Gamified Learning Approaches

When we hear “play” at work, we think of Fun Fridays, team lunches, or a table tennis table, and those moments matter. But there’s another kind of play we talk about far less. It’s what happens when teams are free to experiment, think beyond the obvious, and adapt on the fly. That kind of play matters most when roadmaps shift, priorities change, and ambiguity is part of the job. 𝐓𝐚𝐤𝐞 𝐬𝐜𝐞𝐧𝐚𝐫𝐢𝐨 𝐬𝐢𝐦𝐮𝐥𝐚𝐭𝐢𝐨𝐧𝐬. They help teams practice tough decisions and unexpected shifts without the real-world risk. It’s a safe way to build confidence under pressure. 𝐎𝐫 𝐜𝐨𝐧𝐬𝐢𝐝𝐞𝐫 𝐡𝐨𝐰 𝐠𝐚𝐦𝐢𝐟𝐢𝐜𝐚𝐭𝐢𝐨𝐧 𝐜𝐚𝐧 𝐭𝐫𝐚𝐧𝐬𝐟𝐨𝐫𝐦 𝐭𝐡𝐞 𝐦𝐨𝐬𝐭 𝐢𝐧𝐯𝐢𝐬𝐢𝐛𝐥𝐞 𝐰𝐨𝐫𝐤. Things like mandatory trainings or help desk ticket resolution. When you turn them into team challenges—with leaderboards, clear goals, and public shout-outs in the all-hands meeting—or role-playing exercises, these low-engagement tasks become visible wins. 𝐄𝐯𝐞𝐧 𝐢𝐧𝐧𝐨𝐯𝐚𝐭𝐢𝐨𝐧 𝐜𝐚𝐧 𝐛𝐞𝐧𝐞𝐟𝐢𝐭. Imagine creating a system where every employee can submit ideas anytime, not just during annual innovation drives. But here’s the twist: ideas don’t just sit in a database. They get visibility through peer voting, expert review, and transparent feedback. And the best part? Top teams/ideas earn rewards: time to lead pilot projects, budget for testing, or public shoutouts from leadership. 𝐏𝐥𝐚𝐲 𝐢𝐬𝐧’𝐭 𝐣𝐮𝐬𝐭 𝐚𝐛𝐨𝐮𝐭 𝐩𝐞𝐫𝐟𝐨𝐫𝐦𝐚𝐧𝐜𝐞. 𝐈𝐭’𝐬 𝐚 𝐩𝐨𝐰𝐞𝐫𝐟𝐮𝐥 𝐭𝐨𝐨𝐥 𝐟𝐨𝐫 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐚𝐧𝐝 𝐞𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭. When learning is playful, people retain more, participate more, and most importantly, care more. If we want teams to take initiative, grow into owners, and lead from the front, we have to give them room to play. 𝐁𝐞𝐜𝐚𝐮𝐬𝐞 𝐩𝐥𝐚𝐲 𝐢𝐬𝐧’𝐭 𝐭𝐡𝐞 𝐨𝐩𝐩𝐨𝐬𝐢𝐭𝐞 𝐨𝐟 𝐰𝐨𝐫𝐤. 𝐈𝐭’𝐬 𝐡𝐨𝐰 𝐬𝐭𝐫𝐨𝐧𝐠 𝐜𝐮𝐥𝐭𝐮𝐫𝐞𝐬 𝐚𝐫𝐞 𝐛𝐮𝐢𝐥𝐭: 𝐭𝐡𝐫𝐨𝐮𝐠𝐡 𝐜𝐮𝐫𝐢𝐨𝐬𝐢𝐭𝐲, 𝐜𝐨𝐥𝐥𝐚𝐛𝐨𝐫𝐚𝐭𝐢𝐨𝐧, 𝐚𝐧𝐝 𝐜𝐫𝐞𝐚𝐭𝐢𝐯𝐢𝐭𝐲. #Leadership #Innovation #FutureOfWork #PlayatWork

