gamification in education course

Implementing Gamification

What is gamification.

Gamification refers to an educational approach that allows students to see their learning as a playful process and experience. Educator LaVague-Manty described gamification in an academic environment as allowing:

“multiple paths to achievement (not everybody has to do the same assignments),

safe failures (let’s allow students to practice the assignment instruments we impose on them before making them high stakes), and

“leveling up” instead of “getting points taken off.”

Why consider it?

In a gamified course, students have control over the learning experience. Scholarship in teaching and learning has demonstrated that gamification can have the following impacts on student learning: 

Higher performance on practical assignments (Domínguez, Saenz-de-Navarrete et. al., 2013) 

Enhances learning motivation (Domínguez, Saenz-de-Navarrete, et. al., 2013; Garris, Ahlers, & Driskell, 2002) 

Supports attitude change (Hays, 2005), behavior change (Schoech, Boyas, et. al., 2013) 

Encourages collaboration (Schafer et al., 2013) 

Promotes learner engagement (Giannetto, Chao, & Fontana, 2013; Mitchell & Savill-Smith, 2005)

How to do it?

1 - Provide multiple paths to the goal.

Whenever possible, allow learners to choose or define how they will demonstrate their knowledge.   Review what you want your students to be able to do or know at the end of the course and provide opportunities for learners to select an authentic and meaningful way for them to show what they have learned.  This could be along the lines of a paper, project, or digital artifact (which might be usable in future courses). 

2 – Allow “safe failure”.

Low-stakes quizzes, peer partner activities, writing papers in sections, allowing resubmittals of assignments, multiple attempts at a test, are just some of the ways you can provide a means for learners to practice or build their expertise before determining their final performance level. 

3 -  “Level up” instead of deducting points.

Aviles (2014) suggests starting learners at “0” and adding to their points with each assignment accomplished as opposed to starting them at “100” and deducting points as the course progresses.  “Leveling up” indicates how their experience is increasing and how they are moving toward the end goal, rather than how they are not “making the grade” and falling further down the scale. 

He also suggests renaming assessments and using larger point values to change the students’ perceptions and relationship to assessment.  By tying the assessment to the field and experiences in the field, you convey the rationale of the assessment as well.   

References:

Aviles, C. (2014). Gamify Your Class Level 1: XP Grading System.  Retrieve October 26, 2015 from http://www.techedupteacher.com/gamify-your-class-level-i-xp-grading-syst...

Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C.,  and Martínez-Herráiz J. J.  (2013).  Gamifying learning experiences: Practical implications and outcomes.  Computers & Education 63 (380–392).

Garris, R., Ahlers, R., & Driskell, J. (2002). Games, motivation, and learning: A research and practice model simulation gaming. Simulation & Gaming, 33 , 441–467.

Giannetto, D., Chao, J., & Fontana, A. (2013). Gamification in a social learning environment. Issues in Informing Science & Information Technology, 10 , 195–207.

Mitchell, A., & Savill-Smith, C. (2005). The use of computer and video games for learning.  A review of the literature . London, UK: Learning and Skills Development Agency.

Sage Publications (2014).  How Do You (Successfully) Gamify a Course.  An interview with Mika LaVaque-Manty.  Retrieved October 26, 2015 from http://www.socialsciencespace.com/2014/08/how-do-you-successfully-gamify-a-course/

Schafer, A., Holz, J., Leonhardt, T., Schroeder, U., Brauner, P., & Ziefle, M. (2013). From boring to scoring – A collaborative serious game for learning and practicing mathematical logic for computer science education. Computer Science Education, 23 (2), 87–111.

Schoech, D., Boyas, J. F., Black, B. M., & Elias-Lambert, N. (2013). Gamification for behavior change: Lessons from developing a social, multi-user, web-tablet based prevention game for youths. Journal of Technology in Human Services, 31 (3), 197–217

Gamification, What It Is, How It Works, Examples

For many students, the traditional classroom setting can feel like an uninspiring environment. Long lectures, repetitive tasks, and a focus on exams often leave young minds disengaged, craving a more dynamic way to learn. This is where gamification becomes key. By using elements commonly found in games into the educational process, we can add a layer of excitement and competition that captures students’ attention. In doing so, gamification can make learning more enjoyable for everyone involved. Although more research is still needed, studies about using gamification in both primary and secondary schools, as well as in higher education, have increased over time.

Gamification in education connects to the use of game-like elements, like earning points, achieving levels, and competing with others in a virtual learning setting. The reason many teachers are using gamification is to make the learning more interactive and enjoyable, which can encourage students to engage more deeply with the material. In this article, we are going to look at several aspects of this teaching strategy. First , we will look into how gamification came to be and where it comes from. Next , we are going to discuss why this approach has received attention and why it can be a beneficial method for teaching. Subsequently, we will give some advice for teachers who want to use gamification in their classrooms, and throughout the article we will also highlight important points to be careful about when incorporating game-like elements into your teaching (4).

Although the word ‘gamification’ was first officially used in 2008, the idea of using games to enhance learning has a much longer history. Teachers have always known the value of making learning more fun through interactive elements. For example, we can look back to the educational board games of the 20th century, like ‘Math Bingo,’ which made learning arithmetic more engaging for children. These games created the foundations for what we now describe as gamification, which proves that the connection between education and play is not a new idea, but rather an evolving practice.

Today, gamification has found a firm place in modern classrooms to enhance the learning experience. Teachers use it to spark interest and sustain engagement among students. For instance, some educators make use of apps that let students earn points or badges for completing assignments or participating in class discussions. Another example is setting up a class leaderboard to encourage a sense of competition and achievement. Beyond the digital realm, gamification can also be applied in a traditional classroom through team-based learning activities and role-playing exercises. The core idea is to make the educational journey more interactive and enjoyable, making it easier for students to absorb and retain information.

What is gamification?

Gamification in education involves using game mechanics like point-scoring and rewards to make learning more engaging and fun. By tapping into students’ natural desire for competition and achievement, gamification aims to create meaningful learning experiences. The goal is to boost motivation , improve material retention , and encourage active participation through immediate feedback.

One of the key strengths of gamification is its ability to boost both intrinsic and extrinsic motivation. Intrinsic motivation comes from the joy and satisfaction one feels while doing the activity itself, while extrinsic motivation is driven by external rewards like grades or badges. Gamification engages intrinsic motivation by making learning activities more fun and interesting, inspiring students to engage for the sheer joy of learning. On the extrinsic side, game elements like points offer tangible rewards, encouraging students to reach specific goals. By catering to both types of motivation, gamification provides a well-rounded approach to encouraging student engagement and learning (2).

Another advantage of using gamification in education is the way that it can engage students who have grown up playing video games. This approach takes the fun parts of good games and mixes them into the learning process. The aim is not for students to learn by playing specific games, but instead it is to create a learning environment that feels as engaging as playing a game. Through this, teachers can create connections between students’ love for gaming and their learning, which can mean that the classroom becomes a more relatable and stimulating space.

See also: Using Bloom’s Taxonomy To Write Effective Learning Objectives: The ABCD Approach

What Gamification is Not

The term ‘gamification’ is often misunderstood, partly because people might associate it directly with video game culture. Some might think it means turning the classroom into a video game, or they may confuse it with game-based learning. This can be because their understanding of the term relies heavily on their own experiences of video games, leading to misunderstandings about what gamification in an educational context actually involves. It is not about converting the entire educational process into a game, but about using game-like elements to enrich the traditional learning environment (1).

Game-based learning

It is important to point out that game-based learning and gamification are not exactly the same thing, although they do share similarities. Game-based learning involves the use of actual games, either custom-designed or commercially available, with educational content to help students learn specific skills or knowledge. In contrast, gamification takes elements from games and incorporates them into traditional educational settings. While game-based learning focuses on learning through actual games, gamification aims to make the regular classroom experience more game-like to engage students. Both approaches are designed in order to make learning more interactive and enjoyable, but they do this in slightly different ways (5).

Badges, points, and rewards

Successful gamification goes beyond just sprinkling badges, points, or leaderboards into a classroom setting and expecting better learning outcomes. The reason students enjoy games is not solely for the points. It is also about the joy of the gameplay, the immediate feedback, and the satisfaction that comes from mastering a challenge. However, if gamification is poorly executed or the learning tasks are not thoughtfully designed, the entire effort to make the classroom more interactive could fall flat. With this in mind, the remainder of this article will focus on guiding teachers in creating meaningful and effective learning experiences through gamification (3).

See also: Social Learning Theory: Albert Bandura

Common Elements for Successful Classroom Gamification

When it comes to incorporating gamification into the classroom, there is no one-size-fits-all approach. What proves effective for one group of students may not give the same results for another. Successful implementation requires careful planning, a deep understanding of your students, and an awareness of the specific learning context. It is also important to be open to experimentation, to reflect on the outcomes, and to make adjustments as needed, and while there is growing interest and research in this area, it is still an emerging field, meaning teachers should approach gamification as a dynamic tool that requires ongoing adaptation.

Researchers in the fields of game-based learning and gamification often employ varying terminology for comparable game elements. However, four elements have shown consistent success when implemented in educational settings.

Freedom to Fail

One of the most powerful aspects of gamification in the classroom is the concept of ‘freedom to fail.’ Traditional educational models often penalize mistakes, which can create stress for students. But a gamified classroom turns this on its head, reframing failure as an important step in the learning journey. This encourages a mindset where students feel free to experiment, take risks, and understand that setbacks are just stepping stones to mastering a skill.

This principle is heavily inspired by video game design, where players are offered multiple lives and the chance to start over from a check-point rather than from scratch. In the classroom, this not only keeps motivation high but also fuels a spirit of persistence and problem-solving . Another important facet related to ‘freedom to fail’ is the ‘freedom to choose,’ allowing students to decide their own learning paths to achieve their goals.

The teacher plays an important role in establishing this forgiving and exploratory learning atmosphere. By emphasizing that getting things wrong is part of the educational process, teachers set a tone that mistakes are not just acceptable but expected as part of growth. Their reactions to students’ struggles can significantly shape how learners view their abilities and potential for future success.

