGpK_lISsexp4a
Triantaflyllou, S, Georgiadis, C., (2022). Gamification Design patterns for User Engagement. Informatics in Education 21(4) pg. 655-674. https://login.oclc.fullsail.edu/login?url=https://search-ebscohost-com.oclc.fullsail.edu/login.aspx?direct=true&db=eric&AN=EJ1373281&site=ehost-live
Introduction
The above-mentioned blog post is a perfect example of a well-thought-out, thoroughly researched, and analyzed case study regarding gamification's impact on the educational structures, starting with the explanation of what elements define great gamification and what does not. In this week's blog, the Instructional Designer-Heidi-reiterates those points that can clearly be attributed to the various mechanisms of engagement, as were indicated in this week's readings from Trends and Issues in Instructional Design and Technology. I find it brilliant to embed the views obtained from Mary Poppins concerning the finding of joy within learning; I could specifically relate to the concept of fostering engagement within learning spaces. As an Instructional Designer, especially for computer animation courses, I also know that…
This post contains a well-researched and analyzed case study on the effects of gamification on learning systems, starting with defining what is, and what isn’t, effective gamification. There are supporting points throughout this blog post that can be clearly tied back to the engagement systems found in this week’s reading from Trends and Issues in Instructional Design and Technology.
Curiosity
The process of designing any system of learning requires a hard look at how to encourage learner engagement with the system, and this remains true for gamified systems. Without that engagement, we are unable to facilitate goal-directed behavior and cannot successfully pass on knowledge. One way to drive engagement with gamified systems is through epistemic curiosity, that desire to gain…
Hello Heidi,
Your videos are very informative. You have given me a new perspective on gamifying. I was worried that this would be my least favorite subject, gamification is something that I actually cannot stand as a learning tool for tests and ways to learn, mostly becasue I find them a failure way to learn. I have vivid memories of having to repeat and take tests that are required for teaching that never either took the test question or the animation never gave the answers to the tests, and after unsuccesfuly trying to pass the tests for qualifcations i needed to obtain, i was seriously sick & tired of any animated figure educating me on a test or quiz …
I enjoyed this post by Heidi Bromund very much since gamification is an area of interest for me. It was great to see it start with defining what it is and isn’t since the term gamification can be ambiguous, as Marie-Jo Leroux expertly points out. Learning to leverage gamification as defined as the use of game mechanics that promote engagement (2022).
Principle 1: Gamification in instructional design must begin with learning objectives
One of the challenges of gamifying learning tasks is making the gamification relevant to the task rather than simply (and temporarily) engaging. In order to do so, it’s important to make the learning objectives the central component and build the learning task around it while incorporating elements like…
This was an excellent case on gamification for learner engagement. The examples used throughout were helpful and instructive. I will look at three of the learning engagement principles in the case study.
2 – Related to goals
The author talks about the importance of the learning activities being related to the learner’s goals. She suggests that games that give the learner some level of control over the goals of the activity can be more effective. Games need to be more than a superficial layer of activities. Keller and Deimann suggest that goals can be emotional and general in nature, like being engaged in challenging activities (2018). The example of the children at EPCOT learning for enjoyment was a great example. …