The document discusses gamification in corporate learning, focusing on its definition as the integration of gaming elements into training programs to facilitate behavioral change. It highlights the effectiveness of gamification in engaging learners and improving retention, supported by data from various studies and surveys. The document also addresses myths surrounding gamification and emphasizes its growing importance in transforming business operations.

1. Demystifying Gamification
in Corporate Learning
October 31, 2013

2. Some Housekeeping Details
The event is
being recorded
Use the
Q&A window
We will be utilizing
the polling function
Follow the conversation on Twitter: #gamifiedlearning
2
Axonify Confidential

3. Agenda & Speakers
Karl Kapp
Author & Professor of
Instructional Technology
Bloomsburg University
• Some Myths in History
• Fact or Myth Game
• Gamification in Action
Carol Leaman
CEO
Axonify
• Q&A

4. Introducing Karl Kapp

5. It was once
thought that the
world was flat…

6. We have
learned that
the world is
round…

7. Leaches heal
disease…

8. Today we cure
common diseases by
examining bacteria
and viruses

9. We’ve learned and struggled for a few years
here figuring out how to make a decent
phone. PC guys are not going to just figure
this out.
They’re not going to just walk in.
Palm CEO Ed Colligan
November 16, 2006

10. This is our best iPhone
Launch yet – more than
9 million new iPhones
sold – a new record for
first weekend sales.
Tim Cook
2013
Palm sold to HP in 2010,
2011 Palm was done.

11. Time to Play

12. Poll #1
Gamification and games are the same thing.
A. Fact
B. Myth

13. Poll #1
Gamification and games are the same thing.
A. Fact
B. Myth

14. What is this “game” stuff?
The use of gaming
elements integrated into
a training program
aligned with corporate
goals to promote change
in behavior.
Gamification
The use of a game to
teach knowledge, skills &
abilities to learners using
a self-contained space.
Game-based
Learning
A realistic, controlled-risk
environment where
learners can practice
specific behaviors &
experience impacts of
their decisions.
Simulation
Learning

15. Gamification
Gamification is using gamebased mechanics, aesthetics
and game thinking to engage
people, motivate action,
promote learning and solve
problems.

16. Gamification is to
Learning as a
Piece is to
a Puzzle

17. Gamification is to
Learning as a
Steering Wheel
is to a Car

18. Gamification is to
Learning as a
Slice is to Pie

19. Gamification uses
elements of games,
but is not a game
in-and-of itself.
Source: Ambient Insight 2012

20. Gamification Elements that Aid Learning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Story
Challenge
Mystery
Characters/Avatar
Challenge
Levels
Feedback
Replayability
Freedom to Fail
Asethetics
Time
Reward Structures

21. Poll #2
Gamification of learning alienates older
generations.
A. Fact
B. Myth

22. Poll #2
Gamification of learning alienates older
generations.
A. Fact
B. Myth

23. Game elements
appeal to all ages
& people.

24. 39%
of all gamers
are over 50.

25. Female & 46+
The average social gamer
in the US.
Source: http://www.socialgamesobserver.com/average-social-gamer-worldmetricsmonk-16245

26. Women
over 40 is the
fastest growing
gamer population.

27. Poll #3
Instructional games don’t need to be
entertaining to be educational.
A. Fact
B. Myth

28. Poll #3
Instructional games don’t need to be
entertaining to be educational.
A. Fact
B. Myth

29. Simulation/games do not have to be entertaining to
be educational.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computerbased simulation games. Personnel Psychology .

30. Impact
Retention
Type of Knowledge
Retention
Procedural
Declarative
% Higher
9%
14%
11%
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation
games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”

31. Impact
It wasn’t the game, it was level
of activity in the game.
Retention
Type of Knowledge
Retention
Procedural
Declarative
% Higher
9%
14%
11%
In other words, the engagement
of the learner in the game leads
to learning.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based simulation
games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and Instruction.”

32. Poll #4
Gamification is not “serious”.
A. Fact
B. Myth

33. Poll #4
Gamification is not “serious”.
A. Fact
B. Myth

34. Gamification can
have significant
bottom-line results.

35. At Pep Boys
• 19,000 employees, 700
stores, 7,000 service bays
• In arcade-style games,
associates answer quick,
targeted questions
related to risk, loss
prevention, safety and
operational policies and
procedures

36. Pep Boys

37. Pep Boys

38. A Competitive, Social Learning Experience

39. Results

40. Bottom-Line Results at Pep Boys
LOSS PREVENTION
HEALTH & SAFETY

41. Poll #5
Gamification is just a fad.
A. Fact
B. Myth

42. Poll #5
Gamification is just a fad.
A. Fact
B. Myth

43. Gamification is here to stay!
Gartner predicts by 2015, 40 percent of
Global 1000 organizations will use
gamification as the primary mechanism to
transform business operations.