Additionally, assessment methods can also be adapted to this approach. Regular, low-stakes evaluations, like ungraded quizzes or peer explanations, can help gauge understanding without the pressure of grades. Offering students varied options for demonstrating skill mastery is another way to implement ‘freedom to choose.’ For instance, a teacher might offer a selection of spelling tasks to be completed during the week. Each task has a point value, and students must accumulate enough points through tasks of their choice by the end of the week.

See also: Andragogy Theory – Malcolm Knowles

Immediate Feedback

Another vital element of gamification in education is immediate feedback. Quick, real-time responses to actions or decisions have numerous benefits in the learning process. They help students understand where they are doing well and where they need to improve, almost instantly. Immediate feedback helps maintain engagement, gives a sense of accomplishment, and can improve the rate of learning by allowing quick course corrections.

Moreover, gamification is a natural fit for providing immediate feedback. Think about video games where players immediately know if they have successfully navigated a challenge or need to try again. In the classroom, technology can facilitate this. Educational software and apps often feature quiz modes where students get instant scores or explanations. Even simpler methods, like interactive clickers in a lecture, can give real-time feedback on whether students understand the material.

Gamification naturally supports the offering of immediate feedback, but teachers also have a critical role in this process. They can use various modes to provide quick and meaningful responses. For instance, teachers can give immediate verbal feedback during interactive lessons or written comments on electronic submissions that students can view right away. Quick polls or hand-raising during a lesson can also serve as immediate checks on student understanding. These traditional methods, when combined with gamified elements, create a rich variety of immediate feedback opportunities that keep students engaged and motivated (6).

Leaderboards are another gamification tool that can provide immediate feedback while also driving motivation. However, it is important to use them wisely. Leaderboards can foster a sense of competition, but if not managed carefully, they can also create stress or discourage those who are not at the top. The key is to design leaderboards that celebrate progress and effort, rather than just top performance, to ensure that they contribute positively to the learning experience.

Progression

Another key element in the success of gamification is ‘progression.’ Much like in games where players start with simpler levels and move on to more challenging ones, educational settings can adopt a similar approach. In general, the motivation to learn increases when students can see their progression over time, tracking their growth and setting realistic goals for themselves.

This principle closely aligns with Vygotsky’s Zone of Proximal Development (ZPD) and the concept of ‘ scaffolding .’ In educational theory, ZPD is the range of tasks too difficult for students to do alone but achievable with some guidance, while scaffolding refers to the support given to students to help them cross this zone. In a gamified setting, the progressive nature of tasks serves as built-in scaffolding. As students complete simpler tasks, they gain the confidence and skills to tackle more challenging ones, all while being supported by the teacher and the educational tools at their disposal. This way, gamification helps students progress through their ZPD, maintaining high motivation levels and a sense of accomplishment.

Storytelling

Storytelling is another powerful aspect that can be built into gamification. Narratives have always been a captivating way to engage people and pass along information. In games, storytelling can provide context and convert objectives into enjoyable quests. When used in the classroom, storytelling has the power to make educational content more engaging and meaningful.

For instance, imagine a biology class structured around the concept of a medical mystery. In this example, the classroom serves as the ‘setting,’ the students become ‘medical detectives,’ and the teacher acts as the ‘chief investigator.’ The ‘plot’ progresses as a mysterious disease outbreak, with every class session bringing new ‘clues’ in the form of lessons on cells, viruses, or genetics. Students do not just study biology. They apply their knowledge to ‘solve’ the outbreak and save imaginary lives. This way, learning takes place in a context that is both relevant and exciting for the students, showing that stories do not have to be fantasy-based to be effective.

Furthermore, stories also naturally lend themselves to the idea of progression and scaffolding. As students make their way through a ‘story,’ they meet increasingly complex challenges or tasks, similar to the levels in a game. This progression helps keep students motivated and focused, as they are not just ‘doing exercises’ but moving through a narrative that has a clear beginning, middle, and end.

See also: Instructional Design Models and Theories

Gamification has the power to transform the traditional educational setting by making learning more interactive and engaging. It is more than just adding badges and leaderboards to classroom activities. It is about fundamentally changing how we approach education to better cater to both intrinsic and extrinsic motivations. From giving students the freedom to fail and choose, to providing immediate feedback and a sense of progression, gamification offers a set of tools to help educators enhance the learning experience. Additionally, adding storytelling elements can further enrich this experience, making the material more relatable and the learning journey more meaningful. While it is crucial to avoid misunderstandings and implement this approach thoughtfully, the potential benefits make gamification an exciting method for improving student engagement and learning outcomes. As with any educational strategy, it is important for teachers to be mindful of their students’ unique needs and be willing to adapt and evolve their methods for the most effective outcomes.

See also: Kirkpatrick Model: Four Levels Of Learning Evaluation

• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” In A. Lugmayr, H. Franssila, C. Safran, & I. Hammouda (Eds.), MindTrek 2011 (pp. 9–15). doi: 10.1145/2181037.2181040
• Dichev, C. & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9).doi 10.1186/s41239-017-0042-5
• Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403-410.
• Kapp, K. M. (2013). The gamification of learning and instruction fieldbook: Ideas into practice [Google Books version]. John Wiley & Sons.
• Tu, Ch-H., Cherng-Jyh, Y., Sujo-Montes, L., & Roberts, G. (2015). Gaming personality and game dynamics in online discussion introductions. Educational Media International, 52(3), 155-172. doi:10.1080/09523987.2015.1075099
• Smiderle, R., Rigo, S.J., Marques, L.B. et al. The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learn. Environ. 7, 3 (2020). https://doi.org/10.1186/s40561-019-0098-x

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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Gamification in Education

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Course Description

Make learning fun and powerful with gamification in your lessons.

Games are loved by everyone. They are engaging, immersive, and fun. In the classroom setting, it should be no different. As educators, we should be able to make our classrooms exciting and rewarding. This is gamification, which is the blend of game design principles and elements in non-gaming environments. This course explores the elements and psychology of gamification as applied to the classroom environment, focusing on the application of these systems, gamification technology tools available for use, and developing gamification systems for classroom use. This course will teach you how to make educational activities more effective through the use of gamification. You will also examine examples of existing applications of gamification, the psychological research of playing games, and present opportunities for the development of systems for gamifying classrooms. This course is very hands-on, combining theory and real classroom execution, applying what you’ve learned.

Course Details

Number of Units: 3.0 graduate level extension credit(s) in semester hours.

Who Should Attend: This course provides continuing education for K-12 educators, administrators, and any other interested stakeholder, wanting to learn how to gamify your classroom to enhance learning outcomes and increase motivation with your students.

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What You Will Learn

• Investigate game mechanics and apply them to classroom situations
• Analyze existing literature around gamification concepts
• Evaluate feedback systems in game-like situations
• Analyze existing gamification platforms intended for educational use
• Develop lessons and activities using gamification principles from the course

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Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.

The Professional and Continuing Education program nurtures key partnerships on the local, national, and international level. The goal is to better serve working professionals who seek to enhance or build their careers and help achieve their highest value and potential. Contact us today to learn more.

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Gamification in Education

This course is for teachers who want to understand why gamification is so important for their teaching practice and how they can use it to develop their students’ skills and knowledge. Participating teachers will learn how to frame the use of games, apps, and/or platforms in their teaching practice without getting lost in the process.

Description

Day 1 

• This is Us  – presenting yourself, your school, your town, and your country
• Ice Breaker Activity
• Creating a digital portfolio from scratch
• Gamification: what it is, why to use it, what for…
• Practical examples of the use of gamification in the participants’ personal experiences

Day 2 

• Energizer Activity
• Creating digital games: for what purpose, how to design it,…
• Starting simple: Kahoot games
• My learning portfolio – daily input

Day 3 

• Warming-up Activity
• Playing with and editing video clips and short films
• Enhancing vocabulary and using songs in games

Day 4 

• Games and Storytelling: different games, different platforms, and different perspectives
• Do mobile games also count in Education?

Day 5 

• Presentations and wrapping it up: sharing practices, games, and achievements
• Encouraging active participation in the European education area – networking activities
• Presenting the finalised Learning Portfolios
• Certification – awarding certificates
• Course evaluation

Learning objectives

• incorporate new teaching methods into teaching practice with the help of gamification
• develop transversal skills
• integrate digital tools into their lessons
• design digital materials to be used in classrooms
• exchange good practices and discuss challenges concerning digital literacy
• develop a greater understanding of cultural diversity and EU values such as sustainability, students’ and teachers’ well-being, and inclusion
• encourage modernisation and international cooperation within their educational organisations
• network with colleagues from the different organisations
• developing ICT and transversal skills
• using games as a way of diversifying teaching strategies and motivating students
• addressing digital transformation through the development of digital readiness, resilience, and capacity

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• Certificate of Attendance
• Europass Certificate (if requested)

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• Price: 400 Euro
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• Language: English
• Target audience ISCED: Primary education (ISCED 1) Lower secondary education (ISCED 2) Upper secondary education (ISCED 3)
• Target audience type: Head Teacher / Principal Not-for-profit / NGO staff Teacher
• Learning time: 20-25 hours

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A Brief History Of Gamification In Education

The term ‘gamification’ first gained widespread usage in 2010 referring to incorporation of social/reward aspects of games into software.

by TeachThought Staff

Changes And Improvements: How Gamification Has Changed [Updated]

How has gamification changed in the last 50 years? A few of the more important changes include:

Proliferation of Gamification Platforms

Over the past two and a half decades, there has been a significant increase in the availability and accessibility of gamification platforms. Companies and developers now have access to various tools and frameworks that enable them to integrate game elements into non-gaming contexts, such as education, marketing, and employee engagement.

This proliferation has democratized the implementation of gamification, making it easier for organizations to adopt and experiment with game-inspired techniques.

Data-Driven Gamification

One of the significant advancements in gamification is the emphasis on data-driven approaches. With the rise of analytics and big data, gamification strategies have become more sophisticated, leveraging user data to personalize experiences and optimize engagement. This shift has allowed organizations to measure the effectiveness of their gamification efforts, identify successful elements, and iterate on their designs based on real-time feedback.

Behavioral Psychology Integration

The understanding of behavioral psychology principles has played a crucial role in shaping the evolution of gamification. Designers now incorporate rewards, feedback loops, and intrinsic motivation into gamified systems. This integration has enhanced user engagement and contributed to developing more ethical and user-centered gamification practices.