Our newest research exploring leaderboard effectiveness in learning is fresh off the e-press! Led by University of Minnesota graduate student Nga Do, we randomly assigned the presence of thoughtfully designed weekly leaderboards to discussion groups within two sections of a college course and then observed weekly engagement with the leaderboards and associated effects on test performance over the course of a full semester. The goal of the project was to inform a causal question: were we able to increase engagement and exam scores by using leaderboards to incentivize additional testing practice? The good news - the study design worked great. The less good news - the leaderboard not only didn't help - it hurt! In short, despite a lot of careful design effort to use the leaderboard to encourage learners to engage in beneficial study behaviors, it did not increase those study behaviors, and beyond that, it also led to lower test performance. I think our paper illustrates very clearly why gamification is so difficult to do well, and why so many end-users report negative gamified experiences. Even when the design is thoughtful, no benefit is guaranteed. And even more problematically, if you instead blindly throw points, badges, and leaderboards at problems, you can make those problems significantly worse! In an applied project, the next meaningful step would be to use post-hoc qualitative analysis of the data, perhaps alongside new focus groups or interviews, to inform a new iteration of the leaderboards, and then to try again with a new cohort of learners and a revised leaderboard system. It is really this kind of iteration that ensures success in gamification; you keep testing, revising, and trying again until you are successful, or until you run out of resources to make it work. Instead, what we usually see in practice is one-and-done gamification: someone is unhappy with how a system is working, they buy some off the shelf gamification product to stick on top of it, and they neither iterate over better designs nor conduct any systematic research to see if it actually worked. The net effect is things are worse than when you started. This is clearly a bad idea!! Systematically researching system effects should be the bare minimum, and you should iterate on top of that if you have the resources to do so. If you try a solution that doesn't work, and you don't have the time or money to fix it, you also need to be ready and wiling to abandon it. And after you've made a big gamification investment, that's perhaps the hardest pill to swallow in all of this. You can download the article for free until the end of November here: https://lnkd.in/gW-iY4mz Let me close with a special thanks to coauthors Tao Jin, Reed Priest, MA and Liza Meredith!

Game-Based Approaches (GBAs)—like Teaching Games for Understanding—significantly outperformed traditional skill-focused methods in improving decision-making and motor skill performance (as measured in skill tests). Contrary to the criticism that GBAs compromise technique, this study found that GBAs were just as effective—and sometimes more effective—at developing motor skills than technique-centered models. The key? Learning in context. GBAs immerse learners in tactical situations, boosting decision-making (+11%) while embedding technique through varied, game-like reps. The takeaway: when implemented well, a GBA doesn’t trade off skill—it enhances it through representative design. For coaches and teachers aiming to build smart, skillful players—this study is a must-read. https://lnkd.in/gvR4-PWa

I am against the gamification of curriculum. Instead, we should be talking about game-based curriculum. Far beyond just earning points or badges, we can tap into what makes learning compelling: challenge, play, and genuine accomplishment. When educators combine well-designed game mechanics with robust learning goals, students don’t just participate—they thrive. At Topia, we understand that engagement is about more than flashy graphics or digital rewards. True engagement happens when students feel part of a vibrant, collaborative community—one where curiosity and creativity are actively encouraged. That’s why we’ve woven gamification into the core of our virtual platform, transforming learning from a solitary activity into a shared, memorable adventure. What if teachers and students could use AI to quickly create and customize interactive quests, collaborative puzzles, and custom multiplayer games directly tied to curriculum goals? These experiences would not only foster deep learning but also create moments of joy and discovery—essential ingredients for retention and real social connection. Critical components of game-based learning include: - Customizable rewards, badges, and achievements that celebrate progress and collaboration. - Virtual economies and unlockable content, giving students tangible incentives to pursue learning adventures. - Robust analytics that empower teachers to track participation, recognize strengths, and adapt content to student needs. - Personalized avatars and profiles, allowing students to express themselves and create a sense of ownership in their digital campuses. By turning coursework and campus life into a game-like journey, Topia meets students where they are: ready to play, eager to connect, and primed to learn. We believe that when education feels meaningful and fun, barriers to engagement fall away, and authentic learning communities flourish. The future of education isn’t just about delivering content—it’s about creating playful, purpose-driven communities where every student can belong, contribute, and succeed.

