The blog looks at gamification, g-Learning and games based learning theory and practice. It provides insight (via games-ED and pixelfountain) on games based learning use in education and g-Learning (including learning simulations) use in adult learning / training such as application in curriculum delivery, training, awareness raising, organisational development, communications and engagement.
Games can be a powerful tool to teach a myriad of things, from curriculum matter to soft, 21st century skills such as problem-solving and collaboration. However, they are not always appropriate. These questions may help you decide whether games are right for you:
Will using a game bring anything to the table? – Don’t use games for the sake of it. If the game adds nothing, or if other methods are superior, don’t use them. However, if the game teaches at the same level, go for it! It will have added value (spice up curriculum and engagement). Be wary of ‘games’ that are just quizzes with graphics and tagged on mini-games. Learning outcomes are paramount.
What problems do I have that I need to address? – Think what problems you need to address rather than where you can use games. This could be curriculum based e.g. “I could do with a way of showing the inner workings of the human body, beyond two-dimensional diagrams”. Or non-curriculum based e.g. “I need to get students to work together to help reduce bullying”.
I believe that there are several factors which made Gamification of organisations inevitable. It is often
criticised for being a fad. I think that there are some aspects of it which could be. For example, the dreaded ‘badges and leader boards’ definition of Gamification is unbelievably limiting and that aspect might be short-lived. However, there are elements of Gamification which represent the larger economy, general opinion and the direction for organisations into the future. It is something much deeper than superficial badges (although they have their merits too). This is what Gamification should be understood as, what should be taken from games and it is happening right now.
First, the power of gaming as a medium is growing. The ‘games cause violence’ pack is dwindling, just as it did for every new entertainment medium before (television, radio etc.). Gamers are not geeky, social outcasts; everyone can be a gamer and many are. Games are going mobile, casual and social. Games are big business and on the rise. If you are interested in the stats, get your fill from PWC here. I am sure you are all aware of the huge success of Grand Theft Auto Five. The game made $1 billion in the first three days of being sold. The fastest film to reach the $1 billion mark was The Avengers, in 19 days. Games are big news and it is inevitable that they would have an influence over other aspects of our lives.
Second, Gamification has evolved from 21st century organisational needs. In some cases it has slipped in unnoticed, in other cases it as added an extra twist to an existing management trend. There are ways that Gamification is relevant today, inevitable and not a fad and the points below show why this is the case and what organisations should be taking from games and translating into Gamification:
Feedback – games allow constant feedback and Gamification can be used in this way. This fits with other organisational trends, such as the breaking down of communication barriers across the organisation, at different levels. It also allows the organisation to exert control and monitor, but in a constructive way that is more carrot than stick. It also marries up with Generation Y’s need for constant feedback as they move into organisations (see ‘Motivating Generation X and Y with Gamfication’).
Competition – games can promote competition, against others but also yourself. Players are able to see feedback about how they performed and strive to better this performance. This can be a powerful use of Gamification. Businesses need to remain competitive. Especially in a recession and when innovation and market dynamism are so powerful. Encouraging competition within the workforce, giving employees more autonomy and allowing them to self-monitor can help this process along. Gamification is therefore, a natural and fun progression of this.
Teamwork – A lot of games and Gamification promote and facilitate teamwork. There has been a huge move to making use of teams in organisations due to their self-management, innovation and so on. Teams are a part of the ‘Japanisation’ of the Western organisation. Gamification, therefore, can be seen as an extension of this, a means to promote collaboration and cooperation.
Learning and Development – Organisations have come to appreciate the power of their human resources, especially in terms of their capacity for good ideas, creativity and innovation. They, therefore, want their employees to be lifelong learners and to constantly develop their skills and expertise. Organisations can no longer promise to offer a ‘job for life’, so they have moved to support employees’ employability. Games require constant learning and development of skills and Gamification could be the next frontier for this in organisations.
