Taylor_Research Paper in Emerging Trend - Gamification

The University of the West Indies Open Campus

A Paper Presented in Partial Fulfillment of the Requirements of

EDID6506 - Issues, Trends, Innovations and Research in Instructional Design, Instructional
Technology & Distance Education
Trimester 3 2013-2014

Assignment: Research paper on an emerging trend/issue

Trend Selected: Gamification

Course Coordinator/Facilitator: Dr. Camille Dickson-Deane

Course Facilitator: Dr. Camille Dickson-Deane

Submitted by Laura Taylor

Student ID# 406002917

Date Submitted: November 12, 2014

Taylor_Research Paper in Emerging Trend - Gamification

Table of Contents
Table of Contents ............................................................................................................................ 2
Introduction ..................................................................................................................................... 3
What is Gamification? .................................................................................................................... 4
What exactly is Gamification? .................................................................................................... 4
Timeline and Trends in Gamification ............................................................................................. 5
How does Gamification work? ....................................................................................................... 8
The Storyline ........................................................................................................................... 8
Game Levels ............................................................................................................................ 9
Feedback .................................................................................................................................. 9
Other Elements ...................................................................................................................... 10
Leaderboards and Scoring ..................................................................................................... 10
The Purpose and Aim of Gamifying a Learning Environment ..................................................... 11
Designing a Gamified Environment ............................................................................................. 12
Facilitating Behavioural Change in Learning Environments........................................................ 15
Implications for Instructional Environments ................................................................................ 17
Conclusion .................................................................................................................................... 19
Reflection ...................................................................................................................................... 21
References ..................................................................................................................................... 25

Taylor_Research Paper in Emerging Trend - Gamification

Introduction
A major goal of instructional designers is facilitate learning through the use of instructional
strategies, tools and various technologies. There is no one way of making learning effective
except through the careful consideration, research and application of potential instructional
techniques. Every day, new technology and strategies are created to facilitate this process.
Gamification is one such strategy. It is the systematic introduction of game-play, game-think
and its operating mechanics into the learning process to facilitate engagement, motivation,
increase focus on learning materials, and also to include the element of fun and competition.
Gamification is also a way of learning through failure, without making failure seem shameful
and embarrassing, but rather, motivating with a dose of persistence!

In keeping with the mode of trends, which are sometimes slow in gaining interest and popularity,
this is the case for gamification. The strategy was in use, but the trend, being the increase in use
and popularity and defined as a veer in a general direction or to become deflected (MerriamWebster Inc., 2014), only gained momentum in the educational sphere somewhere in late 2013.
This trend is noticeable by the increased talk, new buzzwords, and the exploratory incorporation
into instructional learning environments.

This paper seeks to discuss the growing popularity in the gamification trend, its design,
application and integration into instructional (training and educational) environments; and its
implication for learning environments.

Taylor_Research Paper in Emerging Trend - Gamification

What is Gamification?
The description of gamification in the introduction above may be used to describe several
instructional strategies. It may also be used to describe edutainment or game-based learning
(GBL), with which gamification is mistaken or used interchangeably to describe gaming
strategies in learning environments. Much research and papers tend to lead discussions which
focus on the two strategies simultaneously. Bhasin (2014) posited that there is no difference in
the strategies as they both have the same goals of facilitating learning and motivation through
game-thinking and techniques. However, research shows that the conceptualisations and their
focus are separate and distinct (Gerber, 2012). Edutainment uses entertainment media such as
television programmes, video games, multimedia, websites, and computer software to teach
some educational content (Rapeepisarn, Wong, Fung, & Depickere, 2006). GBL encourages
learning through game-play and videogames which simulate real-world academic and nonacademic experiences, to promote scientific or higher-order thinking through simulations and
virtual worlds (TeachThought, 2014), e.g. Minecraft and World of Warcraft. Gamification
involves using currency, badges, points or some type of reward system, along with other gaming
operational features to effect changes in behaviour (TeachThought, 2014) such as engagement,
commitment and motivation to achieve a particular instructional goal.

What exactly is Gamification?

