GAME-BASED LEARNING

AND GAMIFICATION
.
GUIDANCE FROM THE EXPERTS

W H I T E PA P E R | S E P T E M B E R 2 0 1 7
BY MICHELE ISRAEL
I N S Y N C ’S 1 4 E X P E R T S
Bryan Alexander, Educational Futurist,
Bryan Alexander Consulting, LLC

Adam Coulson, Game Design Teacher,

Highlands Ranch High School

Karl Kapp, Instructional Design Professor, The notion might defy standard logic, but having fun
Bloomsburg University; Gamification Analyst while learning is a good thing. It’s evidence-based:
enjoyment heightens engagement and retention — an
Slawomir Łais, Co-founder, Learning Battle Cards
excellent reason to include gameplay in our blended
Michael Mackay, Partner, Spongelab Interactive learning campaigns.

Nick Noel, Instructional Designer and Media

Producer with Information Technology Services, Gamification and game-based learning have become
and the Hub for Innovation in Learning and primary teaching tools in digital learning environments.
Technology, Michigan State University It’s no wonder: they represent all that is motivating, from
internal rewards, to teamwork and collegial support, to
Andy Phelps, Founder/Director, Center for Media,
Arts, Games & Interaction and Creativity, Professor, the occasional tangible gift once mastery is achieved.
School of Interactive Games & Media, Rochester The combination of these benefits successfully builds
Institute of Technology knowledge and skills that influence productivity.

Ben Scragg, Instructional Designer, ODEE

Distance Education, Ohio State University Keep this top of mind when thinking about gameplay as
an asset in your blended learning event: people want
Mike Skocko, Teacher, Director of The Mac Lab,
to play a game that has educational substance; they are
Valhalla High School
not playing to win, but to learn and achieve. Earning
Stephen T. Slota, Ph.D., Instructional Design badges, for example, is exciting, but not the desired end
Specialist and Game Design Specialist/Scientist, goal. Learners thrive on intrinsic motivators, an internal
University of Connecticut
sense of achievement that comes from successfully

Avi Spector, Education Consultant, solving a problem or completing a task. They want
Riverside School Board real-world application and the positive results that come
from that.
Deborah Thomas, Founder and CEO,
Silly Monkey International, LLC
Game-based learning and gamification must be
John Vivolo, Thought Leader in thoughtfully designed, drawing on the psychology of
Educational Innovation and Technology,
play and its usefulness as a learning strategy. InSync
rE-learning Solutions, LLC
Training tapped into the expertise of fourteen experts
Keegan Long-Wheeler, Educational Technologist for advice and guidance on game-based learning and
and Gamer, University of Oklahoma gamification.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
2
DEFINING THE METHODS

There is a clear difference between game-based learning and

gamification (both, however, are fun!). This distinction drives the

.
construct of gameplay in the learning experience. ON GAME-BASED LEARNING

GAME-BASED LEARNING is the integration of actual PHELPS: Game-based learning involves

games into the learning process — usually to teach a using game-like interactions, simulation
specific skill or meet a specific objective. This method strategies, or structures to support
gives learners the opportunity to become immersed in the pedagogical goals and outcomes.
learning process and to have fun while doing so.

. GAMIFICATION, within the blended learning context, is

the concept of applying game-based approaches and
LONG-WHEELER: When you use a game
or game design as part of your instructional
materials, you’re engaged in game-based
mechanics to non-game activities to promote learner learning. Common examples of this include
participation and motivation. The goal of gamification is using Minecraft to teach math, programming,
to inspire learners to participate and interact with other geography, etc., or using sports to teach
learners in an activity- or goal-oriented community. teamwork and other social skills. There are
certainly more times we’re learning through
Our contributing experts deepen these definitions. a game than for which we give credit.

COULSON: It “gamifies” FUN learning

environments, allowing for self-paced
learning while creating intrinsic motivation
through competition and choice.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
3
ON GAMIFICATION

KAPP: Gamification is using game-based mechanics, aesthetics, and game thinking to engage people, motivate
action, promote learning, and solve problems. In other words, it is the use of parts, elements, or techniques from
games in the delivery of instruction. Gamification should be about the use of the intrinsically motivating and deep
elements of games, such as challenge, mystery, story, constructive feedback (meaningful consequences), strategy,
socialization, and other elements that make games inherently engaging.