Creativity – Games are fantastic for generating creative problem-solving and innovative thinking. They require it and reward it. These skills are needed for 21st Century businesses to survive and thrive. Therefore, Gamification should be used to reflect and encourage this. See our post, '21st Century Skills and Games Based Learning'.
Change and Flexibility – Games often require the player to be adaptable to change. The current economic climate and dog eat dog nature of capitalism means that the business world is extremely chaotic and dynamic. Employees and organisations need to be responsive, flexible and welcoming of change. Gamification could be great at encouraging this outlook and culture amongst organisations.
Fun – There is a move to make work more fun. Organisations are now more aware of the benefits of a ‘carrot’ approach to motivation, as well as the creative benefits of having a fun office. For example, Google offices have slides, scooters, lava lamps, pianos and so on, all designed to promote creativity, collaboration and innovation (as well as keeping people at work longer and feeling they owe the organisation). Generation Y also work to fund their lifestyle as this is the most important motivator for them. So organisations try to bring this ‘lifestyle’ into work. They are motivated by something more than the money itself. These things also represent youth and dynamism, which are championed by many organisations. The Gamification of spaces and processes at work is probably the most apparent usage.
I study management and organisations, so this area as well as GBL and Gamification interest me greatly. It strikes me that Gamification embodies many of the directions that management is taking in the 21st Century. The fact that we now have a name for it doesn’t make it a fad. The term Gamification has more scope than badges and leaderboards and many game-like elements have been translated into management. Organisations might not see how games can help them yet. But, with the growing strength and following of games as an entertainment and learning medium, I don’t think it will be too long until they catch on. This could be just the beginning for Gamification.
This is a list of apps which gamify different aspects of people’s lives. The ways they do this are interesting and varied. From encouraging children to help out around the house by it allowing them to win rewards and
level up their RPG character, to motivating you to go to the gym with the ultimatum of giving your money to other gym-goers. From apps that help you reach your goals by completing quests and defeating your personal ‘bad guys’, to motivating your workforce to complete projects. These apps are, in general, a very simplistic form of Gamification. The form that people usually have issues with; involving badges and leader boards. However, some of them are great uses of Gamification and show how varied its uses can be.
Self-Improvement/Task Management
SuperBetter – An app that helps you reach your goals. You build strength in four areas: social, emotional, mental and physical. The app enables you to complete quests (such as finishing a workout), defeat bad guys (such as the self-critic) and get the support of allies (real friends) to achieve ‘epic wins’. The game is built on the principles of positive psychology and their aim is to make players feel better for playing, not keep playing.
EpicWin – This app aims to help you to ‘level-up your life’. It adds a role playing twist to to-do lists. Completing quests (such as doing chores, sending an email, going to the gym) develops your character, gains experience points, earns riches and more.
HabitRPG – This is similar to both apps above, but works on the principle that repetition builds habits. You can choose what habits you want to develop or get rid of in several categories: ‘Habits’, ‘Dailies’ and ‘Todos’. You get points for doing positive things and lose them for doing negative things or not doing positive things. You can use these points to get rewards, which you can define or improve your weapons and armour.
Chore Wars – This is an RPG for completing chores. Every chore completed earns the player experience points which cause the players to level up. You can create groups for households and workplaces and assign different rewards for completing different chores (such as pocket money or choosing the film/TV show on Saturday night). The character classes change to reflect the chores that have been completed.
HighScore House – This works like Chore Wars, but without the fantasy RPG style. It is also intended for parents. Set up chores and rewards and the whole family can earn points, badges and stars. The parents have their own dashboard, so they are in control of doling out points and rewards. This one is still in beta mode.
ChoreMonster – This is very similar to HighScore House - but with monsters! Kids can earn points and monsters for completing chores that the parents define and verify and then spend them on treats. It is also available now and not in the beta stage.