Gamification is analogically linked to boy scouts or girl guides in which badges/patches are
awarded for voluntarily participating club activities, all aimed at developing knowledge, skills
and attitudes in different areas. It does not include the use of video games or addiction to gameplay. The strategy emphasizes the inclusion of elements of play into instruction and reflects a

Taylor_Research Paper in Emerging Trend - Gamification

type of stealth mode to increased motivation and behaviour change. It has foundational bases in
psychology (Gerber, 2012; Morris, Croker, Zimmerman, Gill, & Romig, 2013) and instructional
design. Huang & Soman (2013) described it as an intervention that is focused on getting people
engaged in activities such that their likelihood of completion is increased. Gamification may
also be explained as the use of game-thinking or game mechanics in a non-game context or
a way of making non-game actions more appealing to its users (Ferreira, 2013). TeachThought
(2014) called it a system of carrot sticks to promote desired behaviour. Regardless of the
definition or description, gamification is achieved through on-going challenge/s, assessments,
and using those features that are common to games.

Gamification has roots in the commercial industry, marketing, healthcare, education,

informational technology and gaming industries. It was in the midst of commercial activity for
many years as a technique to attract customers, to gain their loyalty, and as a strategy taught in
business to attract clients (Gerber, 2012). Many major companies have adopted the strategy to
engage their customers and more are catching onto the business trend. Behaviour change in the
commercial or corporate environments is reflective in recruiting new clients; encouraging
customers to make purchases; or encouraging commitment to brand loyalty. In the instructional
environment learners are stimulated to learn tasks, topics or subjects that may be otherwise less
appealing or boring, thereby reducing focus and the willingness to complete programmes.

Timeline and Trends in Gamification

The timeline is shady and has some grey areas. It reveals the use of game mechanics or gamelike strategies since the 1970s or 1980s to encourage learning through play and games and to

Taylor_Research Paper in Emerging Trend - Gamification

encourage scientific thinking using games to simulate real world experiences (Fair, 2014;
Gamification - Learn About Gamification, 2014; Turco, 2014). The timelines are disjointed with
sporadic displays of the technique in the business arena, and no real reference to the strategy
being used to facilitate behavioural change during instruction. Around 2002, the idea of
gamification gained increased use and interest in the commercial/business field.

In 2002 Mr. Nick Pelling, dubbed the Father of Gamification introduced the actual term
gamification as the incorporation of game mechanics into all manner of transactions and
activities on commercial electronic devices in-flight video, ATM machines, vending machines,
mobile phones, etc. In more recent times, the British Computer Games Programmer noted,
during an interview for the Gamification World Congress, that the strategy incorporates learning
in all environments including online learning (Pelling, Nick Pelling: The Gamification Inception,
2014).

Mr. Pelling initiated a business, The Conundra Ltd., aimed at pushing gamification into the
commercial environment but this was dissolved in 2006 due to insignificant customer interest
and because it was introduced a decade too early (Pelling, The (short) prehistory of
gamification, 2011). Mr. Pelling may have been correct in his assumption about the
precociousness of the strategy as almost a decade later, in May 2012, Connie Malamed noted
that gamification is on fire (Malamed, 2012). She was discussing the increasing trend for
gamification with venture capitalists, companies, institutions, and non-profit organisations.
At this time, the interest in the technique had increased and was gaining greater popularity. A
consideration to utilise this technique in the educational field began to show face in the same

Taylor_Research Paper in Emerging Trend - Gamification

period. As Malamed (2012) conducted a book review on Karl Kapps book: The Gamification of
Learning and Instruction, she quoted the author in cautioning users/designers that when
gamification is shifted to training and education, it should not be seen as a solution for every
instructional programme, as overuse will trivialise the strategy and make it non-impactful.

It is unclear when the strategy picked up greater popularity. Webquests and literature reviews
revealed, between 2010 and 2012, an increase in use, albeit, still mainly in the commercial field
and with a shifting and sometimes alternating focus on game based learning.

