What are the most effective ways to use gamification in faculty professional development?

One question to ask yourself is whether gamification is even needed, whether it is the right approach to meet the goal or outcome. For example, many LMS systems have gamification built into their system such as earning a badge for your 20th login or each time you post 5 times. The premise is to drive more engagement into the system, but that level of manipulation in a learning intervention can be annoying and has no impact on impact on outcomes. In contrast, gamification built into reinforcing concepts can be immersive. The sheer repetition of the reinforcement can drive meaningful impact to the training as well as helping to create a positive feedback loop.

With gamification, the key is to match up desired behavior with learner motivation. If these two things are not aligned, gamification will not work. As a company or a product, there are things that you would like your users to do, like login, create something, and take a certification. As a learner, I have motivations to use the product, which may be things like helping me do my job, advancing my career, or finding an answer. List out all the desired behaviors and learner motivations and map those together to create your gamification strategy.

The purpose is key. Gamifying the process by giving badges, points etc just for interacting with the content can become meaningless or even disengaging as some contributors have already mentioned. What is the purpose of giving the points? If it is for the learner to become competent with the skills being taught then it would, in my opinion, be more effective to turn it into game-based learning.(GBL) You still get your points but there is a purpose for the points. You need to use them in the game. GBL can be used at any level of education and in the workplace. Good interactive learning content, increasing levels of difficulty of tasks requiring the application of the skill acquired and a compelling story are key to the effectiveness of GBL.

Gamification presents an enticing opportunity for faculty professional development. This development solution taps into learners’ preferences and capitalizes on engaging learning experiences. While gamification is a valuable approach, it should not overshadow the importance of good instructional design. Gamification should complement the educational content, making the learning process more enjoyable without compromising its educational value. Just because it’s new and fun, or like a favorite game app on a mobile device, it doesn’t mean it should be the solution of choice for everyone's favorite professional development opportunity. Pilots and testing are important to assess effectiveness for this target audience.

It feels like the question is too broad and could use some finer focus. The approach to take would be dependent on the type of learning desired. For example, VR headsets could be used to teach physical movements. In contrast, sites like w3schools, while not strictly programmed learning, use some of those concepts to teach computer languages. There is also the possibility of using recreational games as an unintended teaching tool. For example, data from the “Blood Plague” incident in World of Warcraft was used to study human behaviour in a pandemic. The bottom line is using games in professional development is a broad topic, and it is important to choose the right tool for the type of learning desired.

The core of gamification lies in its ability to transform otherwise mundane learning activities into exciting, interactive experiences. One key game element that can significantly enhance your learning experience is challenges. These are not your run-of-the-mill assignments; they are carefully designed tasks that push learners to apply their knowledge. Recognition and celebration are essential components of gamification. Beyond mere points and badges, consider incorporating rewards and achievements that are meaningful. Finally, dimension of gamification is the use of narratives, characters and themes. By integrating these elements, you can create immersive scenarios for your learning activities.

While the mentioned game elements and mechanics can enhance engagement, it's essential to ensure they are not distracting from the learning goals. For instance, excessive competition through leaderboards might lead to a toxic environment instead of a collaborative one. A better approach could be to promote teamwork and peer learning by incorporating cooperative game mechanics such as group challenges or team quests. Moreover, not all faculty may respond well to gamification, so offering a variety of engagement methods could cater to different preferences and ensure the professional development program is inclusive and effective for all.

En lo personal, prefiero implementar un enfoque gamificado para retar a los participantes a superarse asimismo antes de competir con otros. Creo que se puede avanzar mucho en esa línea, si nos enfocamos en ayudar a los participantes a definir sus metas personales y profesionales y adecuar el enfoque hacia la consecución de estas.

Gamification with adults is tricky: make it too hard, and your learner checks out. Make it too easy and it's patronizing. Make it the focus of the session and you lose the importance of your learning objectives. Make it a distant thought and no one plays your game. You need to balance the game with the content. To do this, focus on games that feel like natural fits: if you're learning something for the first time, a Jeopardy style isn't going to suit it. If you're reviewing something, a discovery game is going to be too easy. You can't build something that you've never seen before, so puzzles may be out of the question if you're new to it.

As a university professor, I have used tools such as situational narratives (role-playing), to have students identify with key ethical issues and tools such as Gimkit and Kahoot for knowledge retention such as vocabulary testing. You have to have the right gamification tool for the job...you would never use a hammer to remove an appendix, therefore why use the wrong gamification tool? Also, think about offering rewards such as setting a high team scores that can be used for bragging points, or offering a reward such as a few extra minutes on an exam.

Si la propuesta causa frustración, ansiedad o aburrimiento, habría que revisar si se ha considerado la pertinencia de la propuesta.

The balance between challenge and fun is indeed a crucial aspect of gamification. When the challenges in the gamified environment align with the capabilities of the faculty, it can lead to an optimal learning experience, often referred to as a state of "flow". Moreover, making the learning experience enjoyable can lead to increased engagement and retention. The techniques mentioned, such as adjusting the difficulty level and offering choices, are effective strategies for maintaining this balance and ensuring that the gamification serves its intended purpose of enhancing the professional development experience.

Imagine a video game that's too easy to complete, where success is practically guaranteed from the start. It might be fun for a short while, but soon it becomes monotonous and uninspiring. On the other hand, a game that's excessively difficult, with insurmountable hurdles at every turn, can quickly lead to frustration and disinterest. Ensure that the game elements are directly related to the content being taught. The challenges and rewards should reinforce the educational objectives. Use friendly competition and collaboration to add an enjoyable layer to the experience. Encourage faculty to compete with peers or work together to achieve goals.