Fitness
Gym-Pact – This app uses the GPS on your smart phone to check you are going to the gym. Then it rewards you or punishes you with REAL money for going or not going. You set up how much you are willing the app to deduct from your bank balance for not going, but this money goes into the pockets of people who did go. On the other hand, if you are a regular gym-goer, you could earn money for something you would have done anyway.
Nike Plus GPS – This one is for runners. It allows you to log your distance, calories burned and so on. You can also activate PowerSongs to help you reach the finish line. Post your workout to Facebook and you will hear real-time cheers from likes and comments as you run. You can also challenge yourself to beat others or your own personal bests to earn badges and achievements.
Work (Performance and Project Management)
Work.com – A way for managers to recognise team and individual achievements, in real-time, socially. They can give custom badges as well as ‘real’ rewards such as Amazon gift vouchers. It summarises performance and managers can coach employees live.
DueProps – Describes itself as a peer appreciation game for workplaces. Co-workers can offer gratitude to one another, which could make them happier, more engaged and more productive. Each ‘prop’ has a brief description and a number of points associated to it, which form a leader board. You can also complete challenges. Props include Einstein, for intelligence and originality and Class Act for handling a situation with professionalism, class and style.
RedCritter Tracker – This app turns completing projects into a game. When someone completes an important task, they earn a badge and reward points. These can be spent in company reward stores to get gift cards, to lunch with executives. They list the benefits of Gamification as being:
Increases employee productivity
Increases quality of work
Improves employee morale
Increases employee retention
Creates an exciting work environment
It's easy to get started just visit www.redcrittertracker.com
Personal Finances
Mint.com Personal Finance – This app aims to consolidate all of your financial information in one, user-friendly place. It is useful to budget, track and manage your money. You are scored on how financially fit you are and it gives you tips and tasks to improve this level. You can see visually what you spend, what on and how often. You can also choose goals and budgets and it helps encourage you to stick to them.
We have written quite a lot of content on this blog so far. We thought we'd give you an easy way to browse our posts by category, so you can easily find the topics that interest you most.
The following manifesto is some thoughts that have cropped up over the course of this blog and some new ones. We would welcome your thoughts, and together maybe we can create some guiding principles that might help move the technology forward.
1. Use the “G” word sparingly.
In education you might be able to get away with games based learning, but in the commercial sector it is usually better to stick with terms like learning simulations. “Serious Games” gathered some traction but is somewhat of an oxymoron.
2. Don’t believe the hype (or more accurately understand that clients might believe the hype)
“The minute they see me, fear me
I’m the epitome - a public enemy”
Don’t believe the Hype, Public Enemy.
Games bring with them a lot of baggage. Titles such as Grand Theft Auto are controversial, but games in general are seen as trivial and time wasters. Sell to the believers (innovators and early adopters) and provide them with the ammunition to succeed in their mission of gaining buy-in in their organisation.
3. Don’t sell the sizzle, sell the WHY.
While selling benefits rather than features might be perfectly sensible for products that have become commoditised, that is not the case with innovations. As Simon Sinek says we should “start with why” - . What inspired us to develop games based learning? Sell that why. Tell that story. Inspire others and create a movement.
4. Learning design trumps game gimmicks
If (for example) 3D graphics and a first person perspective help the learning, then use them; if they don’t, then don’t use them. Not only do they add to the cost of development, they are aesthetically tied to entertainment games and make games based learning look trivial and so on.
5. Real enough, not really boring
Whilst the simulation “models” a situation, it is not a model in the strictest sense. A learning simulation needs to be real enough to allow learners to quickly explore a situation without getting too bogged down in detail.
6. Don’t crowbar games into the solution
Just because we can develop games doesn’t mean that they are the correct solution to a particular problem - apropos games.
7. Games = game changers
Games can reach the parts of learning other methods can’t. We need to look for intractable learning problems. Complex issues that are hard to explain with traditional learning methods fit the bill, as does the need to engage large numbers of people. Death by PowerPoint won’t work in these situations.