SLOTA: Gamification is the application of Skinnerian behavioral principles to a particular learning experience,
often via a token economy. Player behaviors are encouraged with specific reinforcers (e.g., points, badges,
scores, grades), contingent upon exhibiting a particular skill or completing a particular task. Such reinforcement
is usually tracked on a leaderboard or some other display of relative standing compared to peers.

Unlike game-based learning, the goal of gamification is to layer particular game mechanics (actions, processes,
and control mechanisms used to gamify an activity) on top of an existing instructional activity or learning
environment, rather than designing a full, novel game experience intended for instructional purposes.

THOMAS: Gamification is the application of adding a gamified element layer to an existing learning system or
program. Game design elements can be added as an afterthought. Or the elements can be built in during the
design of a new learning implementation. These elements are designed to improve user engagement by using
core compulsion events that make people want to participate in the gameplay. The participation should be
designed not only to motivate the learner to play, but also to assist in the comprehension of the learning event.

ROLES IN THE SUPPORT OF LEARNING

Using games for teaching and learning is not a new idea. There is much research supporting the power
of play in skills and knowledge development. It is proven to strengthen memory, improve cognitive
function, and encourage collaboration, all among a broad array of positive results.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
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 Dr. Diana Oblinger, president emeritus of Educause, captures the value of digital games for learners:

Although definitions vary, digital games provide visual information to one or more players,
accept input from the player(s), and use a set of programmed rules. Unlike traditional games,
the rules are programmed into the code, not described in an instruction manual. The sensory
interface and story add emotional appeal, as well. Digital games are complex, require
collaboration with others, and involve developing values, insights, and new knowledge.
They provide immersive virtual worlds, augmented by a complex external environment
that involves communities of practice, buying and selling of game items, blogs, and
developer communities. In many ways, games have become complex learning systems.
(Oblinger, 2006)

Game-based learning and gamification, while differently structured, share elements that propel
learning. For example, they motivate, involve, and challenge users; ask participants to use prior
knowledge to tackle incremental complexity; respond to learners’ needs for intrinsic and extrinsic
rewards; and hone competencies to use beyond the learning environment.

.
With regard to game-based learning’s role in blended learning, our experts concur that it:

Reminds participants of what they have learned and highlights their accomplishments

.
along the learning journey;

Can make complex concepts easier to understand; and

. Provides in-class activities that invite participants to practice and demonstrate the topics
they have been learning.

Moreover, a well-designed and thoughtfully implemented game-based learning asset incorporates

layered strategies that engage learners in multi-faceted ways.

SLOTA: Game-based learning for face-to-face, blended, and fully online learning is rooted in the construction of
playful environments where learners can interact with core content, then work with a more knowledgeable other
to understand how and why core content transfers to real world thought and action (Vygotsky 1933/1976). It
largely has the same instructional role as gamification: the two are useful instructional frameworks but not, in and of
themselves, solutions to the wide-reaching challenges facing formal and informal education. Unlike gamification,
however, game-based learning tends to grow out of more contemporary theories of thinking and learning
(e.g., social learning, information processing, situated cognition), which makes instruction more efficient, increases
engagement, and leads to external, user-generated content creation (e.g., group analysis and reflection).

.
Game-Based Learning and Gamification: Guidance from the Experts | September 2017
5
KAPP: Game-based learning works best when it is delivered using a three-part method. The first is to inform the
learners what they should focus on while playing the game, what general outcomes are expected, and/or what
techniques they should use. This can be done online or in a classroom. It is a good introduction to the game to
be played. Next, the learners should play the game. This can be done online (if an online game), or face-to-face
in groups. Then, after the game, there needs to be a time of reflection: learners need to think about what they
learned. This can be done online or via a virtual classroom. So game-based learning lends itself really well to
blended learning because each of the three parts can be delivered via a different medium. The learner can use the
space between the learning events to reflect on and process the information.

PHELPS: I think the big win here is the idea of tinkering and simulation. A game-based style is to define a problem
as a complex system of interlinking parts, and allow the learner to PLAY with the parts. Learners negotiate the
parts as they ask themselves: “What happens if I do this or that? Or solve it this or that way?” Basically, participants
reinforce a scientific learn-by-trial and learn-by-doing approach. Games have an ability to provide levels of
interaction and meaning deep on Bloom’s scale, as opposed to superficial memorization. When games are used
well, it’s impossible not to internalize the solution.