Mobile Gamification and App Integration

The advent of smartphones and mobile technology has significantly impacted gamification. Mobile apps and games have become pervasive, allowing gamified experiences to seamlessly integrate into users’ daily lives. Whether it’s fitness apps that reward users for achieving exercise goals or educational apps that incorporate game-like features for learning, mobile gamification has transformed how individuals interact with technology and pursue personal development.

Gamification in Learning and Development

In the last 25 years, there has been a notable surge in the use of gamification in educational and professional settings. From e-learning platforms to corporate training programs, gamification has proven effective in enhancing engagement and knowledge retention. Applying game elements, such as points, badges, and leaderboards, has turned learning into a more immersive and enjoyable experience, appealing to a wide range of learners across different age groups and industries.

According to Wikipedia , a study at MIT Sloan found that “ideation games helped participants generate more and better ideas, and compared it to gauging the influence of academic papers by the numbers of citations received in subsequent research and that the “term ‘gamification’ first gained widespread usage in 2010, in a more specific sense referring to incorporation of social/reward aspects of games into software.

Growth Engineering has a nice overview of the history of gamification, which we’ve excerpted below.

A Brief History Of Gamification

1908: the boy scout movement is founded.

The Boy Scouts awarded members with badges to recognize their achievements. Scouts could earn badges for becoming proficient in an activity, acting according to the principles of the organization, and attending special events.

1978: The Birth of Social Video Games

Roy Trubshaw and Richard Bartle developed MUD1, the first Multi-user Dungeon game. Though its text-based interface was unimpressive by today’s standards, it lit the fuse for the explosion of social online gaming.

1982: Academics recognize the potential of gaming

With computer games demonstrating inherent abilities to engage users, articles start to appear exploring possible uses. In 1981, Thomas W. Malone released  Toward a Theory of Intrinsically Motivating Instruction  and  Heuristics for Designing Enjoyable User Interfaces . These two articles outlined what could be learned from computer games and applied to other areas.

Note, there is a Difference Between Gamification And Game-Based Learning . Terry Heick said, “The definition of gamification is  the application of game-like mechanics to non-game entities to encourage a specific behavior.”

Through the application of game-like mechanics (XP, turns, leaderboards) to non-game entities (discussions, exams, project-based learning), learning nuance can be exposed ( an idea we recently explored ), results communicated, and various learner profiles and abilities honored.

1996: Game players are categorized

Richard Bartle (MUD1 developer) defines four gamer types based on how different people approach playing a game. This model would go on to become a cornerstone of many gamification initiatives.

2002: The modern concept of ‘Gamification’ is born

While designing a game-like user interface for commercial electronic devices (ATMs, vending machines, mobile phones) Nick Pelling coins the ‘deliberately ugly’ word, gamification. With a name, the history of gamification truly begins.

Also this year, The Serious Gaming Initiative (a project of the Woodrow Wilson International Center for Scholars) is founded.”

Here are four important milestones in the field of gamification over the last 25 years:

Late 1990s–Early 2000s: The Emergence of Loyalty Programs

One of the earliest milestones in gamification can be traced back to the late 1990s and early 2000s with businesses’ widespread adoption of loyalty programs. Companies began incorporating point systems, rewards, and tiered structures to encourage customer loyalty. This marked a pivotal moment in gamification as it demonstrated the effectiveness of using game-like elements to influence and retain user behavior outside traditional gaming contexts.

Mid-2000s : Introduction of Badge Systems and Social Gamification

In the mid-2000s, badges as a form of virtual achievement gained prominence with platforms like Foursquare. Users were awarded badges for specific activities, such as checking in at different locations. This marked a shift towards social gamification, where individuals could showcase their achievements to their social networks. The success of badge systems contributed to the development of broader gamification strategies that focused on building communities and fostering social interactions.

2010s: The Rise of Gamification in Education

The 2010s saw a significant milestone in the integration of gamification into education. Platforms like Kahoot! and Classcraft gained popularity by incorporating game mechanics into the learning process. Gamification in education proved to be a powerful tool for enhancing student engagement, participation, and motivation. This milestone highlighted the versatility of gamification beyond the corporate and marketing realms, demonstrating its potential to positively impact learning outcomes.

2010s – Present: Continued Development of Gamification Platforms and Tools

Over the last decade, the development and widespread availability of gamification platforms and tools have been crucial milestones. Platforms like Badgeville, Bunchball, and others emerged, providing businesses and organizations with scalable solutions to implement gamification strategies.

These platforms offer a range of features, from points and badges to leaderboards and analytics, making it easier for diverse industries to integrate gamified elements into their products, services, and processes. This accessibility has played a vital role in the continued growth and adoption of gamification across various sectors.

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Home Courses Teaching Methods Game-Based Learning and Gamification in the Classroom

Game-Based Learning and Gamification in the Classroom

One-Week course in: Athens , Florence , Prague , Tallinn , Valencia

Description

Concept by Carmine Rodi Falanga

Everybody loves to play games: they are engaging, immersive, and fun. Thus, can we make our educational activities just as exciting and rewarding? This is “ gamification ”, that is, the inclusion of elements of game design in other areas or activities. Research and observation suggest that gamification provides tremendous benefits when used appropriately .

Hence, learning about it, and how to integrate them effectively in an educational framework is a powerful asset in the curriculum of any professional in the fields of education and communication.

This course will teach you how to make educational activities more effective through the use of gamification. It will cover topics like traditional games , role-playing games (RPGs), tabletop games, LEGO, and digital and video games. There will be a specific focus on social and educational games .

It will introduce participants to concepts and models of game design, providing them with the full experience of designing a game (phases of concept, design, prototype, and playtest). As it is a complex activity, it will draw from engineering, informatics, psychology, sociology, history, anthropology, communication science, arts, and more to make teachers feel at ease while creating their first game .

The course will have a very hands-on approach, combining elements of the theory, group work, and discussion with experiential phases in which participants will have an opportunity to design their own games and learn from direct experience.

As a participant, you will also be introduced to the concept and practice of gamification , and receive easy-to-apply tips to include elements of game design in your professional and daily life.

What is included

  Unmatched Support : full day chat assistance

  Fully Fundable : tailored on Erasmus+ budgets

  Flexibility Guaranteed : easy changes with minimal restrictions

  360° experience : from coffee breaks to cultural visits

  Post-Course Training : 100€ voucher on 40+ online courses

Learning outcomes

Participants in the course will learn to:

• Distinguish between various kinds of games;
• Identify principles and definitions of game design (e.g., reward mechanisms, activity loops, habit creation, fun, immersive experience, emerging and branching storytelling);
• Use games for educational purposes;
• Draw from their personal experience or design entirely new game-based activities;
• Include game elements in their educational work (gamification);
• Exploit games to spread or reinforce values in communities and society.

Tentative schedule

Day 1 – course introduction & setting goals.

• Introduction to the course, the school, and the external week activities;
• Icebreaker activities;
• Identification of needs and goals for each participant and relevant populations;
• Presentations of participants, their schools, and the trainer.

Day 2 – Game design

• Introduction to game design and the theory of “fun”: Why are they engaging and what can we learn from them;
• Easy interactive games to explore learning in games;
• Practical activity: developing “1-page games”.

Day 3 – Games and education

• Dynamics and Mechanics;
• Educational games;
• Case study: how to adapt a successful game for educational purposes;
• Groupwork: game design.

Day 4 – Game values

• Lecture on “Gamification” with case studies and examples;
• Values in Games (adopting Schwartz’s theory of Basic Human Values); 
• Groupwork: game design (continuation).

Day 5 – Videogame-based learning

• Introduction to video game-based learning and digital youth work with examples;
• Playtesting of the educational games developed by the group.

Day 6 – Course closure and cultural activities

• Course evaluation: round-up of acquired competencies, feedback, and discussion;
• Awarding of the course Certificate of Attendance;
• Excursion and other external cultural activities.

Dates and locations

You can register for any date, even if it's not yet confirmed, especially if you're interested in courses several weeks away. Once we have a few more enrollments, we will confirm the date. If we are unable to confirm it, we will offer you alternative options.

Discover all courses and activities in Athens

Athens, Greece

Cultural Activities

• A ticket to the Museum of Acropolis
• A two-day hop-on hop-off bus tour -> Easy transport to key attractions -> Visit Athens, Piraeus, Glyfada and Vouliagmeni
• A visit to the Stavros Niarchos Foundation

Discover all courses and activities in Florence

Florence, Italy

• One visit to the surroundings of Florence, choosing from: -> A half-day tour to Chianti -> A half-day tour to Pisa

Discover all courses and activities in Prague

Prague, Czech Republic

• One walking tour -> Introduction to the historical center
• One half-day excursion -> Visit to the city’s hidden gems

Discover all courses and activities in Tallinn

Tallinn, Estonia

• 5 Museum Combo Ticket, which includes: -> City Museum -> Kiek in de Kök fortifications -> Museum of Photography -> Kalamaja Museum -> Tallinn Russian Museum

Discover all courses and activities in Valencia

Valencia, Spain

• A walking tour -> Visit Lonja de la Seda
• Barrio del Carmen tour
• Valencia Tourist card 24-hours -> Free transport around the city -> Free admission to municipal museums

*A 60 € late registration fee will be applied if you register less than 8 weeks before the course start date. All prices are VAT included or not due.

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Create a two-week course

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Reviews about this course

My teacher was so happy and she had so much information to share but in an interesting way. We got a lot of practical examples and the content of the course was really great. Frances was a really good teacher and her presence was great. I loved the course.

Natalie, our trainer, is a great communicator and teacher. She did her best to make us feel comfortable. I learned a lot and I go back to my country with a great feeling.

The teacher showed many useful examples of games and gamification, also in a digital format. She also explained the theory about the gamification to use the games in the lessons effectively.

