Introduction

Gamification in education is nothing new and has been used abroad for several years. In our paper, we offer several perspectives explaining what gamification is. We focused on explaining the game designs that form the prerequisite for creating a gamified project.

Game designs are used in the digital environment, in online education, and according to our findings, they can even be applied to the offline world. Digital technologies automatically evaluate our behavior during a game on a computer or mobile device, which enables faster progress in learning. If we consider designing gamified education for the needs of employee training in a company or institution, we must familiarize ourselves with the organizational structure, the functioning of individual departments, the corporate culture, the organization's goals, etc.

Non-formal courses and informal learning are areas where gamification has found its application. Play is not just for children, and it is known that we remember the most information when we have an experience from education and it creates a positive emotional trace in us. And that is exactly what the use of game elements in a non-game environment is about.

What is Gamification

We best understand gamification through the example of retail chains that offer their customers loyalty programs consisting of collecting points on cards. After collecting a certain number of points, the customer has the option to use these points for a discount on a purchase or receives a gift (gifts and various benefits are a form of motivation for further purchases). In this case, we can speak of increasing the economic profit of companies. Even in the school education system, elements of gamification are used in that pupils and students receive grades and points for completing tasks. We draw attention to the division of gamification according to authors K. Werbach and D. Hunter (2012, In: Khuffash, E. A.):

  • internal gamification is used to streamline business processes,
  • external gamification to improve customer relations and increase revenue,
  • gamification used for the purpose of behavior change (motivating people to improve themselves and their surroundings).

In the modern world, applications on mobile devices are becoming increasingly popular. In them, players explore uncharted areas of imaginary worlds with an engaging story, collect valuable items that can either be exchanged for more valuable ones or sold. A large number of applications are designed in foreign languages, and therefore, for the player to be successful and know the plot, it is likely that they will improve their foreign language skills by playing the game. R. Lukáš (creator of the first Czech platform Veriod.cz, which produces digital badges) points out that "gamification is not about playing games, but tries to extract the most important mechanisms from various types of games and use them for motivation and engagement; in education, it brings an effort to understand what specifically people truly enjoy and find motivating in games" (Lukáš, R. 2015).

M. Israel (2017, p. 3) aptly defines the concept of gamification as "the application of game mechanics to a non-game context in order to inspire learners to participate and interact with other participants in activities." According to the aforementioned author (2017, p. 7), gamification:

  • increases student engagement, especially in topics that may not be interesting to them,
  • reminds participants, thanks to the specific design of tasks, of what they have learned so far, highlights their achievements and progress,
  • motivates people to perform better, and
  • supports mutual cooperation, sharing of knowledge and experience within the group.

Game and Gamification

A game is characterized by certain features to be considered a game (J. Juul. 2003, In: Copier, M. – Raessens, J., 2003):

  • fixed rules (sufficiently defined to prevent disputes);
  • variable and quantitatively measurable outcomes (adapted to the abilities and knowledge of the players; the outcome of the game must always be designed to avoid misunderstandings);
  • value of outcomes (rewards are assigned for completing tasks; for more difficult ones, additional rewards are given)
  • player effort (the player must exert a certain effort to achieve the goal; the game is challenging to be attractive)
  • player commitment to the outcome (if the game is sufficiently interesting, the player develops a habit in which they are committed to specific aspects of the outcome — they may feel happy when they win and unhappy in times of failure).

Now that we know what characterizes a game and what a game is, we can consider how to create an educational game.

Game Models

Now we move to the true essence of gamification. Game designer Yu-kai Chou (What is Gamification? cit. 2020) points out in his article that gamification actually includes only game and fun elements (points, badges, and leaderboards, and game mechanics). We present two basic models (designs) used in creating gamified projects.

The MDA Model

A game must be interesting and provide informative value. Otherwise, our effort to capture the player's attention will not pay off. Authors R. Hunicke, M. LeBlanc, and R. Zubek created the MDA model, whose name is an acronym consisting of the initial letters of the words mechanics, dynamics, and aesthetics.