Today, the term gamification headlines many business and commercial conferences, websites,
webinars, marketing promotions aimed at selling the technique to companies, white papers for
school administration and is currently being tried, tested and incorporated into educational
programmes. Morris, Croker, Zimmerman, Gill, & Romig (2013) indicated that a small number
of schools in the US have begun to experiment with gamification across the curriculum. Even
bloggers have started using the game-like design in their sites (Ferreira, 2013) to encourage
postings, and to provide feedback to visitors. Bhasin (2014) has attributed the increasing
popularity to this technique on marketplace forces, the connection between games and learning
in children, and the rising interest in games among adults. This evolving trend touches distance
education, eLearning programmes, instructional technology and instructional designs. A
webquest using search words trends in technology trends in distance learning or trends in
instructional design, all using 2014 and or new as an additional key word, included the
following results:

Taylor_Research Paper in Emerging Trend - Gamification

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IT Business Edge This site rates gamification as No. 3 on the informational technology
scale for trends in 2014 (http://www.itbusinessedge.com/slideshows/top-10-technologytrends-for-2014-03.html).
Badgeville Blog The Business of Gamification has indicated that it will reach a plateau
of productivity within in five to ten (Duggan, 2014).
eLearning Industry discusses top instructional design trends and outlook for 2014 and
indicated that the incorporation of gaming elements and gamification into e-learning
courses of all levels as a must-do strategy for designers (Davis, 2013).
St. Josephs University describes it as an evolving trend in instructional design and an
eLearning solution to distance education (SJU, 2014).
NMC Horizon Report - 2014 K12 Edition (Johnson, 2014) announced the adoption of
gamification in schools within the next two to three years as its growing potential is
realized for learning and instruction. The report also noted that gamification may be the
push needed to move games and GBL into acceptance within the educational community.

How does Gamification work?

A number of articles were reviewed to assist with understanding the operations or mechanics of a
gamified environment. These articles were referred to bring about consensus and a concise report
about the different aspects, requirements and successes of gamified environments. Selected
articles include Enders, (2013); Gerber (2012); Huang & Soman (2013); Morris, Croker,
Zimmerman, Gill, & Romig (2013), which were used to assist with the discussion about the
concept. Gaming features include a storyline, rules, the quest or mission, rewards, competition,
ratings, and failures and successes. Inclusive instructional features include feedback, aims and
objectives, social learning, collaboration, rewards, and the learning material.
The Storyline
The storyline is the mission or quest in which the student or player is immersed. It presents a
challenging scenario, which motivates the learner to pursue desired goals. The player has a role
in the mission and must surpass challenges within the mission. To add interest to the mission, the
scenarios, goals, settings, characters and reasons behind the quest must create conflict, and be
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challenging, authentic and engaging. The selected obstacles and challenges must be aligned with
the desired behaviours and actions or rather, specific learning goals and objectives or of the
subject or topic (Enders, 2013). Participants must follow the game rules and regulations in order
to earn and maximize the points for surpassing the challenges. Bonus points may be allocated
depending user skill, expertise, and effort. For example, bonus points can be awarded if the
player achieves the particular goal within a pre-specified number of attempts, or within a
specified time frame. Thus, if an aim is to unscramble 5 words, then bonus points can be
awarded for correct spellings on the first attempt, or for identifying the words within a 10 second
time frame.
Game Levels
Levelling up, is an additional gaming feature within the gamified environment, which
highlights and measures accomplishments as players move beyond each level or major stage in
the learning process. Displays of knowledge and skills through tests and challenges mark their
progress for assessment purposes at the instructors end, and motivational and learning purposes
at the learner/players perspective.
Feedback
Feedback is a big part of the game as it should be skilfully and stealthily incorporated into the
environment in the form of a tutorial or guidelines for learning about the subject material. As the
player encounters a challenge, he/she should be able to return to the feedback mechanism to seek
guidance and instructions on how to perform a specific task in order to surpass the current
challenge. If failure ensues on attempting the challenge, the feedback loop should link the player
to the tutorial prior to repeated attempts. The facilitator, instructor or automatic feedback

Taylor_Research Paper in Emerging Trend - Gamification

mechanism should direct the player to the resources or information necessary for understanding
the learning goal before a new attempt or new set of attempts for that challenge.
Other Elements
The gamified environment may have built-in self-supporting mechanisms and social elements
in the learning experience. Players can perform in singularity as they seek to privately enhance
their knowledge, skills and abilities. Goal attainment leads to rewards (e.g. the badges, points, or
trophies) and simultaneously facilitates and develops self-management and problem-solving
behaviours.