8. Gamification and serious games / simulations are not the same thing
As Andrzej Marczewski points out, gamification shares some aspects with games such as scores, leader boards, badges (rewards). But, serious games / simulations incorporate game play. And serious games / simulations differ from entertainment games, which are only played for fun. This fact has design and marketing implications and is more than a simple semantic issue ‘about names’.
9. Glammed up quizzes aren’t really games
They are tests in disguise. Games take many forms but they have traits such as problem solving, narrative approach, situational reference (simulations), challenges, jeopardy, interactivity, engagement etc. While a quiz might be engaging if there is a potential to win a million, they are not going to expand learning much.
10. Fads can become mainstream
"We don't like their sound, and guitar music is on the way out." -- Decca Recording Co. rejecting the Beatles, 1962.
The law of Diffusion of Innovation (Everett Rogers) shows how innovations are taken up by innovators, then early adopters, then come the early majority, the late majority pile in and finally the laggards turn up. Games based learning is still in the early adopter phase and we should be marketing to these types of customers. But to go mainstream, as Geoffrey A Moore states, we will need to cross the chasm, by building momentum and creating a bandwagon effect that the pragmatists will take notice of.
Earlier this week, a wonderfully informative and interesting infographic was brought to my attention. It is from bestmastersineducation.com and this post is simply going to be dedicated to the infographic (it's a pretty long one). And as ever, if you have anything relevant like this to share, please do so in the comments section or email us at pfinfo@pixelfountain.co.uk
Okay, yes, that title may be a bit of an exaggeration and may make gamification sound like a bad thing (and some of these articles will look at why that could be true). But the aim of this article, is to show the broad spectrum of uses (and abuses) of gamification, from education and training, to business, healthcare and more.
We often talk of gamification and have even won an award for doing so (click here). But we (and many others) usually talk about how badges are engaging and motivating for the learner or even how they can essentially coerce people to do things that an organisation/individual wants (e.g. good behaviour in class, sharing promotional content on social media sites, reviewing products etc). Badges and other gamification strategies have been used very successfully in this way. However, the report, ‘Expanding Education and Workforce Opportunities Through Digital Badges’ takes a slightly different look at the phenomenon.
This new report from the Alliance for Excellent Education and Mozilla has looked at how badges can be used as a way of showing and verifying to employers the skills that individuals have amassed. These can be formal education, knowledge based skills, 21st century skills as well as skills gained through hobbies and other ‘extracurricular’ activities. “A digital badge system can bring resumes into the twenty-first century,” says Gov. Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. “Digital badges are making anytime, anywhere learning a reality for learners of all ages who want to pursue their interests with tangible results in real time… Badges bridge the divide between formal and informal education, and they have the power to transform competency-based learning and hiring practices.”
The report does explore how digital badges can be used to improve student learning and outcomes, but also how they can expand vocational and interest-based skills for learners of all ages. And importantly, what this can mean for employment. “The way we learn and the way we work have radically changed in today’s digital age, and we need the credentials that make sense for the way we live our lives today,” argued Erin Knight, senior director of learning and badges at Mozilla. “Open Badges can connect learners to better jobs and opportunities, allowing them to increase skillsets and marketability. In return, employers can look beyond abstract credentials or self-reported resumes and get credible information on candidates—finding a better match, and unlocking a better future for all involved.”
Expanding Education and Workforce Opportunities Through Digital Badges defined badges as ‘credentials that represent skills, interests, and achievements earned by an individual through specific projects, programs, courses, or other activities.’ The report argued that it is important that badges are defined accordingly and are measured against a specific set of standards so that they could be used by employers in a meaningful way. The report suggests that for this to happen, there must be an open badge standard that ensures all badges contain the same level of criteria and evidence, which allows people to earn badges from different issuers, manage and collect them, and display them on websites as they see fit. Mozilla has created this “Open Badges” standard that ensures the credibility of verifiable skills involved with the badges. They aim to make the badges credible by making them store information through hyperlinks about what tasks, projects etc. were completed to earn the badge.