MACKAY: Game-based learning is a tool best used to explore specific learning outcomes, or when problem
solving, critical thinking, and ethics come into question. Games for learning become specifically useful in creating
the opportunity to visualize environments that cannot be visited in reality; for instance, the inside of a live blood
cell, or in the case of pilot training, experiencing what happens when a plane crashes. The granular data gathered
from gameplay are also immensely useful in determining the before and after activities outside of the gameplay
experience, particularly when compared over a temporal period of several gameplay sessions and attempts, or a
specific amount of time.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
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 .
Gamification tends to:

Heighten learner engagement, especially with topics that may not typically

. be interesting or appealing;

Offer participants reminders about what they have learned, as well as highlight

. their achievements and progress;

.
Motivate people to learn better; and

Encourage peer-to-peer collaboration, knowledge sharing, etc.

PHELPS: Generally speaking, there are some elements of curricula that tend to fall into areas where there
are task-oriented activities or tracking mechanisms. Gamification may provide additional benefit here in terms of
motivating the initial use of certain tools, daily habits, practices, etc. What should NOT happen, though, is anything
that seems to replace the core motivation and context of the learner with a gamification goal, i.e., the replacement
of points or currencies vs. feeling of accomplishment for the sake of learning.

SKOCKO: When properly implemented, gamification does not impede the learning process for those uninterested
in the game mechanics, while it enhances the experience for those who enjoy the storyline and gamified outcomes.

SCRAGG: Gamification can help smooth the lines between face-to-face and distance learning experiences,
particularly for the social aspect of learning. A course or learning experience that incorporates teams, for example,
could leverage a gamified structure to influence individual and collective learning objectives and targeted outcomes.

THOMAS: Gamification can play a role in blended learning at any point in the learning program. A gamification
event can be interspersed to motivate the learner to complete all of the various learning events that are included in
the instruction before the learning begins (preassigned learning artifacts), during the learning events (synchronous
or asynchronous), or after.

CONVINCING STAKEHOLDERS

Gameplay is becoming more prevalent inworkplace learning. It captures learners’ attention; participants
attest to how it fortifies their abilities. Game playing leads to practical and memorable learning
experiences.

Yet, even with this success, there are doubters. They wonder how games are effective: How do they
contribute to the bottom line? How do they increase productivity? What capabilities can they possibly
build? These are logical questions. And there logical (even research-based) answers.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
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THE RESEARCH: VYGOTSKY AND SERIOUS GAMES

Critical theories about play initially emerged from the study of child development. Among the most
recognized researchers in the field was Russian psychologist Lev Vygotsky. He theorized that the social
element of play (relationships and interactions) was a primary contributor to the shaping of children’s
mental thought, language, and reasoning processes.

Vygotsky furthered his work by defining what he called the Zone of Proximal Development — the
area between the tasks that a learner can do unaided and the tasks a learner cannot do at all. Tasks in
the Zone of Proximal Development are those that the learner can do with assistance via scaffolding.
Vygotsky claims that all learning occurs within the Zone of Proximal Development.

Why discuss these two theories in the context of game-based learning and gamification? Because they
are equally as relevant to how adults learn. And as such, have implications for the design and use of
gaming in a blended learning environment.

Susan Gebhard, assistant professor of education at the University of North Carolina, excellently frames
this connection to the broad aspects of instructional technology:

Whatever the age of the learner, instructional design must be relevant, authentic, and
challenging enough so that interactions occur within the Zone of Proximal Development.
(Ormrod, 2004). Technology should be intentionally integrated into guided learning
opportunities that offer technology-assisted situations in which students are supported in the
construction of relevant understanding within an authentic context.

The use of technology enables students to transform socially acquired knowledge into
personally meaningful understanding. Various technology applications support social
constructivism by enhancing students’ reasoning and critical thinking skills, providing
opportunities for problem solving, affording a means of information retrieval and dissemination,
enhancing collaborative learning within the zone of proximal development. (Gebhard, 2008)

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
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 Gamification and game-based learning mirror the technology elements Gebhard describes. They are
incredible learning tools because they let players progress at their rate and assist them in playing at
the optimal limit of their ability, as per Vygotsky’s theory.

Serious games symbolize an evolution of play in learning. They are the types of gamification and
game-based learning events that do what was described earlier: develop or enhance skills while
still remaining fun. The term serious games appeals to adult learners (they tend not to think of this
gaming as play) who want to apply higher-order skills to a realistic set of complex conditions,
coupled with social collaboration, which games often provide.