Ultimately, boredom is the opposite of learning. Giving someone an inappropriately difficult task is one of the best ways to ensure that boredom will prevail. Consider how we plan activities for our students- we consider the zone of proximal development, that area of difficulty which will promote growth through challenge that seems just outside of the reach of the learner. This is largely because of engagement. A task that's too easy is pointless- largely why most adults don't play Tic Tac Toe. It's a silly game. At the same time, sitting down to a chess game with GM Hikaru Nakamura will feel just as pointless. Like with all things, your faculty wants to feel successful, with a sense of purpose. Balance challenge to make this happen.

Sustaining interest is key. The balance between challenge and fun is an effective way to sustain the interest of the users and could also push them for further engagement.

While the approach of testing and iterating is fundamental, considering a pilot phase with a smaller group before a full-scale implementation could be beneficial. This pilot phase can help in understanding the specific needs and preferences of your audience, and in identifying any unforeseen challenges. Moreover, a continuous feedback loop, even post full-scale implementation, can provide insights into the evolving needs and preferences, ensuring that the gamification strategy remains effective and engaging over time. This way, the gamification strategy can be refined over time, based on real-world feedback and analytics, leading to a more tailored and effective professional development experience.

Again, boredom is the opposite of learning. What is your faculty's current attitude towards professional development? What has their relationship been with it so far? If your faculty isn't sure that professional development is helping them become better teachers, or if they believe they would be better off using the time to plan their lessons, then adding points and prizes isn't likely to change their minds. Consider asking your faculty what they're learning on their own time. What personal projects are they working on? What skills are they honing? How are they approaching it? Understanding what your faculty does of their own accord and how they approach the challenge may help you gain insight as to how to tailor professional development.

Games in the workplace are a great tool if used properly.I agree you need to have a strategy that works well with your specific goals, context, and target audience.?Be careful, though. Not everything needs to be gamified. As Instructional Designers, we need to consider the pros and cons before jumping into gamification development.?We need to ensure that what we build, fits with the learning outcomes of our target audience and our business goals, which in turn will lead to a successful game that facilitates learning, improving business stats, and meets workforce goals.

A critical step is capturing learner data. This is used to generate learning curves to "see" if the faculty are indeed learning. Thus, to enable this, we must creating a knowledge mapping from the instructional material to steps in each assessment.

Involucrar a las partes interesadas es clave. Es una buena forma de conocer sus intereses y necesidades con el fin de lograr pertinencia en la propuesta, un mayor engagement y por consecuencia mayores posibilidades de éxito.

This point is crucial. Ethics in gamification, especially in a professional development context, is foundational. Being transparent about the goals, the mechanics of gamification, and ensuring that all participants feel respected and valued is fundamental for the success of the program. It's not merely about earning points or badges, but about creating a meaningful, engaging learning experience that aligns with the professional values and goals of the faculty. The emphasis on fairness, transparency, and respect will foster a positive, inclusive environment conducive to learning and development.

These should involve diverse group of experts to contribute to the various areas under consideration. From IT to content, assessment, etc.

Legal, Ethical, Moral- this framework that people of every domain can agree to in theory. The difficulty comes from the reality that different cultures have different frameworks for what accounts as meeting these criteria. Ultimately the game master has to get buy in and delivery built from understanding the group norms and mores.

I have seen teams try and block door ways so other teams can't make it through. I think it's important to push boundaries and think outside the box but also not let competition overtake the overall purpose. In the end, not everyone gets a ribbon or trophy and that's important to point out as well. I've had teams in tears because they botched a challenge or felt like they weren't fairly treated by other teams. It's important to set expectations and norms before the challenges begin to avoid this type of outcome.

A este punto, la implementación de "Reglas de juego" se hace sumamente necesaria. Inclusive su elaboración podría ser co-participativa. Una forma de comprometer a la audiencia definitivamente.

Far too many PD’s focus in the learning intention over the method. Gamification is a powerful tool but not one that will fit every need. The most important component of an engaging professional development session is fun. If participants are having fun, they will take home the messages they need to. They’ll be attached to their core memories of the day. Whether it’s gamification or not, make your sessions objective to have fun and learning will happen.

Gamification in professional development is a powerful tool that can motivate faculty to actively engage in learning. The key to success lies in achieving a harmonious blend of challenge and fun. Remember that gamification should not compromise the learning objectives; it should enhance and enrich the educational journey. As you embark on your gamification adventure, keep this equilibrium in mind, and watch as your faculty's curiosity, interest, and motivation soar to new heights.

In order to make the gamified portion pay off, there has to be an element of reflection and feedback to the game designers. I think it's also important to leave room (and bonus points) for creative expression and when players go beyond their comfort zone. This all starts with setting the expectations of the challenges and making sure there is an accepting atmosphere of creative thoughts.

Not every session will be a great game. If your meeting or training is on a tough subject, like changes to an internal structure or a personal challenge facing your office, it's not appropriate to make that into a game. Games tend to add time to the session. If you need to cram in 15 minutes of content into a 10 minute slot, a game isn't the way to go about it. Consider the culture of your team. A no-nonsense, get it done kind of team may reject your game entirely. While there's nothing wrong with a "get-it-done" mentality of team, they are likely to ignore your game if they don't see the value. Games distract from conversation: if the goal is to talk most of the session, games may distract from this.

One thing that is very audience specific is letting them know what factors make a badge or achievement happen. Some groups really love the joy of earning a badge unexpectedly via exploration, while others strongly prefer knowing exactly what criteria they must meet to get the badge. I find myself often building out the specific criteria, but also adding a few "easter egg" achievements for those that dig a little deeper.