The social elements promote interactivity among other participants. Interactivity may be in the
form of collaboration, helping or leading behaviours as participants offer assistance to their
peers, or support channels for guidance and exchanges. The interactivity and collaboration
promotes social learning, peer support and competition among peers. Points are awarded for
displays of these abilities. For example, rewards may be issued to participants as they recognise
the achievements of other players or assist them in achieving a goal.
Leaderboards and Scoring
Rewards are given incrementally, depending on the task difficulty and in alignment with the
performance of desired behaviours. Desired behaviours should have a priority listing and a scale
for each type of required behaviour, with higher points being allocated for displays of behaviours
that are aligned with programme goals, objectives and desired outcomes.

As players or participants achieve their goals, scores and progress can be placed on a scoreboard
or leaderboard as a form of public recognition. Enders (2013) noted that recognition is added
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stimulus for encouraging behaviour change and learning. Participants therefore are given the
opportunities to show-off their new abilities, compete for points, and publicly display their
accomplishments. In this regard, a leaderboard is another motivational feature of the gamified
environment. It lists the names and successes of the players in rank order of scores or abilities.

It must be noted that leaderboards can be daunting if not skilfully managed by the instructional
designer (Huang & Soman, 2013). Players should not feel exposed, should their current score be
below a particular range. To this end, some designers recommend listing only a selection of the
high performers, rather than listing all participants in efforts to highlight successes but also to
expose failures. The recommendations of Enders (2013) were adapted below to describe design
elements of an effective leaderboard within a typical educational environment. To this end, the
designer should:

Display the behaviours and activities that are most important to reaching programme
goals.
Create different leaderboards for overall tasks, and for individual tasks.
Use multiple leaderboards if different classes, schools, institutions or zones are
participating.
Incorporate the ability to search for players to view individual performers and to compare
progress with other players.
Allow participants to create their own leaderboard for consenting participants, a circle of
friends, collaborators or for competition.
Clearly communicate the updating frequency for the scoreboard.
Reset the leaderboard at the end of a given time period to give players a fresh start.

The Purpose and Aim of Gamifying a Learning Environment

The aim of gamifying the learning environment is to increase motivation to learn, engagement
with learning about the topic or in the programme, and increasing focus on developing the
knowledge and skills associated with the instruction (Huang & Soman, 2013). The learner must
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have a specific learning goal but gamifying the environment enhances the challenge and
strengthens the desire to achieve the targeted goals. Gamifying the game also assists the
instructor with enabling a learning environment where he/she uses knowledge and skill in
instructional design to create an environment that assists students with overcoming certain
barriers to learning. The instructor may gamify the entire topic or just sections of it to add a bit of
novelty or to overcome specific barriers. The strategy also promotes a transparent and
measurable way of assessing and evaluating learning progress.

Designing a Gamified Environment

A gamified environment can work when it is effectively designed using well-known instructional
design approaches of learner analysis; assigning roles or identifying expectations, aims goals and
objectives; and incorporation of relevant strategies. The gamified environment allows the learner
to display and show-off new knowledge, skills and abilities as they voluntarily complete the
game challenges and attain learning goals (Morris, Croker, Zimmerman, Gill, & Romig, 2013).
Benefits also extend to the instructional designer who facilitates learning through collaboration
and enabling bonding among peers for mutual support. If the environment is well-designed, a
player who fails in a particular area is able to acknowledge that failure, and challenge themselves
to surpass said failure through repeated trial and error.

A well-designed gamified environment should also aim to develop skills, abilities or cognition
that are directly linked to the topic content and its objectives (Bhasin, 2014) and encourage
learning through fail-safe mechanisms that do not focus on the negative feelings or emotions of
traditional learning (Huang & Soman, 2013). To this end, learners should have timely
constructive feedback, support and repeated opportunities to succeed at gamified tasks.
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Gamified tasks can be used in a regular classroom setting (TeachThought, 2014) or online
learning / distance education. In an internet based programme, avatars and audio-visual graphics
can be used to promote further engagement. The key to gamifying the environment is not in its
medium, but in the use of artifacts, colour, graphics, facilitating social acceptance, meaningful
challenges and rewards, and wide participation. Gerber (2012) mentioned crowdsourcing as an
effective motivator for a gamified environment to increase competition, widespread
participation, group think, collaboration and collective intelligence.