Research, theory, and positive outcomes of gameplay are not always enough to convince diverse
stakeholders of the value of game-based learning and gamification. For some, the evidence must be
more concrete. Hearing from experts in the field can be more convincing.

Bringing Stakeholders into the Fold: Recommendations

Our experts build on the evidence supporting the effect of play in the learning environment, thus
providing additional evidence about the merits of game-based learning and gamification that might
be even more compelling to those who are unsure.

KAPP: Sometimes the best way is to avoid the words game or gamification is to just call it an interactive learning
activity. Or, my favorite: Genuine Authentic Memory Enhancement System (GAMES!).

The [ultimate] goal is getting learners to interact with content. So what you call it matters less than what the
learners are doing. You want the learners being active. We know from research that action-based learning —
where learners are heavily involved with manipulating concepts and ideas — leads to deeper learning.

So whether it’s a game or gamification or an activity to make the learner do something, stakeholders often care more
about outcomes than methods. So focus on the outcome of interactive learning and you’ll be able to help them
understand games and gamification.

LONG-WHEELER: Collecting data and showcasing successful implementation are crucial [when seeking
stakeholder buy in]. Unfortunately, there is significant stigma around using games as teaching and learning
tools, so the more positive examples we can champion, the better. Especially if we have data (and literature)
as evidence to back up our claims.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
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PHELPS: First, separate game-based learning and gamification: the latter is not gameful or playful learning. The
term gamification has been coopted to represent a kind of layering approach where the game element is not
intrinsically a part of the lesson or material. Second, is to make clear the role of such an approach is to HELP and
AUGMENT the instructor for the benefit of the student, not to REPLACE either.

ŁAIS: Games are part of the everyday environment of new generations. Gamification has been present in our life
for years. We always want to achieve something, to have better status or to behave for better rewards. Gamification
and game-based learning approaches are very engaging. They also have an emotional dimension.

SLOTA: Broadly speaking, it can be difficult to get key stakeholders on the same page regarding gamification
and/or game-based learning (depending on individual familiarity with gaming/games). The best course of action
is multi-pronged.

Ideally, stakeholders should be made aware of general definitions and the mechanics associated with gaming
through personal play. That is, putting stakeholders in control of varied game contexts, asking them to explore, and
conducting a group debrief. We discuss 1:1 design (i.e., a 1:1 ratio of game and learning objectives) and frequently
have stakeholders map objectives as part of the learning process (i.e., having them write potential game objectives
to match their instructional goals; for instance, pairing the “read Latin” learning objective with decoding an ancient
artifact inscribed with Latin text). We further have them consider how/why a game might suit a specific instructional
need and how different game mechanics can convey the essence of different subject areas/skills.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
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MEASURING IMPACT THOMAS: The beauty of gamification and game-based learning is
that they can both be designed with measures built into the learning
program. Game systems can measure on the spot if learners
As with other learning tools, objectives should understand a sequence of events, or when they should apply a
frame any type of gamification to ensure that procedure or employ a technique.

learning expectations are clearly defined and For example, if a learner does not select the correct sequence
logically aligned within an overall training during a game simulation, then he or she might need to redo the
program (and synced to business objectives learning scenario. Or, a learner can attempt to level up in a game-based
learning video, but if learning doesn’t occur, he or she must remain
and needs, where relevant).
at the current level. Video games or board games can be designed
to create new scenarios for the current level to allow the learner to
Learners must recognize that the learning try again.
games have meaning and purpose in the
Failing (productive failure, failing forward) can become fun, and
workplace; and thus need to know what success
trying again can be something that the learner wants to do.
looks like in that context. Establishing
measureable outcomes follows once success SPECTOR: I have worked hand-in-hand with a teacher to create a
gamified formative assessment model. Students in her multi-level
is named.
classroom saw their progression and what they needed to do in order
to reach the next level. The teacher presented her model to fellow
When objectives and outcomes are established, teachers, admin, etc., to demonstrate the impact on student learning.
a variety of measures (quantitative, qualitative,
KAPP: You measure the impact just like you would any other
formative, reflective) can be put in place to
learning intervention. You take a baseline measure of metrics that
determine whether objectives have been met. matter to the organization, i.e., business metrics, and then measure
the change in these metrics after the learning intervention. If you
Additionally, immediate feedback mechanisms really want to be rigorous, set up two control groups of learners: one
that receives a different intervention, and one that experiences the
embedded in the gameplay allow learners to same learning intervention it has always received. Then compare the
continuously assess their progress against set outcomes of the two groups.
objectives. This feedback can be tracked to
MACKAY: The benefit of the digital space, and the application of
determine how learners are faring (obstacles
gamification and game-based learning, is the generation of vast data
faced, objectives not met, tasks that need to that can be used to assess, aid, and enhance learner performance.
propel learner gains, etc.).
LONG-WHEELER: To me, it is not only about measuring changes
in performance, but also the mental and emotional states of people
We know from our game-based learning learning with and without gamification/game-based learning present.
and gamification professionals that there are Of course, the investment in gamification and game-based learning is
myriad other ways to measure achievement. worthwhile if people are performing better, but it is also critical if it
improves morale and motivation behind the work.