Game On! Coaching businesses have a lot to gain from gamification. Adding elements of gaming to the coaching experience makes it more engaging, motivating, and memorable for clients. Here's how to create a gamification plan: 1. Define goals: What results do clients want from coaching? 2. Identify milestones: Break down goals into smaller, achievable steps. 3. Choose mechanics: Determine game elements to support achievement (points, badges, levels, etc.). 4. Design rules: Create clear guidelines for how clients earn points, unlock badges, and advance levels. 5. Add fun: Make it enjoyable! Incorporate friendly competition, personalization, and surprising twists. 6. Set incentives: Reward clients for completing milestones or achieving certain outcomes. 7. Measure success: Track progress and evaluate the effectiveness of the gamification plan. Remember, gamification should be used as a tool to enhance your coaching services, not replace them. When done well, it will motivate clients and help them achieve their goals. Game on, coaches!

We don't have to play games. They're not necessary to survive. So, why do we? Games appeal to our raw motivations and we can learn a ton from them to help inspire our colleagues to act securely. Example: A level system is a technique often used in games to reward a player for their efforts by increasing their status, shared publicly so others can recognize them, while providing additional access, boosters, and bonuses. Does this sound too different from a title bump because of a promotion? Think about it: what is appealing about getting promoted? Is it the higher salary, or is it the increase in responsibility, access, power, and respect from others at your company? Is this why security champion leveling systems have emerged as an effective technique to reward and reinforce security actions? How can we lean into this and other gamification concepts to influence our colleagues? Maybe even make it "fun" for them to help your company be secure? To clarify, gamification is about applying the motivational techniques found in games to NON-game situations. It's not necessarily about turning something into a game, and there is so much more depth here than simple leaderboards or points. In fact, in some cultures, the competition introduced by leaderboards can be de-motivating, and traditional leaderboards only motivate the top % of people (the leaders!). To do gamification effectively, you must take the time to learn about what motivates your colleagues and design accordingly. Please don't hesitate to reach out to learn more! #securitychampions #securityculture #securityawareness #applicationsecurity #productsecurity #softwaresecurity #gamification

A recent post about Duolingo by Sergio Monsalve, shared by Bill Fischer got me thinking about gamification and learning. My Duolingo streak (daily engagement) recently passed 1,000 days. Impressive? Maybe... but my foreign language abilities still mostly suck. Gamified learning platforms like Duolingo, Khan Academy, and Quizlet have made learning feel more fun with streaks, badges, and leaderboards. Engagement is way up. But is learning? Recent studies suggest: Not always. - Duolingo’s own data shows that while millions maintain streaks, many users struggle to transfer knowledge into real-world fluency. (https://lnkd.in/eMa7_vSz). As Duolingo CEO Luis von Ahn has said, “We make it addictive... but that doesn’t guarantee retention.” - A 2024 study found that extrinsic motivators like points and streaks can reduce deep learning, especially when learners focus on rewards rather than mastery. (https://lnkd.in/e2zP22re) Streak ≠ Skill Gamification is powerful for habit formation, a vital step, but can mislead learners. I have personally fallen into all of these traps. - You extend the streak, but forget what you learned yesterday. - You chase perfect scores, but never develop conceptual depth. - You earn badges, but fail to apply the knowledge beyond the app. The cognitive science is clear: Deep learning requires struggle, reflection, and spaced repetition, not just speed and clicks. As Bjork & Bjork (2011) put it: “Desirable difficulties enhance long-term retention.” You can't be a lazy learner and hope to progress. So what should we do? Gamification isn't bad. It’s just incomplete. As learning designers, educators, and technologists, we should: - Use gamification to initiate engagement - Pair it with extensive practice, real feedback, reflection, and problem-solving - Resist the temptation to optimize for dopamine over development Let's be clear. Learning isn’t just about showing up, it’s about showing growth. At IMD, we're experimenting with many ways to do this with advanced technologies. Have you found smart ways to combine motivation with real learning? Let's hear it! 👇 #LearningDesign #Gamification #EdTech #Duolingo #LifelongLearning #WorkplaceLearning #DigitalEducation IMD Sarah Toms Louis Leclézio Amit Joshi Stefan Michel David Bach Carlos Ballester Lafuente