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The Effects of Gamification in Education: A Systematic Literature Review

• Nadire Cavus Department of Computer Information Systems, Near East University, Nicosia 99138, Cyprus, Mersin 10 Turkey; Computer Information Systems Research and Technology Center;
• Imran Ibrahim Near East University, Cyprus
• Michael Ogbonna Okonkwo
• Nurudeen Bode Ayansina
• Temiloluwa Modupeola

Gamification has recently been touted as an effective user engagement method with the ability to enhance online education. Even though there has been more research on gamification in recent decades, however, there is still no taxonomy of its concrete impacts. The aim of this study was to fill this gap by identifying the effects that gamification has on both students and teachers engagement in online learning. This study combined a systematic literature review methodology and PRISMA processes to analyze high-quality articles on gamification in education from the last ten years (2012-2022) as extracted from three databases like Scopus, ScienceDirect, and Web of Science. The evaluation and analysis of the 40 articles included in the study summarized and categorized the benefits that the deployment of gamification offered to student engagement, motivation, creativity, and overall performance as well as to teachers as motivation, engagement, or feedback and evaluation. The result of the systematic literature review found that the educational levels that frequently incorporate gaming into their curricula are higher education, but it also shed light on the challenges that come with implementing gamification in the classroom. We hope the study’s findings assist educators and students in using gamification as a successful intervention technique by providing them with pertinent information that can influence outcomes and knowledge of the educational content and establish the right conditions for an effective learning process.

Author Biography

Nadire cavus, department of computer information systems, near east university, nicosia 99138, cyprus, mersin 10 turkey; computer information systems research and technology center;.

Prof. Dr. Nadire Cavus was born on the 16th of August 1972 in Nicosia. She graduated in 1995 from the Department of Computer Information Systems (CIS) at Near East University in Cyprus. In 1997, she completed MA courses in Business Administrative Sciences and started teaching as an assistant. Prof.Dr. Cavus received the Degree of PhD from the CIS Department of the same University in 2007 and she became an Assistant Professor in the year 2008. Also, she received the Degree of Associate Professor from the Department of Computer Education and Instructional Technology of the Near East University in 2011. She is currently a lecturer and the Chairperson at the Department of Computer Information Systems at the Near East University. She has got many scientific articles published by worldwide famous journals such as Computers & Education, Advances in Engineering Software, Interactive Learning Environments, and so on. At the same time, she is in the editorial board and advisory board of several scientific journals. Also, she acts as a referee to these journals. Prof.Dr. Nadire Cavus has got many scientific articles published by the famous journals which index by British Education Index, ERIC, Science Direct, Scopus, and IEEE. And also, she has got many scientific articles presented in international academic meetings and published in proceedings books. On the other hand, she has got 11 books published by the worldwide famous academic publishing centers and 2 books published by the famous academic publishing center in Turkey. In addition, Prof.Dr. Cavus organises national and international conferences and seminars on educational technology, information technology and related topics. She has supervised many undergraduate projects and several graduate theses on the topics of information technology and related fields. Also, she has supervised many master and doctorate thesis on the topics of information and education technology. Her research interests are in the field of information systems, e-commerce, web development, Learning Management Systems (LMSs), programming languages, the development of virtual learning environment systems, mobile technologies, the development of mobile learning environment systems, mobile learning systems, virtual environment, distance learning, programming logic, internet programming languages, information technologies, information systems, and algorithm. Her hobbies are reading, environmental studies and Earth studies, music, traveling, handy work, volleyball, athletics, aerobic, dance, folk dance, embroidery, and sewing.

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An introduction to gamification in education: miracle methodology, or just another buzzword?

Part one of a two-part series about gamification in education. Check out part two here: Why gamifying your training isn’t good enough .

Ever been told your training is boring? Either directly (ouch!) or by a roomful of disengaged participants staring into space or scrolling through their phones…

If so, maybe you’re on the lookout for ways to improve your sessions. And maybe you’ve come across gamification .

It sounds like the perfect solution: a versatile approach with far-reaching applications, from language learning to weight loss to recycling programs.

But what about gamification in education ? Does the methodology boost engagement and motivation while strengthening learning outcomes, or is it a red herring: something that distracts from the actual tools you need to improve your training.

Let’s find out!

What is gamification

Gamification is the use of game mechanics in non-game contexts, specifically those which make games fun and motivate people to continue playing . Proponents claim it’s a way to foster engagement and motivation, both at the individual and collective level 1 . 

The term is sometimes used interchangeably with experiential learning: both are engaging learning methodologies, and they each use some of the same techniques. But in practice, the two are very different:

• Gamification uses game mechanics to boost engagement and motivation, with a strong focus on external rewards and competition.
• Experiential learning uses hands-on experience as a way to explore and experiment with different behaviours, with a strong focus on real-world application of skills and structured review to guide personal growth.

Gamification is also pitched as a way to explore (and refine) the motivators we use to influence learning behaviour. Used properly, game mechanics are said to make potentially mundane tasks – like training! – intrinsically motivating.

With that in mind, let’s look at some game mechanics you’ll often find in gamification.

13 popular game mechanics in gamification

At the heart of gamification are game mechanics: the rules and systems that make gameplay possible. Mechanics determine how a player interacts and progresses within a game, and combine with player actions to create game dynamics. 

By nature, game mechanics and dynamics must be engaging and enjoyable. If not, players will lose interest and stop playing. 

Tips for trainers 💡

To find out how you can leverage the benefits associated with these mechanics in your training, check out part two of this series .

1. Windows of enhanced attention

What it is: Alternating intervals of higher challenge and cognitive involvement with ones that are less intense. 

How it works: This mechanic acknowledges the fact that our attention is not consistent, and varies how much is required at different periods to accommodate. Used effectively, windows of enhanced attention can lead to a more engaging, dynamic, and enjoyable gaming experience.

2. Progression dynamic

What it is: Gradual development of skill and ability as the game progresses.

How it works: As experience is accumulated, a player may advance in levels, gain access to new skills, access new content, or similar. This continuous sense of achievement motivates players to continue progressing.

3. Long and short term goals

What it is: Overarching long-term goals supplemented by shorter-term ones, offering multiple routes for progression; or, long-term goals split into short-term ones to make progression more manageable.

How it works: Offering accomplishment and progression on multiple concurrent timescales gives players choice in how they progress, and provides an alternative if their focus on the core objective wavers.

4. Ranks, achievements and badges

What it is: Hierarchical recognition of progression and completion of goals.

How it works: By offering tangible representation of progress, players are incentivised to continue progressing through the game. 

5. Leaderboards

What it is: A visual depiction of players’ relative performance and rankings within the hierarchy.

How it works: Providing a visual record of performance and rankings fosters competitiveness and encourages players to strive to climb the leaderboard. 

6. Increasing levels of challenge 

What it is: Tasks become more difficult as players progress, to keep the level of challenge consistently engaging.

How it works: Tasks are most motivating when the level of challenge aligns well with the level of skill. Too challenging and players will get frustrated; not challenging enough, and they’ll get bored. 

7. Immediate feedback 

What it is: Instant responses to players’ actions to give immediate feedback on their performance.

How it works: Immediate feedback links actions directly to consequences, reducing ambiguity, fostering understanding, and encouraging player engagement and adaptability.

8. Social interaction

What it is: The ability to interface with other players, either directly in the game world or through an external communications layer like game chat.

How it works: Allowing interaction between players gives rise to a community of like-minded individuals pursuing similar (or identical) objectives. This is a powerful environment for fostering collaboration, generating healthy competition, and attaching social value to progress, ranks, levels, achievements, and other game mechanics.

9. Communal discovery and problem solving 

What it is: A mechanic that leverages social interaction to encourage players to explore and solve problems collectively.

How it works: Players draw on each other’s experience and perspectives to progress through the game and gain achievements, sometimes accessing content that is unavailable to individual players.

10. Compelling narrative 

What it is: A captivating narrative structure to guide progress and help players invest in their character.  

How it works: Some combination of story arcs, character development, plot twists and other narrative elements provide immersion and make emotional investment possible.

11. Time pressure

What it is: A mechanic that introduces urgency and potentially increases the level of challenge as a result.

How it works:  Time constraints are applied to activities, forcing players to complete their goals within the specified time. Time limits are calibrated to increase the level of challenge, and with different tiers sometimes offered to incentivise even quicker performance (for example: bronze-, silver-, and gold-level completions at a minute, 45 seconds, and 30 seconds respectively).

12. Scarcity

What it is: A mechanic whereby resources or opportunities are limited, adding another vector for competition between players. 

How it works: Access to valuable resources or opportunities for progression are limited, meaning that players must strategise or compete to gain access. This provides another level of challenge and can encourage novel behaviours.

It’s almost guaranteed you’ve come across these mechanics when playing games. You may also have encountered them in daily life (progress bars in signup forms, for example? Or achievements and trophies in your favourite apps?) 

But if you’re now wondering whether gamification in education works , or whether it’s just another empty buzzword, let us fill you in.

Incentives in gamification

The first part of understanding whether gamification works is to better understand the pathway by which it claims to work.

In gamification, incentives – in the form of rewards or stimuli – are used to foster engagement and encourage desired behaviours. Used correctly, incentives can trigger the release of dopamine and tap into our evolutionary desire to solve problems and to learn.

Dopamine is a neurotransmitter associated with the pleasure response. Our bodies synthesise and release this chemical during pleasurable situations, and we are conditioned as a result to repeat the behaviours that gave rise to the situation. 

Part of the power of effective game mechanics is their ability to stimulate the production of dopamine, encouraging a player or learner to repeat the behaviour prompted by the mechanic. By tapping into the brain’s natural reward system, gamification motivates learners to repeat desired actions.

But is repetition of actions really an effective way to learn? This is the real question.

Does gamification work?

Several literature reviews of gamification, such as those by Stott & Neustaedter 2 and Hamari et al 3 , reveal that effectively leveraging game mechanics in an educational context can improve engagement and attainment. 

Stott & Neustaedter note that there is “no one-size fits all model for the successful gamification of a classroom,” and that the mechanics and rewards used must appeal and relate to the target learners. 

They also note that “a good teacher already utilises the power of game dynamics, whether they know it or not ,” adding that gamification is a useful framework for educators to improve their understanding of and their ability to incorporate said dynamics.

In short, gamification in education can work, but not because of any inherent effectiveness of the methodology. Rather, its value comes when used as a vehicle for using techniques that create effective and impactful training.

For truly impactful training, the emphasis should be on creating engaging learning environments where target learning outcomes can be explored, followed by structured review sessions where learning can be discussed and analysed.

