WHAT IS NOT E-LEARNING GAMIFICATION?
Gamification has become buzzwords in education yet some general confusion still exists regarding what it is and what it is not. We would love to clear up any misconceptions.
Gamification has become buzzwords in education yet some general confusion still exists regarding what it is and what it is not. We would love to clear up any misconceptions.
What is Gamification?
Most people describe Gamification as “the application of game elements to non-game contexts to increase user engagement". But we especially like Karl Kapp's definition: "Gamification is the cover to add the interactivity, engagement and immersion that leads to good learning".
What Gamification is NOT?
Misunderstanding gamification directly affects the way you use it for developing gamified eLearning.
Let’s get clear. What gamification is NOT?
• Is NOT a game
• Is NOT just a buzzword
• NOT just about points & badges
Gamification is NOT a game. It’s not even game-based learning. It does not require e-learning students to play games, either electronically or with toys.
In essence, gamification is not even about designing full-fledged games. It is simply about using game mechanics, and elements to make practical day-to-day activities (like eLearning) more compelling and engaging.
When gamifying learning, remember that use of game elements is not same as creating a game for the content. The aim is to enhance the teaching process and hence make it more fun and engaging but not to replace teaching with playing. Don't let the gamification steal the show!
Gamification is more than ranking systems, scoreboards, and badges
Gamification is much more than points, ranking systems and badges. A good gamified eLearning course concentrates on intrinsic instead of external motivating factors and emotional engagement. This means that a gamified eLearning course can be gamified without ever offering a point, badge or status icon to the learner.
The purpose gamifying an eLearning course is to encourage learners to engage in desired learning behavior by taking advantage of the human psychological predisposition towards gaming.
Gamification is meant to assign real benefits for the learner, the training department, and the organization as a whole. Hence, your gamification-thinking must go beyond just developing appoint system where points are collected for the sake of collecting badges. Though this can be a good start and leverage one’s competitive drive, it should be seen as a means to an end (the initial boost) and not an end in itself.
How to make gamification work?
Poorly executed gamification results in cost-intensive learning activities that not only disengage learners but also disenchant them about the effectiveness of gamified learning.
To make it work, your gamified eLearning courses must be:
- Learner-centered: — Gamification should help your learners achieve their learning objectives.
- Useful: The content should be relevant and focused on real-life scenarios.
- Focused on content and design, not technology: As Karl Kapp says: "Gamification is not bounded by technology or the need to be delivered online; it doesn’t have to be digital. Instead, gamification is a design sensibility".
For gamification to deliver expected results, it is imperative that you first assess your existing eLearning strategy. Consider whether gamification can harmoniously fit in with your training and eLearning strategy before investing in it.
Your choice begins with your organizational objectives (pedagogical and learning), the content that your department believes needs to be gamified, and understanding your target learners. Once these objectives are clear, gamification will dramatically boost engagement and retention.Employees will learn with fun, and perform!
Why is IBI eLearning the system of pedagogy and gamification in harmonious combination?
1. We inspire students through our fun and meaningful learning activities:
The designed learning path that consisted of dedicated reading, discussions and reflections would enable students to have a clearer understanding of the issues. The controlled sequence helps students learn in high level of engagement. The other objective of the teacher – to extend the learning experiences of the students to out-of-class time through online learning activities – is also met. The advantages of the case-based activity enhance the new possibilities for flexible time management through using the web-based tool.
The six areas – activity, scenario, feedback, delivery, context, and impact – cover issues across all disciplines involved in our e-learning design, but particularly focus on learning as the driving motivation. In many business situations, the e-learning goal is to improve business outcomes. We make the assumption that this is achieved indirectly by the effectiveness of the e-learning training and thus focus on improving that effectiveness.
IBI eLearning design stems from a focus on student experience, while taking into account the broader networks that contribute to and are influenced by that experience. We encourage a participatory design and implementation approach, where the e-learning system is a two-way street, allowing early and ongoing communications between designer and users, rather than a conduit directed at the learner or educator.
2. We develop and apply incentive program for the clients:
We coordinate with HR department to develop incentive program to encourage learners to compete and have fun during the course.
3. We encourage students through our professional online scores and report system.
Our eReport provides a management system for you to handle course registrations, administration, tracking and reporting. eReport allows businesses to quickly and easily monitor and maximize their progress.
4. Our courses are processed to different levels:
Our online English courses consist of different levels to be taken one after the other which are internationally benchmarked.
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