Schools can use the system to connect their pupils’ curricular and extracurricular learning as well as rewarding them for developing their 21st century skills. The schools and colleges that have adopted the system so far have also done so to make learning more engaging and innovative. “Learning pathways differ from student to student, but badges can bridge those differences and provide students with opportunities to follow their interests, and connect what they have learned—at any time and place—to academic achievement, career success, and civic engagement,” Wise said.
But what interests me most is what the badges could mean for employment. It is unlikely that this system would completely become the norm, but it does make one wonder. It could encourage children from a younger age to think about their careers. It could encourage a closer relationship between students and employers, giving both valuable experiences. Employers could tailor more what is being taught in schools. They might put emphasis on different elements of a person than their grades. The system also has interesting implications for lifelong learning. It could foster a more positive relationship with learning as a whole. It may make people think of and approach learning differently. People could become inspired by the badges of others. The intrinsic reward of a badge along with the ability to ‘show off’ to others could generate an impressive level of learning.
Obviously, these are all big ‘what if’s and this one system is unlikely to do everything (if any of these). However, I do think it highlights something interesting and very positive about society and it would be great if it took off. The popularisation of geek-chic (which I thoroughly approve of) along with the acceptance and popularity of video games may just have amalgamated to create something that could be great for learning and learners. One thing I would like to see being emphasised though, in a system like this, would be badges for good deeds, charitable giving and so on, and then we could really be on to something great!
A report by Futurelab at NFER was published in April 2013 entitled: ‘Game-based learning: latest evidence and future directions’. The study was a meta-analysis of some of the existing research surrounding games based learning. It sought to answer the following questions:
What is game-based learning?
What is the impact and potential impact of game-based learning on learners’ engagement and attainment?
What is the nature and extent of the evidence base?
What are the implications for schools?
The authors found some interesting findings which I will summarise below and also offered some advice to teachers based on their findings (also below).
Academic Achievement
Where studies expressly sought to measure ‘academic achievement’, five calculated some degree of improvement.
Another meta-analysis observed significant, but undefined, cognitive gains across studies utilising games versus traditional teaching methods.
However, four studies found no impact on academic achievement.
Problem Solving Skills
The studies consistently found that video games can impact positively on problem solving skills.
All five studies that specifically focused on problem solving skills found some degree of improvement.
Motivation and Engagement
The studies consistently found that video games can impact positively on motivation and engagement.
The majority of the studies examining the impact of video games on student motivation and engagement found positive results. However, it was unclear whether this impact could be sustained.
Attitude to Learning
One study found that games promoted a more positive attitude to maths learning.
Another study explored mathematics or academic self-concept (the set of beliefs an individual holds about themselves as a mathematician) and found no improvement.
However, a meta-analysis found that significantly better attitudes towards learning were yielded for subjects using interactive games or simulations, compared to those using traditional methods for instruction.
Advice to teachers:
“The best way of integrating gaming into teaching is by using it within a clear pedagogic process. In particular:
Place learning activities and academic content within the video game’s fictional and entertainment context, maintaining a balance between fun and learning.
Make the academic content integral to the game rather than an add-on. Content-specific tasks work better when embedded in the fictional context and rules (‘mechanics’) of the game.
Carefully plan the roles that you and your learners will take on in the game. Teachers should play roles that allow them to mediate the experience for learners: providing guidance when needed; ensuring that rules are followed; and maintaining a respectful atmosphere.