While gamification may help you arrive at this outcome, it’s far from guaranteed. A better option is using a learning methodology that has these principles at its core – namely, experiential learning.

Gamification isn’t good enough to deliver truly impactful training

As we’ve seen, game mechanics and dynamics can be very powerful ways to encourage particular behaviours, whether that be continuing to play a game or progressing through educational content. 

But as a standalone concept, gamification is limited in what it can achieve – especially in an education or training setting. Too much focus on leveraging game mechanics can easily distract from your core learning objectives, with the nature of the task becoming more important than the outcome.

On top of this, gamification trains our brains to expect a dopamine hit for repeating the same task , which is unhelpful in the context of reviewing how you complete a task and repeating the task with a different approach to develop skills.

If you’re a trainer looking to make your training more engaging and motivating, we’d advise skipping gamification: effective learning is about more than slapping a progression bar over the top of your training portal or adding a few badges for people to collect. 

Instead we’d recommend experiential learning : a tried and tested methodology that uses four stages to make meaningful learning possible:

• Concrete experience : a learner’s first attempt at an activity generates concrete experience
• Reflective observation : working through the review process to understand how their behaviours manifested and impacted the course of the activity is a vital part of the learning process
• Abstract conceptualisation : group discussion and further review allows a participant to consider other ways they may have approached the activity
• Active experimentation : repeated attempts where new behaviours can be explored present the opportunity for lasting, meaningful learning to take place

To find out how to improve your training without relying on buzzwords like gamification, book a discovery call with our team of experiential learning experts. Or, to empower your training with a suite of experiential learning activities that deliver lasting learning, check out our range of kits .

Gamification FAQs

Here we answer some other common questions about gamification. 

What’s the difference between gamification and game-based learning?

While researching gamification it’s likely you’ll come across both of these terms (sometimes they’re even used interchangeably). But there are important differences between the two.

In gamification:

• Participants are not involved in the creation of games
• Participants do not use commercially produced video games
• The learning agenda isn’t encompassed within the game
• Game mechanics are employed as a way to increase motivation and engagement with an already extant learning agenda

Where did gamification come from?

While games and game mechanics have been around for centuries, interest in gamification in its current form surged in the early 2010s, and has held fairly steady since then.

Google Trends data for ‘gamification’ ( source )

From educators to app developers, to city planners and government departments, gamification is used in attempts to get people more engaged with their products and services.

Where can I learn more about gamification?

There are some great TED Talks exploring various aspects of and contexts for gamification. We recommend the three below as good starting points.

• 7 ways games reward the brain
• The game layer on top of the world
• The power of gamification in education

Further reading

• A contribution to the understanding of what makes young students genuinely engaged in computer-based learning tasks; Ott & Tavella; source
• Analysis of Gaming in Education; Andrew Stott & Carman Neustaedter, source
• Does Gamification Work? — A Literature Review of Empirical Studies on Gamification; Juho Hamari, Jonna Koivisto, & Harri Sarsa; source

⛔ Gamifying your training doesn't cut it

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GAMIFICATION IN EDUCATION: BOSS FIGHT

The article substantiated the educational importance of gaming activity in the learning process, systematizes pedagogical functions of gamification in higher school. For students it is important to identify themselves culturally and professionally. Gamification allows them to be engaged in these processes in a conditional form, however, to use system approach to the world, to apply their subcultural traditions, rules and habits. The authors introduce the description of the elements of communicative educational game situation, justify the possibility to extrapolate gamified framework " Hero-Boss " on the media practices of the future journalists and experts in public relations. The authors submit their suggestions for the distinguishing of different generations of teachers and students and describe their archetypes. The publication presents experimentally derived data and analysis on the special features of perception of the educational game by different generations and views the experience for the creation of the textbook for the target audience of students, teachers and experts (professional copywriters).

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Leila Algavi

The article substantiated the educational importance of gaming activity in the learning process, systematizes pedagogical functions of gamification in higher school. For students it is important to identify themselves culturally and professionally. Gamification allows them to be engaged in these processes in a conditional form, however, to use system approach to the world, to apply their subcultural traditions, rules and habits. The authors introduce the description of the elements of communicative educational game situation, justify the possibility to extrapolate gamified framework “Hero-Boss” on the media practices of the future journalists and experts in public relations. The authors submit their suggestions for the distinguishing of different generations of teachers and students and describe their archetypes. The publication presents experimentally derived data and analysis on the special features of perception of the educational game by different generations and views the exper...

Journal of Education and Development

Nevena Jaftha

Gamification is only successful if the key elements are joint and run in unity in favour of the user, and knowing game-playing characteristics of target audience is of utmost importance. This study aimed to identify the students' game-playing preferences and styles, considering the opportunity to implement gamification in education in a personalized way. A descriptive-normative survey involved 74 students of a Vocational Education and Training (VET) Institution, chosen by convenience sampling. The target audience of the research was students at the MQF introductory level A and B (17.6%), at MQF level 2 (40.5%) and at MQF level 3 (41.91%). Participants received a questionnaire about game-playing preferences and styles. Students' average age was 18.31±0.776 years, 70.3% males and 29.7% females (p=0.001), and the majority were Maltese (79.7%; p=0.000). Most of the participants (72.9%) preferred digital games. Regarding the style of playing, students reported preferring a mix of single-player games and cooperative games (38.7%). The students responded that, when they replay a game, they do so "because it is interesting" or they "like it" (15.82%) and most of them (64%) reported they liked the idea of learning through games. Thus, according to these findings, the students prefer to play in cooperative digital game contexts and most of them like the idea of learning through games because they believe that they can learn and have fun at the same time.

International Journal of Arts Humanities and Social Sciences Studies

Ijahsss Journal

Juan Rafael Bascón León

Huge development of information and communication technologies in last 20 years has significantly influenced even the field of education. As a result, many new methods and forms of education have appeared. They utilize modern technologies in order to make educational processes more efficient. One of the most important changes may be the usage of e-learning which has-especially in the concept of guided self-studying-a positive effect. One of the latest trends in the education which applies information and communication technologies is the integration of elements of gamification and game-based learning. These approaches lie in application of elements of computer games, especially increased motivation, activation, joy of playing, problem solving, etc. They find their use mostly as extension of e-learning (study support). It is possible to find identical aspects also in the area outside the e-learning or the internet generally-in the field of the experiential education. The implementation of gamification and game-based learning into e-learning education is time and competency-demanding activity. Its main goal is to reach given educational objectives which may be supported from the structure point of view i.e. without direct influence on the contents of the education (gamification); or from the content point of view (game-based learning). The highest level is the synthesis of both mentioned approaches which leads to creation of comprehensive educational material. This paper deals with the aspects of gamification and game-based learning and with the exploitation of their potential in formal education as tools which make achieving of given goal more efficient. The paper also includes a model of a design of educational material (study support which uses gamification or game-based learning), both from the material structure and the material content point of view.

Erdem Öztürk

Juana Rubio-Romero , Eva García Beltrán

Gamification in teaching environment understood as the use of game design and mechanics in education is experiencing a significant increase in all educational levels (Gee: 2007; Corbett: 2010, among others). The contributions of gamification as a key ingredient to engagement in learning is a topic of interest among researchers nowadays, as it is its potential to avoid dropping out of schools (see Rock: 2004 and Bridgeland, Dilulio and Morrison: 2006). Our research is carried out with university students in order to study the game dynamics of the most popular videogames they play and the kind of players they are. Our proposal is based on gamification as the guiding thread of the implementation of specific games dynamics in tertiary level. The final aim is to design successful gamification mechanics suitable for educational environments. The research questions underlying this research have to do with the current interest arisen in videogames, both by users and by those who study how game mechanics can be implemented in non-game contexts.

Rechard Lee

Darcy Osheim

Instructors find a gap between what they experienced in school in the mid-to-late 20th century and the experiences of students entering college in 2012/13. In the United States, the influx of almost universal access to technology has marked this generation in a way the previous generations must work to understand, and gamification is a strategy used in areas like marketing to gain participation from this age group. Gamification is a strategy that employs game mechanics, techniques, and theory in areas that traditionally are not set up to function like a game. The purpose of this study was to define gamification in the context of a college classroom. Using Foucault’s concept of heterotopia, this study employs the method of heterotopian rhetorical criticism and the methodology of autoethnography to analyze World of Warcraft and re-imagine experiences in the game through critical communication pedagogy to enact change in the traditional college classroom. Three fundamentals of gamification emerged from the findings and laid out a general definition of gamification. It must consist of high-choice, low-risk engagements in a clearly structured environment.

Socialization - A Multidimensional Perspective

Şenay Kocakoyun

Mohd Shafeirul Zaman Abd Majid , Azwin Arif Abdul Rahim , Zetti Adela Zolkepli

This concept paper is intended on studying the effectiveness of using gamification in a 21st century classroom, which is the current teaching and learning environment. It will present two stages of a developmental research approach, namely the Needs Analysis and Implementation of the approaches. The respondents for this study are from engineering undergraduates who will be contributing in terms of learning styles and selections of gamified activities in the classroom. The activities set and used in the teaching and learning processes will be structured according to ADDIE Instructional Design Model besides two learning theories, which are Cognitivism and Constructivism that will support the decision in determining the suitable activities for classroom usage. The embedded method of using technology in influencing active engagement among students and also the educators will show that there is a strong need for them to be technological competence and therefore, being one of the technologies driven individual in a 21st century classroom for continuous professional development is a must.

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• Open access
• Published: 30 August 2024

Comparison of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment: a randomized clinical trial

• Raziyeh Ghafouri 1 ,
• Vahid Zamanzadeh 1 &
• Malihe Nasiri 2  

BMC Medical Education volume  24 , Article number:  949 ( 2024 ) Cite this article

Metrics details

Since effective education is one of the main concerns of every society and, in nursing, can lead to the education of successful people, the development of learning and teaching methods with greater effectiveness is one of the educational priorities in every country. The present study aimed to compare the effect of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment.