Game mechanics form the basis of what the player can interact with; it is given and unchangeable and designed by the designer (Hunicke, R. – LeBlanc, M. – Zubek, R. 2004). The gamification process is built on several game mechanics (it can also be found under the name "Model Octalysis"):

  • progressive growth: the game is challenging, offers the possibility of progress; overcoming challenges evokes in the player a sense of pride in their work; progress in the game is shown by points (how far the player is from the goal), badges (symbolize achievement, their acquisition requires considerable effort), and leaderboards (have both a motivational and demotivational character, increase social status, allow players to compare themselves with each other) (The 8 Core Drives of Gamification (#2): Development and Accomplishment., cit. 2020).
  • feedback: encourages continuation of the activity; it is a stimulus that motivates returning to the game. It consists of boosters (the player gains something limited, e.g., a hint, a superpower, which helps them reach the goal faster), milestone unlocking (the player gains a new ability, obtains advantages), and the possibility of choice (decisions the player makes have consequences during the game; at a given moment they may not have any significance) (The 8 Core Drives of Gamification (#3): Empowerment of Creativity & Feedback., cit. 2020).
  • assets and ownership: people naturally desire to improve and protect their property, therefore virtual items and prizes, collections or editions are created in the game, encouraging players to exert greater effort to collect the entire edition of items (The 8 Core Drives of Gamification (#4): Ownership and Possession. cit. 2020).
  • scarcity and impatience: a natural human tendency is to own things they do not have and intuitively be interested in them because they seem rare and hard to obtain; this mechanic serves to keep players from leaving the game (The 8 Core Drives of Gamification (#6): Scarcity & Impatience. cit. 2020).
  • unpredictability: when a task does not capture our attention, we do not engage with it; our attention in the game is held by the unpredictability of the situation and the possibility of winning or losing (typical for slot machines) (The 8 Core Drives of Gamification (#7): Unpredictability & Curiosity. cit. 2020).
  • loss: an injured player must face either defeat or lose the advantages gained (life, rewards) and start from scratch; it is the same in real life, where we face the fear of losing something into which we have invested our time, money, and effort (The 8 Core Drives of Gamification (#8): Loss & Avoidance. cit. 2020).
  • cooperation: goals are more easily achieved when players jointly complete more difficult tasks, while learning to share experiences and everyone gets space to show that they too are an important link in the team (What are Game Mechanics? cit. 2020).

Thanks to game dynamics, the rules gain meaning because the player expresses their behavior by influencing the course of the game, choosing strategies for proceeding (Hunicke, R. – LeBlanc, M. – Zubek, R. 2004).

Aesthetics means how the player uses the game and how they enjoy it; their emotional side of personality is revealed: the game affects the senses, is engaging, solves a problem, is based on the desire to overcome obstacles and on creating social bonds and social status, entices exploration of new environments and opponents, and provides an opportunity for self-realization (processed according to Hunicke, R. - LeBlanc, M. - Zubek, R. 2004 and Záhora, Z. 2013).

The MDA model can also be applied to an offline environment if we are not skilled in programming games and applications; however, we must be careful about which players we group together, carefully consider what specific games we design to avoid unhealthy competition that could damage interpersonal relationships.

The Four-Dimensional Model

This model is based on the self-determination theory developed by experts Deci and Ryan in 1985. The essence is that the individual constantly develops by overcoming obstacles and challenges. Author A. R. Cebulski built on this idea and came up with a model that ensures gamification is realistically implemented. The model consists of four dimensions that can work independently of each other, as well as in various combinations according to the structure of the development program and available resources (Cebulski, A. R., 2017):

  1. dimension: mechanics — the player first becomes familiar with the rules (Cebulski, A. R., 2017, p. 76).
  2. dimension: elements / components — these are leaderboards, progress visualization (progress bar), scoring system, badges for completing tasks (Cebulski, A. R., 2017, p. 78).
  3. dimension: resources — means for creating a gamified project (funding, expert knowledge, technology, time) (Cebulski, A. R., 2017, p. 79).
  4. dimension: customization — the center of activity is the game participant; its content therefore identifies with the needs, abilities, and development plans of the user, but must correspond with the expectations of the institution in which the participant operates (Cebulski, A. R., 2017, p. 80).