44. Gamification is here to stay!
Gartner predicts by 2015, 40 percent of
Global 1000 organizations will use
gamification as the primary mechanism to
transform business operations.
The overall market for gamification tools,
services & applications is projected to be
$5.5 billion by 2018 (M2 Research).

45. Gamification is here to stay!
Gartner predicts by 2015, 40 percent of
Global 1000 organizations will use
gamification as the primary mechanism to
transform business operations.
The overall market for gamification tools,
services & applications is projected to be
$5.5 billion by 2018 (M2 Research).
According to new research from Gabe
Zichermann, founder and chief executive at
Dopamine Inc., employers who implement
gamification techniques internally can increase
productivity of their employees by 40%.

46. Poll #6
Adding points, badges and leaderboards to
any training makes it awesome!
A. Fact
B. Myth

47. Poll #6
Adding points, badges and leaderboards to
any training makes it awesome!
A. Fact
B. Myth

48. There is
science
behind it.

49. Two Powerful Instructional Phenomenon
Retrieval Practices
(Questioning Format)
Spaced Repetition
(Interval Reinforcement)
Larsen DP, Butler AC, Roediger HL 3rd. Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial.
Med Educ 43: 1174–1181, 2009.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012.

50. Retention benefits
between 35% and
61%, with average of
41%.
Subject matter
was Anatomy
and Physiology.
Dobson, J. L. (2013) Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information Advances
in Physiology Education 37: 184–191, 2013; doi:10.1152/advan.00174.2012

51. A study using a randomized control group conducted a
trial between Aug 10, 2009, and Nov 30, 2012, at ten
sites in southeast India with over 500 subjects.
Working Indian men (aged 35—55 years) with impaired
glucose tolerance were randomly assigned to either a
mobile phone messaging intervention or standard care.
Ramachandran, A. et. al. Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6

52. “Use stairs instead of an
elevator”
“Avoid snacks while watching TV;
you may overeat. “
Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6

53. Lowered risk of developing
Type 2 diabetes by 36%.
Ramachandran, A., et. al.., Effectiveness of mobile phone messaging in prevention of type 2 diabetes by lifestyle modification in men in
India: a prospective, parallel-group, randomised controlled trial The Lancet Diabetes & Endocrinology, Early Online Publication, 11
September 2013 doi:10.1016/S2213-8587(13)70067-6

54. What can you do?
Intelligently add game elements to
instruction. Use points, rewards and
badges to convey meaning…not simply
completion.
Use feedback to inform learners of
errors in thinking and to focus them on
the task they are learning.

55. Poll #7
Adding Gamification to learning requires a
large amount of resources to implement.
A. Fact
B. Myth

56. Poll #7
Adding Gamification to learning requires a
large amount of resources to implement.
A. Fact
B. Myth

57. Type of
Game Play
(Customer
Development)
Type of
Knowledge
Taught
Level of Interactivity
Low
Medium
High
Exploration/Simulation
Engine/Free Play Area
$25,000$35,000
$35,000$50,000
$50,000$300,000
Problem-Solving
Branching story, On-Line
Board Games
$10,000$15,000
$15,000$30,000
$30,000$50,000
Conceptual
Knowledge/
Rules
Matching, Trivia Games,
Drag and Drop Games
$1,500$3,000
$3,000$5,000
$5,000$20,000
Declarative
Knowledge/
Fact/Jargon

58. Gamification Elements that Aid Learning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Story
Challenge
Mystery
Characters/Avatar
Challenge
Levels
Feedback
Replayability
Freedom to Fail
Asethetics
Time
Reward Structures

59. Focus on…
1.
2.
3.
4.
Challenge
Time
Feedback
Reward Structures

60. Carol Leaman
CEO
Axonify

61. Organizations Leading the Way

72. 86%
find the gaming
approach to learning
highly effective.
Source: 2013 Axonify user survey

73. 78%
say that it brings
them back
frequently to
participate.
Source: 2013 Axonify user survey

74. 84%
like competing
with their peers.
Source: 2013 Axonify user survey

75. Thank You
Q&A