SLOTA: To optimally measure gamification’s and game-based learning’s

impact on job performance, my colleagues and I recommend
taking a hybrid approach to data collection and analysis. This
means looking beyond whether a game is good or bad for training/
instruction. We recommend exploring how game experiences vary
with individual learner goals as an interaction with the parameters of
the educational environment. This means collecting a combination
of quantitative and qualitative information, ranging from Likert
scale surveys and validated pre- and post- assessments (depending
on the core content), to user-maintained journals and portfolios.
Appropriate measurement and analysis tools will depend on the
nature of the game(s), player(s), and work environment(s) involved.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
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WHAT SUCCESS LOOKS LIKE
Each game-based learning and gamification asset will have its specific merits based on content,
approach, motivators, etc. But, when designing, developing, or implementing an existing form of
digital gameplay, certain elements will always drive success. These include:

. A mindful introduction to either or both approaches with an interface that makes sense to

.
learners, and that addresses a concept or topic appropriate in a gamelike construct.

The application of game concepts that are aligned with the psychology of gaming (motivators,

.
self-determination, etc.).

Strategies that are linked to clear learning objectives and outcomes (clearly defining what
success will be and guiding evaluation/assessment therein), which are directly linked to the
workplace or environment where learners will apply skills and knowledge. (Determine exactly

. what the asset will address: Reinforcement? Enrichment? Intervention? Skill development?)

Built-in mechanisms that provide learners with immediate assessment-based feedback on

.
their progress.

Incentives that do not focus on rewards or competition, but on achievement. The end result

.
should always be that participants know they have learned something.

Realistic, engaging, and meaningful tasks, scenarios, challenges, etc., that require

.
problem-solving and critical-thinking skills.

Increasingly complex tasks as participants move through the learning event, inviting them to

.
draw on existing skills and uncover/discover new approaches to take on an unknown challenge.

. Emphasis on habits and behavior that reflect what modern learners need in the modern world.

Recognition of the different ways people learn, and the unique ways they are motivated. Tasks
and incentives must match these qualities in order for them to be meaningful.

.
It is important to thoughtfully design or select game-based learning and gamification assets because
the potential pitfalls can result in an unproductive learning opportunity. What you do not want is:

Incentives that are simply a function of game mechanics rather than tools that encourage

.
learners to achieve goals;

Participants to be centered on the competitive aspect of the gaming experience: it’s not about

.
winning...it’s all about learning;

Feedback that does not guide learners in constructively working through mistakes. The
assets must support experimentation, exploration, and the option to repeat a task if a learner

.
does not feel he or she achieved what was required (basically, the chance to try again!);

. Repetitive and predictable tasks that do not challenge learners to up their game; and

Gaming assets that have no relationship to the participants’ lives beyond the learning
environment, i.e., the actual workplace.