How to Create a Gamified Solution to a Problem

Every proper solution begins with a well-conceived problem. We present several recommendations that are advisable to follow when creating a gamified solution (The World needs more engagement. Here is how to ignite it., cit. 2020):

  • clarify the challenge — investigate the causes, describe the problem in a short and concise chronological story (what happened in the past, what it is like now, and what impact it may have in the future);
  • understanding and solution — in what context and environment does the problem occur, what are its limitations and positive aspects, who does it affect, what are their common features;
  • setting measurable goals — what needs to be improved, what desired changes should occur.

According to J. Lee and J. Hammer (2011, pp. 3 – 4), gamified projects should affect the cognitive domain (players plan their steps, solve tasks adapted to the level of their skills and knowledge, the difficulty of tasks increases), emotional domain (the player may experience failure, feelings of anxiety, but also tension or joy), and social domain (players discover new sides of themselves and their teammates, the game provides social recognition for achieved results).

Limitations of Gamification

According to O. Šimko (2019), not everyone is willing to play or change their learning methods, and he offers an overview of the two biggest obstacles to consider when creating gamified education:

  • education is perceived by adults as a serious activity; gamification is characterized by its light-hearted communication;
  • a complicated game tends to cause confusion and frustration among participants; the game should have simple rules, details should be added with the gradual development of the game, and the benefits of the game need to be presented to the players.

Even when creating educational plans, we must determine through detailed analysis whether our education will be successful with those to whom we offer it, or whether it will be necessary to modify it. Even gamified education is not for all participants, and not everyone likes to play games. Therefore, it is necessary to keep this fact in mind and have a backup solution that would also be suitable for conservative or timid participants.

Examples of Good Practice

Do gamification systems entertain and teach us at the same time, but can they solve a real problem in the real world? As we mentioned in the introductory chapter, gamified education is incorporated into individual games. Author Lukáš (Lukáš, R. 2015) offers an overview of the most used applications:

  • Monkey Tales – mathematics teaching,
  • Actionbound – interactive learning environment allowing exploration of places around the world online and offline,
  • Kód Salomon – a Czech application introducing users to the history of the city of Ostrava,
  • Duolingo – a gamified educational application for foreign languages.

In Belgium, the Center for Informational Games operates, founded for the purpose of creating educational games. In New York, the Quest to Learn school is open, where games are used exclusively within the teaching process; the entire process is gamified, and students are led to creativity, critical thinking, and reliability (Lukáš, R. 2015).

The company Luducrafts has another of many successful gamified projects to its name. We briefly present one specific case, which involved a company operating in the energy industry and its call center workers who did not have enough time for training, as new products were appearing on the market and they were busy contacting customers. The solution was to create an e-learning application that featured a detective story about criminals, and the task of the call center workers was to solve two-minute tasks each day, the aim of which was to present new products and catch the thieves (www.medium.com, cit. 2020).

In addition to the application of gamification in education, we will mention several other areas where it has successfully taken root. The most famous gamified mobile application became FourSquare, whose users receive rewards for visiting businesses in the real world (from clothing stores to gastronomic establishments); rewards are virtual (collecting points, badges, social status gained by placement on the leaderboard) and additional rewards can be redeemed in reality (discounts on purchases). Another example is the application Chore Wars, which motivates users to complete household chores. Google Powermower (sic - Powermeter) aims to reduce household energy costs; users see their results in a progress bar (Lee, J. – Hammer, J. 2011, p. 1).

Is it Possible to Use Gamification in Workplace Learning?

For organizations to be successful and competitive in the market, they must be prepared for change, and this can only happen if they pay attention to the most important resource they have — human resources. And why should organizations be flexible? (Koubek, J. 2009, pp. 252 – 253):

  • new knowledge and technologies are constantly emerging,
  • constant variability of human needs, which must be appropriately responded to,
  • variability of the business environment,
  • globalization of economic activities,
  • care for employees who co-create the positive reputation of the employer.