The present study was a Parallel randomized clinical trial study. The participants were 166 nursing students. The clinical trial data was collected from December 14, 2023, to February 20, 2024. The inclusion criteria were nursing students who had passed the first semester, who were willing to participate and install the app on their mobile devices, and who had no experience with the designed application for this study. The participants were allocated to four groups with colored carts. In the first group, teaching was performed via gamification in a flipped learning environment; in the second group, teaching was performed via the gamification method. A flipped class was implemented in the third group. In the fourth group, the usual lecture method was used. The practical performance to assess the physical health assessment with 10 questions using the key-feature questions, along with the satisfaction and self-efficacy of the students, was also checked with questionnaires.

In this study, 166 nursing students, (99 female and 67 male), with an average (standard deviation) age of 21.29 (1.45) years, participated. There was no statistically significant difference in the demographic characteristics of the participants in the four intervention groups ( P  > 0.05). Comparing the results before and after the intervention, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners ( P  < 0.001). In the comparison of the four groups, the ANOVA results for the comparison of the average scores of knowledge evaluation and satisfaction after intervention among the four groups indicated a statistically significant difference ( P  < 0.001). When the knowledge evaluation scores of the groups were compared, the scores for gamification in the flipped learning environment were significantly different from the other methods ( P  < 0.05), and there was no significant difference between the scores for the flipped class and lecture methods ( P  = 0.43). According to the ANOVA results, when comparing the satisfaction scores of the groups, the students in the flipped learning environment and gamification groups were more satisfied than the flipped class and lecture groups ( P  < 0.01).

Based on the results of the present research, it can be concluded that teaching methods have an effect on students’ learning and satisfaction. The teaching method has an effect on the satisfaction of the students, and the use of the flipped class method with the use of gamification was associated with more attractiveness and satisfaction in addition to learning. Teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods.

Peer Review reports

Introduction

Effective education is one of the main concerns of every society [ 1 ]. Because the traditional methods of teaching, learning and management have little effectiveness [ 2 ], multiple learning strategies of active learning and the use of technologies [ 3 , 4 , 5 ], it is helpful to integrate the classroom approach among these methods. The reverse is the use of a playful method [ 6 , 7 ]. The flipped classroom was presented in 2007 by Bergmann and Sams, two chemistry teachers at Woodland Park High School in Colorado (USA). Their goal was to ensure that students who could not attend class for various reasons could proceed at the pace of the course and not be harmed due to not attending class [ 8 ]. Bergmann and Sams videotaped and distributed instructional content and found that this model allowed the teacher to focus more attention on the individual learning needs of each student [ 5 , 8 ].

In 2014, the Flipped Learning Network (FLN) was introduced, in which flipped learning was defined as “an educational approach in which direct instruction is transferred from the group learning dimension to individual learning, and in a dynamic and interactive learning environment, where the instructor guides students in applying concepts and engaging creatively with course content”. The four pillars of flexible environment, learning culture, purposeful content and professional instructor have been described in opposite directions [ 9 , 10 ]. In addition to the ever-increasing complexity of the healthcare environment and the rapid advancement of healthcare technology, a global pandemic (COVID-19) has affected educational structures. The pandemic has caused a global educational movement toward blended learning to meet students’ technological and hands-on learning needs. Indeed, at no time in history has there been such a sudden transition to this type of learning [ 11 ], where the flipped classroom was widely used [ 9 ].

In nursing education, the use of flipped classrooms [ 9 , 12 ] and technologies [ 3 , 5 ] has been emphasized. The results obtained in the systematic review of the effect of the flipped classroom on academic performance in nursing education indicated its positive effect, and the opinions of most students about this method included aspects such as its usefulness, flexibility, greater independence or greater participation [ 13 , 14 , 15 , 16 , 17 , 18 , 19 ]. According to the cognitive bases related to the Bloom’s taxonomy, with the flipped classroom method, the student works in the first stage of the learning process at home, which is the simplest stage, and in the second stage, through active learning with the help of the teacher and classmates, in class time, which is used to increase and empower more [ 20 , 21 ]. In addition, the flipped classroom method has certain advantages over traditional learning. The flipped classroom is student-centered and makes students responsible for their own learning [ 22 ], and its use in nursing has been emphasized in systematic review studies [ 3 , 23 , 24 ].

One of the interactive teaching methods using computers is the gamification method. Gamification in education includes the use of game elements to increase motivation and participation and to involve students in the personal learning process [ 1 , 25 ]. Gamification is an active education method. The gamification system increases the level of engagement and motivation of learners by provoking excitement and creating challenges for them. Additionally, with this method, it is possible to provide an opportunity for testing, and in that test, in addition to creating a challenge, learners are given the opportunity to display their achievements through competition [ 26 ].

Nursing education institutions are obliged to improve the ability of nursing students to make correct clinical judgments through various educational programs and the use of new teaching methods [ 27 , 28 ] so that when nursing students enter the clinic, they can fulfill their role as members of the medical team [ 27 ]. Therefore, it is necessary to carry out more research regarding the identification of effective teaching methods that can improve the attractiveness of education and its satisfaction among nursing students [ 1 , 27 ].

This study addresses the lack of comparative research on the effectiveness of flipped classrooms and gamification in nursing education, an area that has not been sufficiently explored. The advantages of combining education methods are that they can be used together [ 6 , 7 ]. For example, by combining education using the flipped class with gamification, more study time is provided by using the flipped class, and the attractiveness of the method is provided by gamification [ 7 ]. Therefore, considering the attractiveness of the new application that is prepared in a flipped class, the current research was conducted aimed at comparing the effects of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in terms of client health assessment.

The present study was a parallel randomized clinical trial research aimed at comparing the effect of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment. The clinical trial data was collected from December 14th, 2023, until February 20th, 2024.

Participants

First, in a call, 247 nursing students registered to participate in the study. After checking the entry criteria, 188 people met the entry criteria for the study. The inclusion criteria were nursing students who had passed the first semester, who were willing to participate and install the app on their mobile devices, and who had no experience with the designed application for this study. Exclusion criteria were: miss the mobile and drop out of study, for example, because of transferring, migration or do not like to continue participating in the study. So, 18 students were excluded from study for unwillingness to continue, 2 students because of migration were excluded, and 2 people were excluded for missing their mobile (Fig.  1 ).

Study and sampling process

The participants were allocated to four groups with using colored carts. Before sampling, 188 carts in 4 blue, red, black and white colors (from each color, 45 carts) were prepared in one enveloped pocket. After completing the informed consent and pre-test questionnaires, each student took a colored card from the enveloped pocket. Then, with the lottery, it was determined that the participants with the blue card participated in the gamification in a flipped learning environment, the red cart in the gamification, the black cart in the flipped class, and the white cart in the lecture method. The study and sampling process is shown in Fig.  1 .

Intervention

The education course was 4 class in 60 min of health status assessment in 4 weeks. Each group has a classroom weekly. Education content was health assessment and clinical examination courses of the Bachelor of Nursing Education curriculum. Course plan was developed based on the curriculum.

For intervention, the application was designed using the cascade model (initial analysis, system analysis, design, programming, testing (alpha and beta), implementation and modification) [ 29 , 30 ]. In the initial analysis stage, the need or the desired problem, which is the issue of education improvement, is raised, and can technical solutions be provided for it? If there are possible solutions, the practicality is evaluated, and in the analysis of the visual appeal system, the up-to-date information, simple language, and comprehensiveness of the information provided in the educational content are checked. In the design phase, the design of the desired system was written, and a program was written by the programmers according to the initial design of the system.

The educational content of the application was prepared based on the health assessment and clinical examination courses of the Bachelor of Nursing Education Program, approved by an expert panel. The application was designed in two parts: education and scenario-based games. In the education section of the application, the content of the education was presented, and in the scenario base game section, the 10 scenarios of health status assessment and clinical examination were designed based on real situations.

In the scenario base game section of the application, the application was embedded as a game in such a way that the student, at the first, observes the chief compliance of the patient, and they must complete patient examinations and choose the correct answer. If they choose correctly, they will take a green cart, and if they make a mistake, they will take a red cart. They could take 4 green carts in each scenario. A yellow cart was shown when the answer was not incorrect, but it was not an exact answer. In each scenario, they must find the correct nursing diagnosis. They must provide a nursing diagnosis based on the priority of care in the scenario.

The fundamental elements of gamification are mechanics (motivating students through points, budgets and rewards), dynamics (engaging users through stories and narratives), and aesthetics (user experiences from applications about being user-friendly and attractive) [ 31 , 32 , 33 ]. The mechanics element was considered in the application, with green carts in each stage. The dynamic element was considered in the scenarios. The aesthetic element was considered and checked in alpha and beta tests.

In the test phase, the Application was checked for errors, and it was tested for user acceptance in two parts, the alpha and beta tests. In the alpha test, the program was used by the designers (four academic nurses and 4 IT men) as users, and in the beta test, a group of users (20 nursing studentsThe fundamental elements of a flipped class are that the students must read the content before the class and do the assignment in the class. In this study, this element was considered, and the provided content was given to participants at first. The students read content for each class before the class, and they solved the assignment in the class. The provided content for the flipped class group was designed in the PowerPoint files, and for the gamification in the Flipped Learning Environment group was designed in the application.

It was improved based on their opinions, and in the next stage, the approved application by the designer and user was used in this study.

Lecture group

In the Lecture group, the content of the education was held in the lecture method, and in each section, at the end of class, a scenario of the designed was given to the students as an assignment. They must solve it by next week. At the end of the study, four scenarios were performed by the students as assignments in this group.

Flipped class group

In the Flipped class group, the content was prepared in the four voiced PowerPoints and presented them to the students in the first session. Students read the content of each class, and in class they discussed the educational content and solved the scenarios as an assignment. Eight scenarios were discussed by the students as assignments in this group.

Gamification group

In the Gamification group, in each class, after the educational content was presented, the homework was presented, and students played a scenario of application in the class. Four scenarios were performed by the students as assignments in this group.

Gamification in the flipped learning environment group

In the Gamification in the Flipped Learning Environment group, the designed mobile application was presented in the first session of the course. Students must read the content of the session before the class, and in class they discussed the educational content and solved the scenarios as an assignment. Eight scenarios were performed as homework by students in a gamification environment.