We requested that our interviewees give examples of effective game-based learning and gamification
tools, practices, and resources that inspire the use of related methods in blended learning environments.
They offered a diverse and fascinating range of programs.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
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 LEARNING FOCUS STRATEGIES URL
GAMES
VERBA™ Language learning cards Players benefit from seeing high http://practomime.com/content/
frequency words, with many repetitions, verba.php
in a context that fosters authentic learning
and comprehensible input informed by
best practices in second language
acquisition. Play objectives and the
learning objectives are one in the same.
Players win by making comprehensible
sentences, scaffolded by the cards, the
images, and the helpful hints included
on sentence cards.
Underlings of Instructional game for Uses dragons to focus on workplace http://www.practomime.com/con-
Underwing™ color theory management and manufacturing themes, tent/underlings.php
with goal of making sure product (egg)
is made correctly using color theory.
Competition between directors to make
best eggs. Mix of worker placement,
resource management and set collection.
1:1 ratio of game and learning objectives,
situated cognition.
CARD-tamen™ Educational debate and Model of gamification in which players http://www.practomime.com/card-
rhetoric game for Roman, must learn about the people and places tamen/cardtamen.php
Greek, and American on the cards in order to participate in
history, as well as and win epic battles of wits and rhetoric
psychology, life science, about, for example, whether Cicero or
and healthcare. Augustus contributed more to the growth
of civilization. 1:1 ratio of game and
learning objectives, situated cognition.
Operation LAPIS Game-based Latin Interactive adventure in which students http://www.practomime.com/lapis/
language course perform learning to develop and assess lapis.php
their growing language skills. Focuses
on playing a story in a collaborative
fashion by integrating learned skills.
Applies experiential, project-based,
and problem-based learning, leveling,
questing, role playing, among other
methods. 1:1 ratio of game and learning
objectives, situated cognition.
Game On Students encounter Quests are leveled; learners earn http://maclab.guhsd.net/game-on/
teacher-created quests points to level up and progress on a
or missions (assignments). leaderboard. Includes a marketplace that
provides motivational elements beyond
the game that enable learners to earn
rewards for their accomplishments.
GradeCraft Game-oriented LMS Leveled system with learning analytics https://umich.gradecraft.com/
that allows educators that keeps learners informed about
to structure and deliver their progress. Strong focus on learner
courses in game format. self-motivation, autonomy, and choice.
Challenging tasks that invite
accomplishment (competency).
Learners are part of a broader community
(belongingness). Allows for productive
failure or failing forward. Grades
determined by points (badges)
accumulated. Learners can participate
anonymously, team-based leaderboards
if they enjoy competition. Or, opt out if
they don’t.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
13
 LEARNING FOCUS STRATEGIES URL
GAMES
Learning Battle Cards Game-oriented LMS that Brings game-based thinking into design http://learningbattlecards.com/
allows educators to process showing that with the proper
structure and deliver features, many L&D projects can be
courses in game format. perceived as play. Emphasizes habits
that can be important to the world of
modern learners, where diversity, rich
methodologies, and varied
approaches are valued.
Just Press Play Achievement system that Centers on faculty and staff achievements http://jpp-rit-sandbox.azureweb-
adds a playful activity that students receive after engaging in sites.net/Home/About
layer to undergraduate a specific playful or creative interaction.
students' educational Encourages collaboration among https://github.com/RIT-MAGIC/
environments and students. Achievements (optional JustPressPlay
experiences. Designed activities not connected to class
to encourage students requirements) can have points in any
to reflect on their of four quadrants: create (focused on
accomplishments, and creative work), socialize (in-person
strengthen their sense of interaction with faculty, staff, and/or
competence and progress. students), explore (discovery of real-world
locations on campus and in the
community), and learn (gaining new
skills or experiences).
Gameful Learning Lab Promotes conversation Leverages inspiration from good games http://ai.umich.edu/about-ai/
about learner motivation to explore how learning environments gameful-learning-lab/
and engagement, can be designed (and re-designed) to
convening educators promote learners’ senses of autonomy,
to collaboratively belonging, and competence to motivate
design gameful learning engagement and effort in learning.
environments; and take
a design-based
implementation research
approach to the
development of tools
based on gameful
theories of learning.
The Gamified Classroom: Slide presentation Lays out what each approach is and https://www.dropbox.com/s/xpx-
One Teacher’s Story addressing elements of entails, how each is used in the wwwevde5xa2r/ALDI2015_Presen-
effective gamification and classroom. tation_Avi_Spector_Gamification.
game-based learning. pdf?dl=0