Don’t try to divorce decontextualized components of a game (such as badges, scores or leaderboards) from the fictional context and rules of the game (the ‘mechanics’)”
Conclusion
The report seems very positive and optimistic about games based learning. However, the authors seemed disappointed at the amount of and validity of existing research. For example they say, “It is important we develop a more analytic approach that considers how the different elements that operate within video games impact in an educational setting” and “We noted a complete lack of evidence about ‘gamification’.” That is, to some extent, to be expected as games based learning is a relatively new phenomenon. However, what they did find was insightful and supports some of our opinions about games based learning. It will be interesting to see what future research has to say about games based learning and gamification in education, and there is likely to be much more of it in the near future.
References
Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning: Latest Evidence and Future Directions (NFER Research Programme: Innovation in Education). Slough: NFER.
We talk a lot about games based learning and gamification based on or around computers and technology in some way. But of course, games don’t have to be computer based and offline games and play can be extraordinarily powerful learning tools as well. Here is a list of 20 computer free game resources to teach a variety of age groups a variety of things. A lot of these are from parents, but will act as great inspiration to teachers. Please post any ideas you have or any tried and tested games you have used with your children or students in the comments.
What is the Number? (article in French - essentially like the game ‘Guess Who’, but with numbers. So the player asks questions like: “Is the number between _ and _” or, “Is the number greater than_” to teach maths concepts)
We are over the moon that have been deemed one “of the ground breakers in the gamification industry” and have won a Best in Gamification Award by Technology Advice. Specifically, we won Best Gamification Resources in the Education Industry.
This is what they had to say about us:
“Over at Game Based Learning, education and gamification combine at their best. From posts on gamified learning research to real world examples, Game Based Learning provides a wide range of content for educators and gamification enthusiasts alike. If you’re looking on reasons to implement gamification in your classroom, or just advice on how to do it, Game Based Learning is the place to go.”
To read the full article and see the other winners, click here.
There is a reasonable amount of research into motivation at work being undertaken these days and it is interesting to see where gamification fits into the picture. A recent study from Odgers Berntson and Cass Business School suggests that organisations are unprepared for the new generation of leaders. Richard Boggis-Rolfe, Chairman of Odgers Berndtson argued "The retirement of the current generation of corporate leaders will lead to cultural changes that most organisations are unprepared for. In order to thrive in the post-baby boomer landscape, companies need to put serious thought and effort into smoothing the intergenerational transition for leaders from generations X and Y."
But Who are Generations X and Y?
Jane Sunley, CEO of Purple Cubed (a consultancy firm specialised in workplace engagement) explains, “The baby boomers are the generational cohort born between 1945 and around 1961, generation X were born between around 1962 and 1981 and generation Y from around 1981 to 2001… Don’t get too hung up on the dates though, because everybody says that they’re different. The important thing is to appreciate that every generation has been influenced by the environment of their upbringing: education, parents and – in the case of generation Y – the biggest influence has been technology.”
What are the Key Differences Between the Generations?
According to Sunley, there are five key differences between the upbringing, character and motivations of each generation that affect their working styles:
Reason they work – Baby boomers ‘live to work’, generation X ‘work to live’ and generation Y work to fund their lifestyle.
Decision-making – Baby boomers prefer to make their own decisions, generation X will take direction but then like to be left to get on with it and generation Y require constant direction and collaboration.
Feedback and response to work – Baby boomers know when they have done a good job, generation X like regular feedback and generation Y need constant feedback.
Sharing opinions – Baby boomers like to keep their opinions to themselves, generation X share their opinions and generation Y assume others want their opinions.
Attitude to change – Baby boomers are resistant to change, generation X relish change and generation Y are flexible.
Could This Cause Problems?
According to the Cass Business School study, “Only 41% of respondents believed that their organisations are ready for changing workplace demographics of age, gender and diversity.” Many respondents to the study also commented that “the retirement of baby boomers from leadership positions would result in a mass exodus of talent over the next 20 years, which will intensify the global war for talent among existing executives”.
Obviously organisations will have to adapt their leadership strategies, corporate culture and so on to adjust to the new generations of leaders and workforce as well as the 21st century as a whole. Sunley argues that understanding the differences between the generations could give organisations the edge when managing the shift in their workforce. Appreciating the five key differences could help directors form a more effective leadership strategy.