Data collection tools

In this study, a questionnaire with 10 key-feature questions (KFQs) was designed by an expert panel of 10 academic nurses. After designing a KFQ questionnaire, its validity and reliability were examined. Validity was confirmed with a content validity ratio (CVR) of 14 expert (academic nurses) and qualitative validity with 7 academic and 7 clinical nurses; reliability was checked by test-retest. The CVR of the questionnaire was 0.96 and was confirmed. All seven academic and seven clinical nurses confirmed the qualitative validity of the questionnaire. The content validity coefficient based on the number of participating professors (at least 10 people) is 0.49 as the minimum acceptable according to the Lauwshe Tables (18, 19) and the necessity of the items of tools was confirmed.

For the test-retest of KFQ questionnaire, 10 nursing students participated. They filled out the questionnaire twice, with an interval of two weeks. The correlation coefficient between their answers was 0.93 with Spearman’s correlation coefficient. The correlation coefficient above 0.7 is good [ 34 , 35 ].

Additionally, education satisfaction was investigated with the Measuring Student Satisfaction Scale from the Student Outcomes Survey [ 27 ], which includes 20 items. The validity of it was confirmed with CVR, and the reliability was checked by Cronbach’s alpha. The CVR of the questionnaire was 0.91 and was confirmed. Cronbach’s alpha was 0.69. Cronbach’s alpha coefficient above 0.7 is good, 0.3–0.7 is good, and less than 0.3 is poor [ 34 , 35 ]. The overall Cronbach’s alpha was appropriate reliability.

The Sherer questionnaire tool was used to assess the self-efficacy of the nursing students [ 36 ]. This tool contains 17 items on a five-point Likert scale. Sherer et al., confirmed the reliability of the questionnaire with Cronbach’s alpha 0.76 [ 36 ]. Also, for this questionnaire, the validity was confirmed with CVR, and the reliability was checked by Cronbach’s alpha. The CVR of the questionnaire was 0.90 and was confirmed. Cronbach’s alpha was 0.45.

Data analysis

The analysis of the research data was performed using the Statistical Package for Social Sciences version 20. The Kolmogorov-Smirnov test was used to assess the normality of the data. Data analysis was performed by using descriptive tests, such as percentage, mean and standard deviation, and statistical tests, such as the chi-square test, paired t test, and ANOVA. In all statistical tests, a significance level was considered less than 0.05.

In the present study, 166 nursing students, 99 women and 67 men, with an average (standard deviation) age of 21.29 (1.45) years, were participated. The demographic characteristics of the participants are shown in Table  1 . The homogeneity of the intervention and control groups was checked with statistical methods, and the results are reported in Table  1 . There was no statistically significant difference in the demographic characteristics of the participants in the groups ( P  > 0.05).

Comparing the results before and after the intervention, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners ( P  < 0.001). Table  2 shows the results of paired t tests.

The ANOVA showed that a statistically significant difference between the mean scores of knowledge and satisfaction after intervention in the four groups ( P  < 0.001). The result of the ANOVA was not significant difference between the mean of the self-efficacy after intervention in the four groups ( P  = 0.101).

In the analysis of the groups, there was a significant difference in the comparison of the knowledge evaluation scores, such that there was a significant difference between the average of the gamification methods in the flipped learning environment group and the gamification compared to the inverted class and lecture, considering equal variance ( P  < 0.001). There were significant differences at the 0.05 level between the two gamification methods in the flipped learning environment group and the gamification group ( P  = 0.03). Gamification and flipped classes had no significant difference ( P  = 0.054). There was no significant difference between the two methods of flipped class and lecture ( P  = 0.43).

According to the ANOVA results, when comparing the satisfaction scores of the groups, there was no significant difference between the means of gamification in the flipped learning environment and the gamification method ( P  = 0.49); however, there was a significant difference between the gamification in the flipped learning environment and the gamification with the flipped class and the lecture. Additionally, there were significant differences between the flipped class and the lecture method ( P  < 0.01).

Discussions

This study aimed to compare the effects of the lecture method, flipped class and gamification in a flipped learning environment on the performance of nursing students in assessing the health status of clients. The demographic characteristics of the participants (gender, age, academic semester, grade point average and theory course score) had the same distribution among the four groups, and there was no statistically significant difference ( P  < 0.05).

Comparing the results before and after the training, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners ( P  < 0.001). The results indicate that all four teaching methods effectively affected the learning, satisfaction and self-efficacy of students in evaluating the health status of their clients. However, in the comparison of the 4 groups, ANOVA revealed a statistically significant difference ( P  < 0.001). In the analysis comparing the knowledge evaluation scores of the gamification group with those of the other methods group, there were significant differences ( P  < 0.05), and there was no significant difference between the two methods (Flipped class and lecture) ( P  = 0.439). According to the ANOVA results, the satisfaction scores of the groups were greater for the gamification in the flipped learning environment and gamification groups than for the flipped class and lecture groups ( P  < 0.01). The results of the present research indicate that teaching methods have an effect on students’ learning and satisfaction.

Rachayon and his colleagues also used a task-based learning method in combination with digital games in a flipped learning environment to develop students’ English language skills, and their results also indicated the success of combining the above methods [ 7 ]. Muntrikaeo and his colleagues also used a similar model of task-based learning in combination with games in a reversed environment for teaching English, and their findings were also successful [ 6 ]. The results of the current research, which involved the integration of the gamification in the flipped learning environment for teaching health status assessment to nursing students, are similar to those of the above research.

Zou et al., in their systematic review, found that success in the flipped classroom is related to teachers’ creativity in making the classroom interactive, students’ readiness, and the use of technology [ 37 ]. In the present study, the flipped class, along with the use of gamification in the flipped learning environment, increased learner satisfaction and learning. Therefore, their findings are similar to the findings of the present study.

Hernon and his colleagues reported that the use of technology plays a significant role in the development of nursing students’ skills [ 4 ]. Regarding the use of educational applications for health assessment, the results of their research are the same as the current research, and the use of technology not only plays a role in learning but also it has role in education satisfaction. Considering the results of the present study and similar studies, we can conclude that the use of gamification in the flipped learning environment is an interactive teaching method and can be used to improve nursing education. Gamification can increase the attractiveness of education and promote education. If a good application is designed as a flipped enviroment, it provides more time in the classroom for discussion, interaction, and scenario-based education and promotes education satisfaction.

In this study, the satisfaction with education had a significant difference between the groups, but the students’ self-efficacy, despite the significant difference before and after the intervention, did not have a significant difference between the groups. Since all three studied methods were effective in students’ learning and self-efficacy, it can be said that teachers can improve educational effectiveness and satisfaction by using different methods and combining them in educational situations by considering resources and conditions.

The gamification method was associated with higher satisfaction, but it requires more resources, equipment, and skilled personnel. The flipped class method requires fewer resources, is more cost-effective, and provides more time for practice and group discussion. By combining these two methods, the advantages of both can be used, which is confirmed by the results of the present study. It seems that the upside-down environment provides a good opportunity for life-long training, including the promotion of interaction and teamwork, and along with other methods, it is also associated with more effectiveness and benefits.

In this study, knowledge and satisfaction of education had significant differences between groups, but students’ self-efficacy had not significant difference between groups. Maybe it was due to the fact that we participated in the second and third semesters of nursing students, and the interactive skills of students were not assessed. So, the researchers recommended that more research be conducted with the aim of investigating interactive and communication skills using gamification in a flipped environment.

Therefore, this method is helpful in nursing education as well as other medical fields. It is suggested that this method could be combined with other educational methods, such as task-based and team-based methods, to develop the possibility of developing team-based education and task-based education. Integrated gamification methods in the flipped learning environment with mobile applications have greater attractiveness and satisfaction with effective education, and with the use of appropriate applications, it is necessary to create a sense of competition and learning. But, in this study, the interactive skills of students were not assessed. Finally it is emphasized that teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods.

The teaching method has an effect on students’ satisfaction with the teaching method, and the use of gamification in the flipped learning environment is more effective than the flipped class method, gamification, and the lecture method. Based on the results of the present research, it can be concluded that teaching methods have an effect on students’ learning and satisfaction. The teaching method has an effect on the satisfaction of the students, and the use of the flipped class method with the use of gamification was associated with more attractiveness and satisfaction in addition to learning. Teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods.

Limitations

Not installing the program on IOS phones made it impossible for these users to use the application and drop out study, so we recommended that designed application for android and IOS. The ability of the professor to teach with the method of gamification in the flipped learning environment and his mastery of the application are necessary to provide necessary training to the teachers regarding the above methods.

Integrated gamification methods in the flipped learning environment with mobile applications have greater attractiveness and satisfaction. But, in this study, the interactive skills of students were not assessed. So the researchers recommended that more research be conducted with the aim of investigating interactive and communication skills using the gamification method in an upside-down environment.

Data availability

Data is provided within the manuscript or supplementary information files.

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Acknowledgements

The authors also wish to thank all the participants and those who helped us in carrying out the research especially all the staffs of Department of Medical Surgical Nursing of School of Nursing & Midwifery of Shahid Beheshti University of Medical Sciences.

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VZ and RG formulates the research question that represents the systematic review objective. VZ and RG provide proposal and reports. RG collected the data. MN: Data analysis. All authors read and approved the final manuscript.

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This study was approved by the ethics committee of Shahid Beheshti University of Medical Science (IR.SBMU.PHARMACY.REC.1402.152), and all methods were carried out in accordance with the research ethical codes of the Iran National Committee for Ethics in Biomedical Research. The authors guarantee that they have followed the ethical principles stated in the Declaration of Helsinki (to protect the life, health, dignity, integrity, right to self-determination, privacy, and confidentiality of personal information of research subjects) in all stages of the research. This is the online certificate of the research ethical code: https://ethics.research.ac.ir/ProposalCertificateEn.php?id=404003&Print=true&NoPrintHeader=true&NoPrintFooter=true&NoPrintPageBorder=true&LetterPrint=true . This study was registered in the Iranian Registry of Clinical Trials ( https://irct.behdasht.gov.ir ) on 14/12/2023, with the IRCT ID: IRCT20210131050189N7. To observe ethical considerations, School of Nursing & Midwifery of Shahid Beheshti University of Medical Sciences agreed to participate in the study; the research goals and procedures were elucidated to the participants, the participants were assured of information anonymity and confidentiality, and informed written consent was obtained from each participant and documented. They participated in the study voluntarily and could leave the study at any stage.