Uber’s Gamification NY Times article reporting Uber tests various gamification https://www.nytimes.com/inter-
Approach on Uber’s behavioral, techniques that subconsciously influence active/2017/04/02/technology/
science-based driver decisions. Techniques range from uber-drivers-psychological-tricks.
gamification strategy setting earnings goals for drivers and html
for encouraging its sending notifications on their progress,
independent work force to providing badges for things like having
to maximize company great conversations with riders or being
growth. regularly ranked highly.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
14
 LEARNING FOCUS STRATEGIES URL
GAMES
GOBLIN Game-based learning and Centers on game design (mechanics and https://GOBLIN.education
gamification professional leveled tasks). Encourages collabora-
development tool in the tion/teamwork, and productive failure.
form of games. Invites educators to adapt lessons for the
classroom to help students master skills
needed for college success. Goal is to
invite educators to think about how to
create more active and engaging
environments that motivate students
to learn.
eXperience Play Professional development Participants build text-based games and https://experienceplay.education/
program introducing explore pedagogical themes, like digital
instructors to game design literacy and students as creators.
and its use in classrooms.
The Secret of Otter’s Combines student Models development of points of contact http://public.gettysburg.edu/~c-
Ransom: An Electronic, research projects and between student scholarship and creative fee/MedievalNorthAtlantic/
Interactive, student-designed assignments, instructor digital asset
Interdisciplinary interactive fiction games management, and the shared
Introduction to the with instructor-compiled, pedagogical goal of student
Medieval North Atlantic student-edited film clips engagement.
and panoramas, and
static images of key sites
from the Medieval
North Atlantic.
Latin Scansion® A digital application for Tool for learning how to accurately scan http://www.practomime.com/con-
rehearsing scansion for Latin poetry with feedback system, timed tent/scansion.php
advanced Latin education. marathon modes for practicing lines of
poetry, scoring, and challenges/
achievements to move past high
scores (motivators).

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
15
.
KARL KAPP HIGHLIGHTS WHAT MAKES FOR GREAT GAMIFICATION BY SHARING
DESIGN ELEMENTS OF ZOMBIE SALES APOCALYPSE, A GAME HE CREATED.

My most successful gamification experience revolves around content gamification. It is the creation of
a sales learning platform, which I conceived and built, called Zombie Sales ApocalypseTM. The platform
is a flexible, interactive sales training tool that uses content gamification to immerse the learner in
a 3D environment focused on building sales skills in a simulated sales situation — with the added
danger of avoiding zombies. The sales training tool is built from the ground up on a foundation of solid
academic research, as well as around my experience as a professor, and researching and writing books
on gamification.

The 3D zombie sales experience is not for every organization. However, those interested in cutting
edge analytics — allowing their sales force to practice specific behavioral sales skills — have found the
experience to be worthwhile. Additionally, the gamification platform is customizable to eliminate
zombies and make it more of a simulation experience. And it can be modified to fit each individual
organization’s sales model.

The biggest successes have arrived on two levels. The first is the level of engagement, focus, and
participation. We launched the zombie gamification experience to reinforce a corporate sales model
and experienced an engagement level through the roof. We’ve had wonderful reports and anecdotal
evidence of individual sales reps participating in the experience over and over again — on and off
hours. Most important: district and regional managers are able to use the analytics to diagnose areas of
weakness for individuals and regions based on actual behavioral choices made within the game. The
choices made are more authentic than role plays because the sales reps are under constant pressure
because zombies are chasing them. This pressure causes real decision making and avoids the reps trying
to game the system. They have to answer quickly and accurately or they lose.

The second level of success is increased performance. The company has seen an increase in the
subsequent application of the sales model and an increase in product sales. The team is also able to use
the analytics to track behavior over time, so it has a record of how the sales reps’ understanding of the
sales model has changed through the gamification experience.

The best result is the enthusiasm and learning of the sales reps within the gamification experience,
along with the data the managers are using to help coach and guide their sales force to success.

.
Game-Based Learning and Gamification: Guidance from the Experts | September 2017
16
THE FUTURE OF GAMEPLAY IN THE
BLENDED LEARNING LANDSCAPE

There is an expanded use of game-based learning within blended learning environments, especially
as the world of instructional design evolves. Research demonstrates their impact; they are popular
among learners; and they bring many benefits to professional settings. Our experts concur that their
influence is substantial and that they are definitely here to stay.

NOEL: I think if badging becomes more widely used and accepted as a credential, then standards may begin
to evolve around what constitutes a successfully gamified course. In terms of game-based learning, I am not
sure it needs to evolve. Part of the great thing about game design is that the game is intentionally made to fit
its environment, so by simply following game design principles, game-based learning will naturally adjust to
new landscapes.

KAPP: The techniques of engaging learners through games or game-based elements are, in fact, not new. Humans
have been using games for learning since the beginning of time and using elements of games for learning for
just as long. So we may not call it gamification or game-based learning, but because those are two very powerful
techniques for learning, they are not fads. In fact, I would argue that both are foundational for learning. Humans
need to be interacting with content and each other to learn, and there is no better way than through games and
gamification. So they will remain key elements in an effective toolkit for learning professionals building a modern
learning strategy.