In an online environment, the use of colour, music, graphics, transitions and video quality will
play a role in motivating and captivating the learner to remain engaged and occupied in the
learning environment. This can include pop-ups of points for correctly engaging in required
activities, for example displaying additional bouts of knowledge, timely submissions of
assignments or discussion posts and simply responding to comments made by others. There can
also be timed intervals for the posting of points, badges, or stamps so learners know when to
expect postings or grading awards. An example of gamified online environment is seen on
visiting the website for the Gamification Company. On reaching the site, the guest is rewarded
points for engaging in a desired behaviour which is: to visit the website. Guests are encouraged
to sign in to earn more rewards (GCO, 2014). Screenshots below show the pop-up rewards at the
bottom right hand side of the image; and encourage earning free tickets/more rewards.

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Figure 1 Demonstrates the Use of Points in an Online Environment. See points on bottom right hand corner of the image

Figure 2 Demonstrates the motivation element in encouraging incremental and desired behaviours

In brick and mortar learning institutions, gamification can be introduced to encourage learning
on a larger scale. For example, the entire student level of students in a Class 4 can participate in
the gamified environment or perhaps a section of Class 4 students across an entire country or
school zone. Alternatively, the technique can also be used in blended learning where sections of
the learning are done in an online environment. To this end, researchers (Enders, 2013; Gerber,
2012; Huang & Soman, 2013) have provided similar steps in achieving a gamified environment.

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A concise account of these steps was sorted into phases of design as follows:
Learner Analysis
Define programme aims and objectives

Phase 1
Phase 2

Structure the programme using goals and milestones to mark specific levels/goal attainment
Identify resources and areas for gamifying eg. rewards, specific content for alignment with gameplay, and ways of measuring, assesssing or evaluating progress
Create feedback loops for guidance, coaching and collaborating
Create feedback loops to keep player informed of their progress and of specific goal achievements

Phase 3

Figure 3 Steps in Designing a Gamified Programme

Facilitating Behavioural Change in Learning Environments

Gamified environments were implemented in corporations and in few schools across the US but
it can also be achieved in our Caribbean Territories. It is noted as a cultural tool (Morris, Croker,
Zimmerman, Gill, & Romig, 2013) and as such, must be adapted to suit the specific learning
environment. For example, the storyline, and the gaming currency and its alignment with
authentic rewards must be in keeping with those types of motivators that are appealing to the
specific learner/user/player. Once done, the strategy can be easily piloted in individual academic
or workplace intuitions, or across a zone or set of companies, all aimed with a specific goal in
mind. An example of implementation was discussed by Huang & Soman (2013). In summary,
Huang and Soman (2013) described a JFDI Academy, undergraduate education programme
where the professor noted that students procrastination levels in a specific course was high with
them delaying preparations for assignments that were lengthy and well-known for their timeconsuming activities. The professor had also noted that the recall of concepts was problematic
and feedback was not timely. Motivational factors were already present as the course was a
prerequisite to another offered in the same programme. Gamification was the additional
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motivational strategy aimed at getting the students to overcome these challenges. Results of the
new approach revealed that students submitted their assignments days before they were due,
feedback was timely and students were able to publicly display their success on the leaderboard.

Enders (2013) has revealed that challenges for its implementation can be reduced as gamification
characteristics and design techniques facilitate ease of application and use in any environment.
Thus, within a gamified project,
Its implementation may simply be a collection of tasks associated with points or some
other type of reward;
Losing is not always possible as the aim is to motivate people to take some action to do
something;
Implementation can be relatively cheap; and
Game-like features can be added without too many changes to existing content.
Some suggestions for implementations in my Barbados educational school system are listed
below:
As bonus marks for secondary level students who can take their gamified points to the
end of year promotional exams for inclusion with examination results.
For secondary level, tertiary or vocational level learning, students can be encouraged to
participate in a skills programme challenge, in which points are awarded for displaying
certain skills that are applicable to the work environment. For example, students will earn
points throughout the school for altruistic behaviours, customer service, interpersonal
skills, communication skills, research, punctuality, etc.
At primary level education, points can be earned between the class one and class four
levels (approx. ages 8 to 11) to be carried over to the common entrance examinations
rather than relying on the grades of the single secondary entrance exam. So children can
have math points, composition points, etc. and those papers or progress may be submitted
for review within the examinations section of the Education Ministry.
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Alternatively, suggestions for inclusion into my public sector, training, work environment are
also made for human resource development matters or performance improvement. For example,
a gamified environment can be set up for an inter-departmental mini-competition where sections
compete for a quarterly prize (e.g. One free work hour at Christmastime; or a special nonexpensive treat from the losing team/s). Areas of assessment for each section/team will be for
collective punctuality, lowest level of absenteeism, or demonstrations of organisational
citizenship behaviours which may be in the form of completing tasks that are not within the
sphere of regular duties, but have crept into the operations of a particular individual or section.
The reward may be given to the individual or his/her section at the end of the quarter.

