An ‘electronic whip’. That described one case of gamification in a hotel laundry department, that had people skipping toilet breaks. In another case, one warehouse faced accusations of using a ‘dystopian blackboard’ in its gamification attempts. However, language learning apps and self-help focusing apps have been praised for their use of gamification to prompt long-term learning or help users. In the eLearning world, gamification is a current buzzword, the dialogue around it almost promising that it prompts behavioural change. But what really is it?

Gamification refers to the practice of taking elements from game design (particularly videogame design) and implementing them in non-game processes. Videogames, and games generally, can be highly diverse, but generally this includes elements of competition, progress measuring, rewards, storytelling, and similar features. What does this look like in practice?

In its simplest form in eLearning, gamification often involves points, badges, and leaderboards. Points and badges aren’t harmful, but as rewards, they’re extrinsic motivations, separate from the task. While initially powerful, these can shift the focus from the task to the reward. If the reward is removed, people are more likely to refuse to do the task, even if they were originally interested regardless. Furthermore, extrinsic motivators aren’t infinite: they gradually weaken if the reward isn’t increased.

More harmful is the leaderboard. While being close in score to someone can be a strong motivator, research has found that some game players are ‘Killers’, competitive people who want to win and others to lose. If they’re present, leaderboards could create an unhealthy learning environment. If the distance between entries is too large, leaderboards also aren’t motivational. Particularly harmful is that for the bottom individual, leaderboards are demotivators, and someone must be last.

A step up from points and leaderboards are competitive quizzes, which foster a competitive culture while following modern learning science. This boosts memory, competition can be positive, and this is a form of gamification suited to ‘Killers’, but it’s not suited to another group, ‘Achievers’. Achievers are motivated by personal success, and failing in a competitive scenario can make them lose interest.

While competition is a valid motivation, it’s important to recognise the difference between motivation to beat colleagues and to learn, and the cultural differences which result. Motivation to learn and train can also prompt continuous learning, but appeals to far more people. Assess if a competitive culture suits your organisation before adopting practices that will create one, especially when other options could motivate staff to learn.

The most ‘videogamified’ implementation is one that uses elements such as interactive worlds, playable narratives, and customisable characters. This can make training enjoyable, but the ratio of game to eLearning must be checked: it’s easy to over-focus on the game. Remember the gamification’s purpose to avoid this pitfall. The motivation here is also separate from learning, which may cause motivational difficulties if not all training is gamified this way. If the balance is right, this can be a powerful tool to increase engagement, but exercise caution.

All these forms of gamification stem from the videogame-focused interpretation given earlier, which casts doubt on if that interpretation is ideal for eLearning. While many of these forms of gamification have their benefits, a fixation on videogames continually leads to content where the motivation is separate from the desire to learn. If our interpretation is expanded to include interactive exercises such as true or false questions and clickable images, we can overcome the motivational difficulties of these other forms.

Importantly, these exercises teach as the learner completes them. As the fun from these exercises is tied to the courses, this prompts intrinsic motivation. Compared to extrinsic motivators, intrinsic motivators tend to generate longer term engagement, deeper involvement, and better results, making these elements an effective form of gamification for creating a positive learning culture.

A culture of continuous learning and development is not the only valid aim when implementing gamification, but it is a positive outcome that supports continuous training in far more industries than a competitive culture. By implementing gamification in the form of interactive exercises that encourage thought, you can avoid the pitfalls of videogame-inspired training, boost intrinsic motivation and set your staff on the right path to the culture you really want.