Scragg: As a component of redesigning the traditional game of schooling, I think they have useful elements that
are likely to (or should) become integrated into the new machinery of formal learning, particularly around learner
ownership and leveraging intrinsic motivation.

Vivolo: Begin with understanding the audience now, and those five to ten years from now. Consider the growth
of social media (which is game-based), and multiple player videos. (I myself play with an interest in the gameplay,
the compelling story created, and the ability to compete during multiple player events.) Data exist that show
next-generation learners will continue playing games into their adulthood.

ŁAIS: The popularity of games and success of the game development industry (compared to other forms of
entertainment, like for example movies) demonstrate that game-based approaches will be strong tools in the close
future. New generations, who have grown up in a picture and game culture, will be present in organizations for the
next decades. Their weaker ability to read long text, and the need for simplicity in the information flood, will make
traditional ways of learning weaker than approaches such as games.

THOMAS: I believe that gamification and game-based learning will get a seat at the learning table and become
a player during the analysis phase of learning development projects. I believe that it will be considered during
early stages of curriculum development. It will be included early on to determine if it should be used in any of the
learning interventions.

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
17
BUILDING KNOWLEDGE
With game-based learning and gamification as part of the future learning landscape, now is the time
to learn more about these approaches. Here are just a few of the many steps you can take to expand

.
your understanding of these methods:

PLAY GAMES!!! And play many different types. Get a sense of which mechanics best meet

. your instructional and other needs;

Connect with researchers and game designers to explore the creation of games or

.
game-infused activities;

Explore different examples of gamification and game-based learning. Consider which learning
theories (if any) were used to develop those games, and whether the game maintains a

.
consistent 1:1 ratio of game and learning objectives;

.
Join discussion groups to learn about what is happening in the educational gaming arena;

Try your hand at building a game (something simple, like a text-based game using Twine -

.
https://twinery.org/);

.
Read relevant literature and research;

Learn from other industries (i.e., game development) that deal with engagement, a key

.
learning factor in game-based learning and gamification; and

Discuss games with practitioners to validate solutions based on their opinions.

CONCLUSION
Hopefully, this gamification and game-based learning primer has been convincing enough to
encourage a jump into the use of gaming in many blended learning environments. And that it
reinforces what is already known about the educational value of these tools. Thoughtful creation, rich
content, and practical tasks are essential to gameplay design. Remember, FUN is also a must-have!

Ideally, the experts’ contributions have offered concrete guidance on how to move forward. Hearing it
directly from those in the know is the best way to jumpstart a gameplan. InSync Training is grateful for
their invaluable input and their desire to support colleagues.

Finally...to reiterate (it cannot be said enough)...PLAY GAMES!

Game-Based Learning and Gamification: Guidance from the Experts | September 2017
18
RESO U RC E S

Campbell, Donald T., & Stanley, Julilan C. Experimental and Quasi-Experimental Designs for Research. Belmont:
Wadsworth Publishing Company, 1963. Print.

Denzin, Norman K., Lincoln, Yvonna S. SAGE Handbook of Qualitative Research. Los Angeles: SAGE Publications,
2011. Print.

Slota, Stephen T. “Project TECHNOLOGIA: A Game-Based Approach to Understanding Situated Intentionality.” Digital
Commons @UConn. 05-December 2014. Web. 23 July 2017. http://digitalcommons.uconn.edu/dissertations/638/

REFE RE N C E S

“Game Design and the Zone of Proximal Development. Classroom Aid. “ 20 December 2014. Web. 23 July 2017.
http://classroom-aid.com/2014/12/20/game-design-and-the-zone-of-proximal-development/

Gebhard, Susan. “Vygotsky and the Zone of Proximal Development.” Information Technology Curriculum Integration,
edited by Lawrence A. Tomei, 948-950. Hershey: Information Science Reference, 2008.

Oblinger, Diana. “Games and Learning.” EDUCAUSE Review. 01 January 2006. Web. 23 July 2017.
http://er.educause.edu/articles/2006/1/games-and-learning

Rieber, Lloyd P., Smith, Lola, & Noah, David. “The Value of Serious Play.” Educational Technology. 11/12 1998. Web. 23
July 2017. http://lrieber.coe.uga.edu/valueofplay.html

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