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Ghafouri, R., Zamanzadeh, V. & Nasiri, M. Comparison of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment: a randomized clinical trial. BMC Med Educ 24 , 949 (2024). https://doi.org/10.1186/s12909-024-05966-2

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Why Gamification is the Key to Engaged Employees

Keeping employees engaged and motivated in today’s fast-paced work environment is paramount. To promote engagement, reduce turnover, and aid in knowledge retention many companies are introducing gamification into their e-learning programs, often through a learning management system (LMS).

What is gamification? According to researcher Karl Kapp, “ gamification is an emergent approach to instruction. It facilitates learning and encourages motivation using game elements, mechanics and game-based thinking.”

In an LMS, gamification can take many forms. There are a few common game elements used in employee learning and development.

• Points and Badges: Employees earn points for completing tasks and can receive badges for reaching certain milestones.
• Leaderboards: Participants can see how they rank compared to their peers, fostering a sense of competition.
• Challenges and Quests: Training modules can be structured as challenges or quests employees must complete.
• Levels and Progress Bars: Visual progress indicators can motivate employees to continue learning and advancing.
• Rewards and Incentives: Tangible rewards such as certificates can be offered for achieving certain goals.

These common game elements make an even stronger impact on employee development when paired with interactive learning content that’s custom-designed for your business. Custom learning content can include interactive modules, engaging simulations, scenario-based exercises, and more.

But why should you incorporate gamification into your employee development program? Let’s explore the top three benefits for your employees and your business.

1) Increase Employee Engagement

Having motivated and engaged employees is essential to a business’s success. With the rise of remote work over the last few years, keeping engagement levels high has become increasingly difficult as existing strategies no longer work. This is where e-learning and gamification come in. Gamification engages employees by activating three core elements of their motivational system : 1) the desire to direct their own life, 2) the desire to be demonstrably effective, and 3) the desire to connect with others.

A study found that 70% of participating employees agreed that gamification helped them feel competent and successful. “Participants in the game design element condition with badges, leaderboards, and performance graphs had significantly higher levels of competence need satisfaction.”

Combining these gamification elements with custom-designed learning modules or interactive scenario-based exercises further enhances engagement and helps employees feel accomplished.

This sense of accomplishment is crucial for maintaining motivation and engagement in the workplace. Another study came to the same conclusion. They stated that “ gamification positively predicts workplace thriving , as employees who engage in gamified activities are expected to exhibit higher levels of motivation, engagement, and overall thriving in the workplace.”

2) Improve Knowledge Retention and Performance

Using gamification doesn’t stop at enhancing employee engagement, it also increases knowledge retention and makes employees more likely to apply what they’ve learned. Simply stated, the more engaged an employee feels, the more likely they are to perform better .

Implementing game elements like points and badges into your training program reinforces desired behaviors and positively impacts learning outcomes . Receiving badges or points enhances employees’ personal feelings of success and publicly displays their skills, expertise, and accomplishments to coworkers. This type of reward system is highly motivating and influences employees to continue performing well in the future.

For example, a fully remote software company introduces gamification into its e-learning program. Each time an employee gets a high score on a training module, they receive a badge with labels like “Product Expert,” “Sales Master,” and “Customer Service Guru.” With each badge, employees feel motivated to continue excelling in the future. Publicly displaying the badges on their profiles fosters a spirit of friendly competition and a collaborative atmosphere, encouraging everyone to strive for excellence.

3) Retain More Employees

Employees who feel engaged, motivated, supported, and successful in their roles stick around for the long term. On the contrary, employees who feel disconnected and unsupported are more likely to resign. If this problem becomes widespread, it results in high turnover, which is not great for your business’s bottom line.

Gamification and custom-designed learning content are fantastic tools to improve employee retention and combat turnover. A study on the impacts of gamification on learning and development found that 60% of participants agreed that gamification made them feel like they were part of a team. This sense of belonging contributes to higher job satisfaction and lower turnover rates.

Ultimately, the key to retaining employees is listening and responding to their needs. As this article from Forbes points out, “If workers say they want to be engaged, then engage them. If they want to feel part of a culture, then invest in your culture. If they want training so they can do their job better, then create training that works.”

Building custom, interactive learning content and incorporating gamification into your development program is key to supporting employees in the ways they need most so your business can retain top talent.

At FACTS, we are dedicated to helping businesses create and scale an engaging and impactful e-learning program. Our Learning Management System includes features and native authoring tools to help you build a custom program suited to your business goals. Gamification is built into our platform, and we’ll partner with you to implement game elements that best meet your employees’ needs.

Additionally, we’ll work with you to develop custom Learning Courses that support an engaged, motivated, and tenured workforce. Connect with our team to learn more.

Mollie Nolan

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Mollie Nolan writes a variety of content for FACTS as a Creative Copywriter. She holds a Master of Arts in Communications, a Bachelor of Arts in Theatre, and many years of professional writing experience. When she’s not writing, Mollie enjoys exploring the outdoors with her husband and dogs and baking delicious treats in the kitchen.

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More From Forbes

How gamification drives innovations in corporate training.

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Oleg Fonarov is the CEO of Program-Ace , an innovative solutions integrator and custom software development company with a 30-year history.

Any old-fashioned workforce training method that may occur to you is no longer used among large-scale corporations. Why? Simply because they aren’t compelling enough. Gamification in virtual training is the first and best approach here, and let’s talk about it in more detail. The application of game design elements and principles to non-game contexts is what gamification has to offer.

This technique has gained popularity in corporate training, in particular, by helping companies engage learners and build an immersive learning environment. By integrating game mechanics such as points, badges, leaderboards and rewards into virtual training programs, you can make learning more enjoyable and effective for your employees.

Considering our company’s experience in serious game and corporate training development, we have some insights to share.

Insights Into The Real Business Value Of Gamification For Virtual Training

The beneficial effect of gamification in virtual training extends beyond engagement. It has a direct impact on your business's success and profitability. Companies that rely on gamified training see significant increases in employee performance indicators, including sales, customer service and operational efficiency. Gamification makes training engaging and effective, resulting in more rapid onboarding, better knowledge retention and increased application of skills in real-world circumstances.

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According to Mordor Intelligence , the gamification market is expected to experience substantial growth, with a CAGR of 25.85%, with a size estimated at $15.43 billion in 2024 and expected to reach $48.72 billion by 2029. The same resource indicates that, for example, Autodesk experienced a 40% increase in trial usage and a 15% increase in conversion rates, while Extraco Bank achieved a 700% increase in client acquisitions.

These findings demonstrate the significant enhancements in employee engagement, knowledge retention and overall business performance that can be achieved through gamification. The rule is pretty straightforward—if your team loses motivation and there’s no one there to engage them again, it’s a matter of time before you start losing money. Moreover, gamification in virtual corporate training also brings all the perks of remote cooperation as a bonus.

Winning Strategies For Employee Engagement Through Gamification

Personalized feedback.

Personalizing feedback, tracking progress and offering meaningful rewards are the main go-to gamification features that will make learning more engaging for your employees.

When people receive immediate, tailored feedback, they understand precisely how they are progressing and where they need to improve, which helps them go the extra mile. Personalized feedback guides employees on their learning path and motivates them to strive for excellence by acknowledging their achievements and addressing their areas for growth.

Progress Tracking

Tracking progress is certainly a video game mechanic that has migrated from entertainment to business, helping employees visualize their journey and understand the steps they need to take to reach their goals. Tools like progress bars, achievement badges and completion certificates can provide this visualization, letting you know that your employees remain committed and motivated.

Meaningful Rewards

Keeping employees engaged is all about offering rewards that genuinely matter to them, like the difference between a generic thank-you and a personalized gift that shows you really know and appreciate them. This may include digital badges, points redeemed for tangible rewards or even public recognition in company meetings. Meaningful rewards incentivize employees to complete training modules and perform well, adding an extra layer of motivation and satisfaction.

Scenario-Based Learning

Think about how scenario-based learning works in real-world settings. This technique allows employees to immerse themselves in realistic, job-related situations where they can practice and hone their skills without fearing making mistakes in a live environment. It's like a pilot using a flight simulator—they get accustomed to experience and react to challenging scenarios in a safe space.

Simulation Games

Simulation games also bring training to life by allowing employees to plunge into a virtual world where they can test out their skills, make mistakes and learn without any real-world consequences. It's like a safe playground for grown-ups, where hands-on experience builds confidence and competence.

These immersive games mimic real-world challenges, providing interactive learning that sharpens problem-solving skills and prepares employees to handle various scenarios they'll face on the job.

Tailored Learning Paths

With gamification in virtual corporate training, you have all the benefits of automation to meet your team's preferences. For instance, if your employees enjoy a bit of friendly competition, incorporating leaderboards and team challenges will quickly get them back on the rails. If they prefer a more individual approach, offering personalized learning paths and individual achievements might prove more effective.

Customizing Gamification Elements

Imagine you're managing a diverse team with varying roles and skill levels. By customizing gamification elements to suit these different profiles, you create an inclusive and motivating environment where everyone feels valued and challenged at the right level.

Gamification In Virtual Corporate Training: A Long-Lasting Investment?

Based on our corporate experience, gamification is most effective before your workforce loses motivation or shows signs of passiveness. Gamification in corporate training is a strategic investment with lasting advantages. Let’s explain why.

Long-term investment in gamification provides substantial returns. Companies that adopt gamified training report higher employee satisfaction and reduced turnover rates. Studies speak for themselves. Engaged employees are more likely to stay with the company, saving on recruitment and training costs. Furthermore, gamified training can be easily updated and scaled, ensuring it remains relevant as business needs evolve.

From our cooperation with clients, we know that businesses also notice improvements in performance metrics. Under gamified training, employees tend to perform better, entailing higher sales, more advanced customer service and increased operational efficiency. It’s no secret that the industries requiring continual learning and adaptation, such as technology and healthcare, benefit significantly from this approach.

Adopting gamification demonstrates a commitment to employee growth and modern training methodologies. It aligns with the shift toward remote and hybrid work environments, providing flexible and accessible virtual training solutions. That’s why investing in gamified training can prepare companies for future challenges.

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