Implications for Instructional Environments

Research in this area has presented a number of implications that can impact the successful or
effective design and implementation in learning environments.

Investment in time
The design of gamification can be time-consuming. The designer has to ensure that the design is
effective and incorporates the necessary elements aimed for motivating players, engaging them
with the content, and challenging them to surpass learning obstacles as well as sustaining interest
in learning and in the game (Wharton School of the University of Pennsylvania, 2014). The
designer also has to ensure that transparent operations are in place to reduce ambiguities or
discrepancies in measurements, assessments and evaluations. However, as long as the curriculum
is clearly and skilfully designed, then the incorporation of gamification strategies should be
aligned with the goals, aims, assessments and desired outcomes.
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Motivational Elements
Additionally, the environment must provide repeated opportunities for learning through failures,
coupled with constructive support. The focus on assigning points and the scoring system must be
aligned with goals and aims to avoid criticisms of over-focusing on the reward. This according to
Gerber (2012), prevents the development of intrinsic behaviours in learning; or creates a thin line
between intrinsic and extrinsic values (Mccoy, 2012). To prevent the reduction in intrinsic
behaviours, Mccoy (2012) further suggested that participants should have existing motivators,
within the learning environment. Thus, gaming would be a bonus mechanism for engagement,
focus and ultimate successful completion of programmes or attainment of desirable outcomes.

Research Areas
Researchers have indicated that areas or programmes of high informational content are apt for
gamification. Thus subjects such as history, biology, social studies, chemistry, English, which
have lots of information can be gamified to improve the likelihood of successful completion and
engagement. Researchers Morris, Croker, Zimmerman, Gill, & Romig (2013) indicated that
although there has been implementation in few schools, there are no data to evaluate its
efficacy. Research is therefore needed in this area to assess its benefits and effectiveness within
the educational community. This can be achieved through a pilot programme, using strict
research practices to enable generalisation, reliability and validity of findings.

External Support

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The challenge for designers also is also in facilitating buy-in with school administration/s,
communities and the Education Ministry (in public schooling) to ensure that there is wide spread
acceptance and consensus among parents, children, individual school administration, and the
wider educational community.

Technical Support
If the environment is situated online, designers will need the assistance of programmers and
website developers to assist in creating an appealing audio-visual learning platform. This aspect
of learning can increase costs for design, maintenance, supervision and online support for
feedback, grading and other awards as facilitators will be required to constantly review the
progress of participants.

Conclusion
Gamification is not a new strategy, but trend watchers have reached a consensus that it will soon
reach its pinnacle for acceptance and inclusion in many learning and training institutions within
the next 2 to 5 years. The idea of introducing play and game mechanics into learning is age-old
but trend watchers show consensus that gamification will reach its pinnacle for acceptance in the
educational field within the next two to five years, with much awareness raised in this current
year. Its success may also be used to gain acceptance for game-based learning which means that
corporate and commercial entities will push for its successful implementation in new
environments. Scholarly research, literature reviews, webquests and the rapid adoption of the
strategy in the business environment shows the trend that is in favour of gamification. Thus, it
has great potential to be one of the top trends in learning and education environments aimed at
attracting learners, increasing motivation and promoting engagement. Of all the trends reviewed,
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it shows viability for usability, acceptance and longevity within the educational environment.
The technique increases collaboration, builds bonds and friendships, allows participants to be the
best that they can be and to display their best selves (Wharton School of the University of
Pennsylvania, 2014).