Is your gamified eLearning a fun adventure or a cognitive obstacle course? 🎮🧠 While gamification can be a powerful tool to boost engagement and motivation, it's crucial to strike the right balance. Too much complexity in game elements can overshadow the actual learning objectives. Let's explore how to gamify wisely! 🏆🤔 👉 Keep It Simple Choose gamification elements that enhance learning without requiring extensive cognitive effort to understand. Simple point systems or progress bars can be highly effective without overwhelming learners. 🎯📊 👉 Align with Learning Objectives Ensure that your gamification elements directly support and reinforce your learning goals. Avoid flashy features that don't contribute to the core content. 🔍🎓 👉 Provide Instant Feedback Use gamification to offer immediate feedback on learner performance. This can boost motivation and help learners quickly identify areas for improvement. 💬⚡ 👉 Gradual Complexity If you're introducing more complex game elements, do so gradually. Allow learners to become comfortable with basic features before introducing advanced ones. 📈🧩 Remember, the goal is to enhance learning, not to create the next hit video game. 🎮 #GamifiedLearning #eLearningDesign #CognitiveLoad #EngagementStrategies #InstructionalDesign ---------------------- Hi! I'm Elizabeth! 👋 💻 I specialize in eLearning development, where I create engaging courses that are designed to change the behavior of the learner to meet the needs of the organization. Reach out if you need a high-quality innovative learning solution. 🤝

🎮 Gamers, Educators, and EdTech Innovators: It's Time to Level Up Assessment! 🚀 I just read a great paper on educational assessment by Yoon Jeon Kim and Kailea Saplan. https://lnkd.in/gsRNbM7u Here's why it's a must-read: 1️⃣ Playful Assessment: Imagine if taking a test felt like playing your favorite game. That's the future this research is exploring! 2️⃣ The Four Freedoms of Play in Assessment: • Freedom to Experiment • Freedom to Try on Identities • Freedom to Fail • Freedom of Effort Sound familiar, gamers? These principles are key to how we measure learning. 3️⃣ Key Features of Playful Assessment: • Authentic, personalizable, ongoing, and fun activities • Active and flexible participation • Assessment as "incomplete snapshots" of learning • Growth mindset and asset-focused language 4️⃣ Exciting Outcomes: • Unique student-produced artifacts • Negotiation and alternative interpretations of evidence • Students feeling accepted, seen, valued, and safe 🔑 The Big Picture: This approach transforms assessment from an efficiency-driven, punitive process to one that: • Encourages pluralistic views of learning and success • Draws on various representations and ways of knowing • Reinforces student agency and collaboration • Prioritizes the whole child • Gathers richer, more authentic evidence 👉 If you're passionate about games, learning, or EdTech, this research opens up exciting new possibilities. How could you apply these ideas in your work? #GamesAndLearning #PlayfulAssessment #InnovationInEducation Thoughts? Let's discuss in the comments!

Today, I saw a beautiful lesson about learning in the wild. I went to a coffee shop and saw a group of students studying. It caught my attention because they were acting very strange. One student was holding a notecard to her head and the other students were incessantly trying to describe what was on the flashcard to her without giving away what the card said. I had seen this before with the game "Heads Up!" played on my phone, but I had never considered this could be used as an incredible learning tool. I love this way of gamifying the learning process for a few reasons: 1) The students were having fun. We are more motivated to learn when it is fun to do. 2) Everyone was involved in a collaborative way. The student with the card on her forehead had to guess, while the others had to create descriptions. 3) It forced the students to be creative. The students giving descriptions had to think of many different ways to describe the same topic without using what was on the card. I have to imagine this engrains the knowledge far more than rote memorization (and is a lot more fun too!). I highly encourage you to try to gamify your learning or practice. If you're studying with a group, try giving this approach a try!