How can different instructional design models help you incorporate gamification into e-learning?

This is directly related to Neuroscience, Psychology and Psychiatry. Gamification points (puntended) to Rewards, which are key since they help our brains elevate the bioavailability of Dopamine, a key neurotransmitter that, as proven by Pavlov's pooches a gazillion years ago (OK Boomer), is directly linked to learning, retention (creation of "memories" by promoting neuroplasticity in the hippocampal region), "drive", "focus" and eventual habituation, among many other things, along with and often working closely with Norepinephrine (Adrenaline), Oxytocin, GABA, Acetylcholine...*et al. I think "*Serotonin" acts as a modulator mostly but it definitely gets a honorary mention here too, LOL. Profiling succesfully "subjects" comes first. CC

I'd emphasize that although we tend to think about gamification elements during the development phase, the design phase is when we decide and select the media to use, and also make decisions around best ways of providing multiple means of representation, engagement, action and expression. That is the phase when we start asking the questions about the role of gamification elements in the learning event. Considerations of diversity and inclusion in learning should be included as part of the design phase, considerations that influence the decisions to be made about gamification elements. Media selection for gamification can include an activity, rules, voluntary participation, competition or pretend scenario.

ADDIE Model (Analysis, Design, Development, Implementation, Evaluation): Analysis: Helps in identifying where and how gamification elements can enhance learner engagement and motivation. Design: Guides the integration of game mechanics (points, badges, leaderboards) into the course structure. Development: Supports the creation of interactive and challenging game-based activities. Implementation: Ensures smooth integration of gamified elements into the learning platform. Evaluation: Facilitates assessment of the effectiveness of gamification in achieving learning objectives.

SAM (Successive Approximation Model): Emphasizes iterative development and feedback, which is crucial for refining gamification elements based on learner interaction and feedback. Allows for continuous improvement and adjustment of gamified components to optimize engagement.

The drawback of the SAM Model is the misconception that it replaces ADDIE or other models. Agile does not mean "no planning". The advantage of this model is that involvement of feedback from stakeholders can result in the provision of better teaching devices for effective communication using game elements. The roles in the gamification elements can become more realistic. Gamification in SAM allows for better implementation of problem-solving strategies, decision-making and obtaining fast feedback as consequences of actions.

This model (in my professional opinion) is perfect for designing learning in a live/in-person medium, such as synchronous online sessions and in-person workshops/classes. Gamification elements in live sessions can be used in the form of role playing or team competition, with the advantages of adapting the gamification to the immediate needs/reaction of the audience, where facilitation skills come to play to ensure the correct tone of the class has ben set. In eLearning, this model can incorporate gamification elements during the first event, which can help create the right level of engagement.

This approach is perfect for incorporating gamification elements in the form of interactive simulations in eLearning, or in the form of a cognitive apprenticeship in live sessions, where they can observe and practice. Gaming elements can include reciprocal decisions among independent participants.

I'm not sure this one fits. Bloom's Taxonomy is not an instructional design model. I guess that it's possible to incorporate gamification elements in the definition and establishment of objectives, that is, the learners' learning objectives, not the instructional objectives. However, I am more concerned about presenting this as an Instructional Design model, which it's not. Objectives should be clearly provided to learners, especially adult learners (as per the assumptions of Andragogy). It's not a good idea to play a game for people to find out where they are going with the learning to be delivered.

Bloom's Taxonomy: Guides the integration of gamified elements that support different levels of cognitive learning (knowledge, comprehension, application, analysis, synthesis, evaluation). Ensures that gamification enhances higher-order thinking skills through problem-solving and decision-making tasks.