It is desirable to respond to changes with properly timed training to prevent damage (financial losses, threat to employee health), or in the worst case, the demise of the organization. Companies must have a clear vision and strategy that determine where their activities are heading. By investing in the development of their human resources — employees — they ensure the cultivation of positive relationships with external customers (they return to purchase again), with internal customers (they become an employer with a good name), and maintain a stable position in the market (they follow trends, competitors' products). Corporate education (Palán, Z. 1997) is an educational process organized by the company and includes internal training (taking place within the company, at the workplace) and external training (outside the company, in a specialized facility) and includes (Bartoňková, H. 2007):

  • training within the adaptation process and preparation of the employee for work activities (orientation);
  • deepening of qualifications (further training — continuing professional training in the field in which the person works);
  • retraining (requalification — shaping work skills towards acquiring a new profession);
  • professional rehabilitation (reintegration of persons into the work process);
  • increasing qualifications (development area).

We see gamification as an opportunity for interactive and experiential learning in the workplace. All the reasons mentioned above why organizations and people within them should educate themselves, as well as the areas of professional education, can be viewed as opportunities that can make adult education more attractive and involve as many participants as possible in the process.

The adaptation process of new employees into the company is usually associated with various expectations and challenges that newcomers must face. In orientation, we see great potential for the application of gamification, as it can facilitate the integration of employees into the company's operations by using all the elements of game models that are fun, have both a socializing and educational nature, and allow employees to feel natural. Orientation has an educational aspect in the sense that it shapes the work skills of the new employee to meet the requirements of the job position; it includes professional information and information about the specifics of the technology used in the organization (Koubek, J. 2009, p. 193). Each organization has its own know-how and specifics that cannot always be exactly copied and used in another organization. M. Armstrong (2008) presents topics that can be the content of formal orientation courses (they provide new employees with detailed information about the organization, are provided by the HR department):

  • information about the organization (services, structure, mission, values),
  • opportunities for employee training,
  • performance management process,
  • health and safety,
  • working conditions (working hours, vacation, ...),
  • rewards and employee benefits (salary/pay structure, remuneration system, profit and revenue sharing, ...)
  • policy and grievance handling.

If the adaptation process is not managed well, a number of problems can arise. For newly hired employees, this can mean, for example, failure to master work tasks, misunderstanding of the functioning of certain operations ensuring the company's operations. V. Kubáni (2011) describes that problematic situations in the work process can include starting a new job, transitioning to a new work team within the organization, as well as frequent adaptation to new legislation. For the adaptation process to run smoothly, the activity of the individual is crucial — the effort they must exert to acquire new forms of behavior and adapt to the demands placed on the job position. The aforementioned author (2011) recommends that the adaptation program include timed tasks that will be individualized; the newcomer should be assigned a mentor who provides professional support. We believe that the same applies to educational events where people who are strangers to each other meet and need to fulfill the goals of education through joint work.

Gamification is characterized by cooperation, within which teams are formed to jointly achieve set goals, help each other with completing challenging assignments, and — which is important for the adaptation process — get to know each other. A team is the smallest organizational unit of a company, whose members are united by achieving common goals, cooperation and coordination, behavior governed by group norms, openness and honesty, discipline (Hřebíček, V. 2008).

Designing corporate training involves actions including job analysis, identifying deficiencies in work performance or in the knowledge necessary for performing the job, determining the needs of the participants themselves and their opinions. It is necessary to arrange cooperation of all departments, effective communication of the involved parties, to create plans that will ultimately bring benefits upon their implementation. The goal of every organization is to have the best experts in their teams who can also exchange experiences with each other and cooperate in a friendly atmosphere. Education should be a pleasant experience, not a scarecrow.

Conclusion

Gamification is a tool that can be used both in the education of individuals who, for various reasons, do not like to gather in the company of others, and for socially oriented people who seek contact and direct interaction. On the market, we find applications offering informal education, within which we play and do not realize that we are also learning. We can also come across companies that provide their customers with a gamification experience as part of team-building activities or education through solving case studies. Play is the most natural activity for a person, accompanying them throughout their life, and it is no longer true that it is an activity exclusively for children. We look for ways of solving problems that are simplest, and ideally, it would become fun as well.

In adult education, gamification has its place also in acquiring new knowledge and gaining experience. We have informed our readers that adaptation training can be conducted differently than "classic" lectures, which may appear less effective. It is only a matter of time before larger numbers of companies begin to adopt the introduction of gamification elements.

Author: Bc. Bronislava Jakubičková Department of Pedagogy, Faculty of Education, UKF in Nitra

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