Gamification of Learning
“Using game-based mechanics,
aesthetics and game thinking to
engage people, motivate action,
promote learning, and solve
problems. “ –Kapp 2012
Why Gamify Learning?
• Enhance Learner’s Motivation
• Focus on Behavior-Enhancing Tasks
• Create Meaningful and Memorable Experiences
“Success is getting people
to do the right thing at the
Gamification Based on
• Is not just “gaming for the sake of gaming,” but
focuses on the learning and organizational
• Creates instructional interactivity to actively
engage the learner’s mind to do things to
improve skills and readiness
Recall and Memorization Games
Rote memorization of fact.
• computer error codes
• common acronyms
• graphic identification (symbols such as hazard
Level of knowledge is conceptual in nature, where
learners are expected to have cognition in
alignment with the Remembering level of Bloom’s
Recall and Memorization Game Example
Demonstrating ability to choose among options -
comparison, best of many, etc.
Level of knowledge is conceptual or rules-based in
nature and aligns with the Understanding level of
Allowing learners the opportunity to make mistakes
and witness the outcome of these mistakes, in a
safe environment. Learners proceed through a
series of actions, steps, or choices, and then
experience the outcome of their decisions.
Level of knowledge requires making choices and
aligns with the Applying level of Bloom’s Taxonomy.
When learner’s decision-making skills determine
the outcome. Strategy games can work to change
behavior rather than simply test understanding.
Knowledge is procedural or soft-skills based and
learner cognition aligns to the Analyze level of
Allowing learners to explore a variety of options to
achieve different outcomes. Similar to the “real
world,” there might not be an absolute right or
wrong answer. Exploration games are highly
effective in improving learner performance.
You need learners to put together parts to make a
whole, to solve problems, or to perform tasks. This
level of gaming aligns to the Synthesis level of
Simulating activities in “real life” in the form of a
game. Usually there are no strictly defined goals in
the game, with players allowed to freely control a
character. Simulation games are often set in very
rich contextual settings between the game and
his/her day-to-day work environment.
Psychomotor skill development, high-order thought
processes and/or soft-skill development are
necessary. This level of gaming aligns with the
Create level of Bloom’s Taxonomy.