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Reflection
I selected gamification as a new and emerging trend in learning. Its recognition as a trend is
revealed in new buzzwords such as gamify or gamified environments. The trend is also
reflected in the increased use, acceptance and implementation within different learning or
educational environments, especially since its use was concentrated in marketing and corporate
strategies. Its increasing acceptance, and demonstrations of interest (through webinars, a
proliferation of websites, discussion blogs, and companies selling its potential for success in
training, education and human resources) show that gamification is a viable strategy in
facilitating learning and teaching through motivation and engagement.
As an emerging trend in education, I believe IT corporations and the gaming industries, as well
as the experimental inclusion into learning programmes, are currently laying the foundation for
its widespread acceptance. Corporations are designing badges, platforms, and commercial
entities for this launch, while schools and universities are exploring the possibilities and rating its
success for full scale adoption into some aspects of their curriculum.
Gamification supports the changing paradigm of education and learning as it spans the
introduction of innovative strategies for classroom-based learning and the trend in moving
towards the more flexible, and easily accessible online or distance learning. With online learning,
participants are constantly seeking the feedback of instructors and facilitators so a well-designed
gamified online platform can reduce the instance of the problem. Designers can incorporate the
technological mechanisms for real-time (or periodic) rewarding of displays of behaviours and
activities.

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Research and data collection in this paper was messy, rigorous and time consuming but it was a
necessity to ensure accuracy, reliability and validity of information. Extensive reading,
validating, compiling and creating a concise account of the information was the ultimate
challenge.
As such, finding adequate research material was a bit problematic and time-consuming as most
resources were associated with the corporate, commercial and capitalist side of gamification.
Searches also brought results about the more widely known Game-Based Learning and games
and their incorporation into learning environments. Quite a few of the resources also used the
terms interchangeably creating grey, unclear and ambiguous demarcations. Nonetheless, my
research has led me to believe that while the two share common goals, their techniques and
implementations are different and have different connotations. This conclusion was achieved
through triangulation of information to gain corroboration and consensus. Information also had
to be sorted to ensure that meaningful patterns were achieved to bring about a concise, wellstructured paper.
My research has also led me to thinking about the benefits of implementation here in my country
and in the workplace; and even in my home to motivate my son to performing certain duties and
displaying improved behaviours and attitudes. Thus gamification can be used as a strategy in the
education, training, and human performance improvement. The downside is that the technique is
not used to create motivation. Rather the motivation must pre-exist, and the reward must be
meaningful and sought after to gain player acceptance and participation.
Gamification has roots in psychology with a focus on motivation, engagement, social learning,
and learning through play and experience. A number of traditional instructional strategies have

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been played out through the use of gamified techniques. These include rewards and recognition;
repetition and routinized actions and behaviours to achieve mastery, and increase the likelihood
of recall; chaining and scaffolding as participants are guided from one task to another with
increasing difficulty at each new level; goal-based learning for the development of problemsolving and higher order thinking; and self-management. Depending on expertise of the design,
and engagement of the learner/player, the gamified network may also assist in applying and
integrating the information relayed to facilitate a deeper, life-long learning.

As with any instructional tool or instructional technology, the instructor must be skilled
determining the best environments or areas for use to effect learning. Gamification is not about
the points or rewards, but its chief goal is in motivating the learner/participant to improve their
performance or change their behaviour to achieve desired goals. Additionally, it gives the
participant the opportunity to display knowledge and competencies. To this end, the strategy can
have tremendous potential in any learning environment whether classroom, online or training.

The requirements for this assignment entailed the research of a new trend in Instructional
Design, Technology or Distance Education. This overarching requirement presented the first
major challenge to completion. The search for a new trend first entailed the selection of an area
of choice from among these three arms of the instructional design field. I chose the area of
Instructional Technology but in my research and as I started writing, the links between the two
fields became increasingly apparent. To this end, I can more knowledgeably and confidently say
that based on my research, the instructional design field encompasses the use of new and existing

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Taylor_Research Paper in Emerging Trend - Gamification

technologies and effective design of learning environments, whether it is classroom-based,
eLearning, or distance education.

24

Taylor_Research Paper in Emerging Trend - Gamification

References
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