Gamification and the Application of Gamification in Training (Part 2)

3. Five Steps to Effectively Apply Gamification in Training.

Step 1: Identify the Participants and the Context for Implementing Gamification

The first and crucial step in successfully applying Gamification in training is to accurately identify who your learners are. What is their age? What is their field of activity? What are their levels of education and experience?

In what context should the game be used to align with the trainer’s content delivery goals? Understanding the context will make it easier to determine the scale of the game, the number of participants, the duration, the location, and the skills needed for the game.

Limit the use of Gamification in training to appropriate times. For example, near lunchtime, most learners are likely to be hungry and may have reduced concentration or patience during the learning process, which could lead to ineffective learning outcomes.

Step 2: Define the Training Program’s Objectives

The game designer must understand the goals of the training program in order to design, prepare, and arrange suitable games for teaching.

Step 3: Position the Game Elements within the Training Program

Establish stages similar to the skill-building process that learners need to achieve. In order to reach the desired outcome, they must overcome these stages.

You can emphasize this by setting specific requirements or tasks as prerequisites for winning or achieving the trainer’s objectives.

Step 4: Identify Gamification Resources for Training

Use available online games by finding resources such as instructional articles, video clips, etc.

If no pre-existing game resources align with your teaching plan, you can create your own game to provide a more effective experience that meets your knowledge delivery goals.

Step 5: Implement the Training Strategy through Gamification

Present progress charts and the points learners earn at different stages. This allows them to compare their progress, assess their abilities, and strive to improve.

To combine play and learning in a highly engaging way, you should incorporate rewards. Rewards are the best way to motivate learners to continually push themselves and showcase their abilities. Diverse and practically applicable rewards will further enhance the motivation of the learners.

4. Tips for Handling Unexpected Situations When Using Gamification in Training

Managing a game requires skill. This art demands the ability to handle the unexpected situations that often arise during games. Here are some tips for dealing with situations outside the planned course of the game:

• Disorder and lack of focus at the beginning of the group game:

This situation is common at the start of classes, especially when there is a heated topic for discussion beforehand. To grab initial attention, the game facilitator (instructor) can:

• • Use loud sounds or unusual actions, or pre-agreed signals to attract attention from the learners.
  • Ask for assistance from teaching assistants to address issues in the groups.
  • Use a group of “active members” (who are focused and attentive from the beginning) as the core for a simple game. Others will naturally stop their activities, become curious, and willingly join in.
  • Start singing a song (no introduction needed), being enthusiastic, which will naturally capture everyone’s attention.

• The atmosphere becomes heavy and quiet, players are shy and lack confidence:

If the game is started immediately, it’s likely to fail. The instructor’s task is to change the atmosphere before the game by speaking loudly, singing a song together, or creating cheers before starting the game.

• • Choose a game that isn’t too “bold” or overwhelming.
  • Gradually increase the game’s intensity, moving from easy to difficult, to give learners time to adjust to the rules.
  • Use the group of active learners and make sure the game leader maintains control of the atmosphere.

• Intense rivalry between groups, with players overly competitive:

First, the game leader must quickly identify the cause. It is often due to unclear rules, unfair rewards or punishments, or players mocking each other.

• • Once the cause is identified, the leader should publicly announce the issue before continuing with the current game or switching to a new one, starting with clearer and more precise rules.
  • Be flexible in changing the game or method of control to ensure every group has a chance to win. If the game reaches a climax, switch to another activity to foster harmony among the groups.

• Players become tired and show signs of boredom:

This could happen due to several reasons:

• • The game is too difficult, the session is too long, or the game’s rules require players to repeat actions like standing up, sitting down, or changing positions.
  • The game is monotonous, uninteresting, or not suitable for the group.
  • The game leader lacks proper skills.

Based on the specific causes, the game leader should choose the most appropriate solution. Generally, they can opt for a light, fun game or a group song to end the session or transition to a more engaging game. The game leader should also improve their skills, as all games can be effective when used in the right conditions with proper facilitation.

• The atmosphere is dull and lacks excitement:

This is a common situation in meetings, excursions, outdoor activities, or offline events. This is when “gamification” can have the greatest impact. To create a positive effect, the game facilitator should first maintain a good spirit and high energy. Then, choose an appropriate “gamification” activity to generate the highest level of excitement, such as games involving physical activities, loud sounds, or games related to singing and dancing.

• Players suggest carrying out unplanned games:

In this case, the game facilitator should quickly and skillfully incorporate the suggested game, treating it as part of the planned activities (if the facilitator is familiar with the games). The facilitator can also cleverly introduce the person who made the suggestion to take the lead and guide the group in the game, while the facilitator takes on the role of the “assistant.”

Gamification has been creating many breakthroughs in various fields, from product design, business, management, and social policies to, particularly, training. Utilizing gamification mechanisms is an optimal choice to motivate and increase engagement from learners. To achieve the best results, gamification requires effort, connection, and flexibility between learners and the facilitator.

Additionally, you can explore the following articles:

• R.O.I Model in Evaluating Post-Training Effectiveness
• Kirkpatrick Model in Evaluating Post-Training Effectiveness
• Change Management in Enterprises

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