How Should Leadership Styles be Adapted?
The Cass study suggested that, “Foremost among the new leadership skills will be emotional intelligence, people skills and flexibility, which will be needed to attract and motivate a more diverse and mobile workforce… This more collaborative form of leadership will be key to helping executives navigate the 21st Century workforce.”
Professor Cliff Oswick, Cass Deputy Dean, believes, "The increasing diversity of the global workforce will need to be taken into account by corporate leaders. Cultural awareness will be at a premium and leaders will have to cultivate emotional intelligence and be better attuned to gender differences."
What About Gamification?
I have been reading about this topic over the past week or so and it struck me that gamification looks like another way that organisations are coping with some of these new generational styles as well as the 21st century world of work as a whole. The likes of Google are creating new ‘gamified’ offices that cater to the often young, innovative, creative types that they wish to attract and motivate. They often include things such as gyms, gourmet cafeterias, dogs, hair stylists, scooters, massage parlours, slides, shops and so on to support the lifestyle and motivational needs of generation Y (amongst other things).
The fact that generation Y like to work together and collaborate is often encouraged by gamified solutions as well as new office spaces. Rewards for collaboration can be encouraged by team leader boards, badges etc. as well as collaborative games being used to train, assess, build teams and so on. ‘Gamified’, 21st century offices also support generation Y’s need for collaboration. For example, offices are often made with areas specifically for people to bump into each other or act as the proverbial water cooler and encourage people to spark off one another and innovate. Many offices now create open plan areas with smaller pods or seating areas within them to make collaboration natural, easy and fun. For example, white board walls, pianos, ping pong tables and so on are often included in new offices to promote team bonding and collaboration.
Perhaps most strikingly, gamification is a way that generation Y can receive immediate feedback. Members of generation Y are likely to have been brought up around video games and to have amassed a lot of hours playing them. Games offer immediate feedback which could be why generation Y come to expect it from every aspect of life. Gamification can allow immediate feedback to occur and give employees a virtual ‘pat on the back’ for completing actions. This would be time consuming for their managers or peers to do and may not come naturally to them (especially if they are baby-boomers).
Communications (internal and external) and Marketing - see articles here and here.
Rewards, incentives and recognition – e.g. Badgeville.
The cultivation of a specific corporate culture – see article.
Motivation is extremely important at work, both for the employees and the organisations. The infographic below sums up very well how generations X and Y might be motivated differently to the baby boomers and how gamification can be utilised to engage and motivate the workers of today and tomorrow.
Earlier this week, I came across a blog, which is operated by Technology Advice. They have several blog topics, one of which is gamification and they have a great selection of articles for you to get your teeth stuck into. I have highlighted a couple below that are particularly interesting and introduced them briefly, just to whet your appetite.
The Debate: Gamification and Education - Discusses the positives (e.g. focus and planning skills and personalised instruction) and negatives (e.g. expensive and limited content) of gamification being used in education.
Gamifying Healthcare: A New Trend - How gamification is being used in healthcare (in workplaces, not just hospitals) including results such as a 50% drop in smoking prevalence. For more information on how games can improve health (Cystic Fibrosis, Post Traumatic Stress Disorder, Dyslexia, Depression and more), see ‘Games Based Healing’.
Gamification Fostering Workplace Competition - Discusses the pros and cons that workplace competition could bring to the organisation and its employees. Pros include productivity, profits and team competition and camaraderie. Cons include stress, sore winners and losers and reduction of team spirit.
Big Data, A Side Effect of Gamification - A less discussed aspect of gamification but one which pixelfountain (the company which brings you this blog) is very interested in. Gamification produces a huge amount of data, which can offer insights into employee or consumer behaviour. This knowledge can be very useful and potentially profitable.
