An Elusive Definition: "Gamification for Learning"
There are many takes on the word "Gamification" from the simple, the complex to the sublime. Sometimes the definition requires a digital component and sometimes not.
It is interesting to note that about 10 years ago the word "game" was a four-letter word in organizations and then when we added "ification" to it and suddenly all things game and game-related were OK in the enterprise. So now we have the concept of gamification but also game-thinking, gameful design and other game-related terms to emphasize how elements of games can lead to increased engagement for learners. But this still doesn't help with defining gamification.
About 10 years ago the word "game" was a four-letter word in organizations and then we added "ification" to it and suddenly all things game and game-related were desired in the enterprise.
Gamification has been defined as the “process of using game thinking and mechanics to engage audiences and solve problems” (Zichermann, 2010), as “using game techniques to make activities more engaging and fun” (Kim, 2011), and as “the use of game design elements in non-game contexts" (Deterding et al., 2011, p. 1).
From an instructional context, the most relevant definition is one that combines elements from the above definitions and defines gamification as “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems” (Kapp, 2012, p. 10).
Gamification is a broad term that can be further refined into two types and even as a sort of continuum of additional game elements.
Two Types of Gamificaiton
Structural Gamification
“Structural gamification is the application of game-elements to propel a learner through content with no alteration or changes to the content” (Kapp, Blair & Mesch, 2013, p. 224). The content does not become game-like, only the structure around the content. A common implementation of this type of gamification is to take the scoring elements of video games, such as points, levels, badges, leaderboards and achievements, and apply them to an educational context (Nicholson, 2012).
Structural gamification evaluates a learner's progress immediately as they complete portions of content, take quizzes to measure knowledge acquisition, and move toward the prescribed learning goals. The continual, real-time assessment of progress provides important information to the learner at all the stages of the process. The assessment of progress provides for diagnosing learners’ strengths and weaknesses as well as developing knowledge of each learner's skills and abilities. Remediation, if needed, can be provided accordingly.
Content Gamification
“Content gamification is the application of game elements, game mechanics and game thinking to alter content to make it more game-like” (Kapp, Blair & Mesch, 2013, p. 237). A common implementation of this type of gamification would be to add elements such as story, challenge, curiosity, mystery and characters to alter content to engage the learner.
In content gamification, it is possible to stimulate the learner through an optimal level of challenge, mystery or a well-crafted story. This can tie into a learner's motivational drive to complete a lesson.
Content gamification can be realized by adding story elements to a series of math problems to place the student in a fantasy context or starting a classroom dialogue with a challenge instead of a list of objectives. These examples are both simple methods of content gamification.
Use Gamification as the cover for all the interactive, engaging and exciting things you should have been doing in e-learning all along.
As a Continuum
Another look at gamification is as a continuum. On one end is the most basic addition of game-elements like points or badges and on the other end is a full-fledged game like Assassin's Creed IV. Both types of approaches (and everything in between) have been considered gamification at one point or another. However, many people make a clear distinction between a serious game and gamification but when does gamification become a serious game? How does adding the game elements of story, points and gameboard to sales policies and procedures not create a gamified learning experience about sales policies? Isn't one "gamifying" sales content? The lines are not as clear as they appear at first blush.
Here is a short video that sums up the concepts discussed above.
Conclusion
To me as the young field of gamification continues to grow and change in reaction to client needs, vendor innovations and further research, it will be interesting to see how the concepts, ideas and sensibilities will be rolled into eLearning and instructional design. What do you think is the definition and elements of the elusive concept of "gamification for learning?"
References:
Deterding, S., Khaled, R., Nacke, L. E., & Dixon, D. (2011, May). Gamification: Toward a definition. In Proceedings of CHI 2011 Gamification Workshop, (pp. 1-4). Vancouver, BC, Canada.
Kapp, K. M. (2012). The gamification of learning and instruction: Case-based methods and strategies for training and education. New York, NY: Pfeiffer.
Kapp, K. M., Blair, L., & Mesch, R. (2013). The gamification of learning and instruction fieldbook: Theory into practice. New York, NY: John Wiley & Sons.
Kim, A. J. (2011, March 23). Gamification 101: Designing the player journey [Video file]. Retrieved from https://youtu.be/B0H3ASbnZmc
Nicholson, S. (2012, June). A user-centered theoretical framework for meaningful gamification. Paper presented at Games+Learning+Society 8.0, Madison, WI.
Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education, (TR 2013-0422-01). Connections Lab, Simon Fraser University, Surrey, BC, Canada. Retrieved from https://carmster.com/clab/uploads/Main/Stott-Gamification.pdf
Zichermann, G. (2010, October 26). Fun is the future: Mastering gamification [Video file]. Retrieved from https://www.youtube.com/watch?v=6O1gNVeaE4g
About the Author:
Professor, Bloomsburg University, Co-founder of 2K Learning & The Wisdom Learning Group, LLC.
A researcher, analyst, speaker, professor and designer of instructional games and gamification, Karl Kapp is author of six books on the convergence of learning and technology included the best selling gamification book "The Gamification of Learning and Instruction." He is the creator of the Lynda.com course "The Gamification of Learning" and a TEDx Speaker.
Catch Karl at Elliot Masie's Learning 2015 where he'll be engaging with attendees in a funny, lively and insightful discussion on gamification for effective learning design. Follow Karl's blog https://karlkapp.com/kapp-notes/.
Need insights, input, ideas or a keynote speaker? Karl provides evidence-based guidance, design and advice for creating engaging, meaningful learning as well as some awesome gamified presentations:)
Organizational Effectiveness Consultant, Educator, and Coach
8 年I agree, Rich, the word is silly and should be unnecessary...and so it is with many made-up marketing terms like "elearning." The intent behind the term and behind the overall gamification movement, I think, is to break down resistance to the idea of "more games in learning." Now that gaming is fashionable, I find it much easier to discuss with clients and incorporate it into their learning strategies. I'm sure you all remember that it was not always so. So let me thanktify whoever wordified the term gamification :-)
Data, learning analytics, measurement, technology, engagement => Impact @ Intel. ex-Amazon
9 年Rich, maybe it's just the English spell checker? :) Here's an example of gamification vs. games. I ran a fund-raiser, short-term campaign that included learning about what your money can do for others in need. I used an external gamification platform (CaptainUp) with simple things like badges and points. But also cared for other "player types," so you get points for helping out others on the site or being creative, etc. The quests were created daily. The ten days felt like a game. On the last day, I actually included a learning game in the mix. Participants could get a reward for completing the learning game. In the feedback, the gamification part great reviews. But there were people who, while love the whole gamification, hated playing the game.
Vice President, Advisory Services at Performance Development Group
9 年This may seem disingenuous of me, but I never understood why we needed the word "gamification" in the first place. First of all, every form of spell check tells me it's not a word. It's hard to spend every day having software tell me I'm wrong. :) So while I commentify your blog post as I breakfestify my morning, I reflect on the fact that games have always involved learning (although, sadly, learning has not often enough involved games). We can just have games. If we add gaming elements to learning, aren't we just creating a game? Feel free to disagreeify my comment. :)
Interesting post Karl. We do agree that gamification can stimulate the learner through an optimal level of challenge, mystery or a well-crafted story. This can tie into a learner's motivational drive to complete a lesson. The difference between structural and content gamification is good.