Gamification and Game-Based
Learning in Employee Learning
and Development
Robin J. Firestone is an
Organizational Development and
Learning Professional with 20 years
of experience. Her specialties are
andragogy, teaching/coaching,
instructional design (ADDIE), and
program/process management.
Robin writes L&D How-To guides
and, in 2017, co-authored The Killing
Collective published on Amazon.She
holdsan M.A. in Business Education
from N.Y.U. andis a Six-Sigma
Black Belt.
Intervention
Robin J. Firestone
Abstract: If you want to make the paradigm shift from
standard methods of teaching and testing to learning by
doing in the corporate learning environment and make
it a social, cross-functional, and cross-departmental ex-
perience, try incorporating gaming and gamification into
your training plan. Whether its live or virtual, gaming
and gamification is fun and exciting and does not require
investing in any special texts or materials that will fre-
quently require updating or replacement.
Keywords: ADDIE, evaluation, mathematics, art, assessment
and analysis, design, development, instructional technology
design, employee development Game-based learning, Game,
Games and learning, Gamification, Gamify, G aming, GBL,
interactive learning, Learning and Development, Learning
by doing, Learning intervention, Learning, OJT, On-the-
job training, Science, STEAM, training and development
The terms gamification and game-based learning (GBL)
are often used interchangeably. However, inclusion of
either incorporates game-like motivators and/or actual
gaming experiences as a method of improving time to
learn, improving time to master and apply learning on
the job, and retaining learning and knowledge. Gamifi-
cation improves the transfer of new theories to applica-
tion and context by using the development of real-world
products and services as its end result and in real time.
Games are a great way to learn soft skills such as orga-
nization, planning, strategy, teaming, problem-solving,
decision-making, leadership, etc.
GBL is a type of game play that has defined learning
outcomes. Generally, game-based learning is designed
to balance subject matter with gameplay and the ability
of the player to retain and apply said subject matter to
the real world (Wikipedia). In other words, GBL is the
use of games in teaching a subject matter.
Expert Insights 1
 Gamification and Game-Based Learning in Employee Learning and Development
Gamification is the tool with which learn-
ing is improved. Why should we consider
gamifying? Gamification typically involves
applying game design thinking to non-game
applications to make them more fun and en-
gaging . . . Gamification can potentially be
applied to any industry and almost anything
to create fun and engaging experiences, con-
verting users into players ( Gamification.org).
The idea is for students to play already-made
games and engage in friendly competition
to fulfill a learning objective. This can eas-
ily become a disaster for the instructor who
does not have clear, measurable, and testable
goals and objectives in mind; a truly engaging
game to play; and established motivators that
matter to the player population. The designer
and instructor must be very careful to avoid
the pitfalls of introducing fun time that does
not achieve learning and new applications for
that learning.
Some of the more popular motivators for
achievement are:
Points
Levels
Rewards
Challenges
Quests
Leaderboards
Achievement badges/pins/pens, etc.
Feedback loops
Progress charts/status bars.
Gamification techniques are great tools
for marketing and advertising and for in-
creasing awareness. We go to a specific
pharmacy because we get points for shop-
ping there. We apply for a credit card be-
cause we can get cash back as a reward for
using it. The most popular diet and well-
ness programs regularly use gamification
techniques to attract more customers and
keep them longer. One of those techniques,
known as KPIs, or key performance indica-
tors, such as personalized score cards that
keep track of goals, pop-ups that require an
action to stay on track, and bonus incentives
for reaching goals.
2 Expert Insights
Is gamification ethical? That depends on
how it is used. If the designer is not careful,
the project can easily slide into the abyss of
cognitive manipulation. The use of progress
charts and status bars, for example, can eas-
ily be used to stimulate the more negative
aspects of competition. Special care must
be taken not to advertise scores or progress
milestones that might humiliate players.
What does your training department
and you consider the true mark of suc-
cess? Is it job performance or reaching a
milestone on your scorecard? Using gam-
ing methods are meant to encourage pride,
stick-to-it-iveness, risk taking, and to see
failure as a natural step toward success.
Success is not always defined by scores or
progress levels (KPIs), which may and usu-
ally do change over time. In some cases,
learners stay at the lower end of progress
scales until the eureka or aha moment
arrives, and total understanding is achieved
as a result of a newly developed systems
framework of thinking. Ratings can also
be easily used by unethical power-seekers
to manipulate learners into increased at-
tendance ratings, frequency of play, an
unhealthy desire to win at any cost, or
choosing teammates who might provide
them with better skills to get the win.
Lets be very clear. There are many reasons
to incorporate gamification into the work-
place. Gamification techniques strive to lever-
age peoples natural desires for competition,
achievement, status, self-expression, altru-
ism, and closure (Wikipedia). Gamification
encourages fun, intense focus, competitive-
ness, collaboration, camaraderie, retention,
mastery (fail often until the problem is solved),
meaningful choices, productivity, joyful opti-
mism, and creativity/exploration. Gamifica-
tion helps improve memory, behavior, and
overall cognition. It keeps our brains younger
and longer. This is not really news if you use
brains games, coloring books, and puzzles.
Gamification techniques are always a great
addition to any learning initiative because
they are relatively simple to design and use
and are highly effective.
 Gamification and Game-Based Learning in Employee Learning and Development
But what about gaming? We know using
games to learn works well in society, but
do games really have anything to offer us
in the workplace? Should we be consider-
ing it as an addition to or as a replacement
for other existing learning events?
Examples of GBL in society:
Physics (Angry Birds) The Physics of A
ngry
Birds by Rhett Allain for Wired Science
(October 8, 2010)
Math (Portal) Math of the Game Portal
by David Wees (October 3, 2011) http://
www.rockpapershotgun.com/2007/10/09
/portal-almost-within-reach/
History (Minecraft)
Gaming as a learning tool in itself should
be very carefully considered before mat-
ing it with eLearning and live learning or
using it to replace another form of learn-
ing event. You may find that using aspects
of GBL are a more efficient and effective
way to design blended learning. Simula-
tions and virtual reality create a competi-
tive environment requiring the application
of knowledge in a real-world scenario. It
would pair well with live or distance meet-
ings for theory and discussion. It is a great
way to replace standard paper testing with
performance-based testing. Virtual reality
can provide fully immersive experiences
that allow the learner to perform individ-
ually or on a team in a safe environment
in any number of scenarios while the live
component of your course would serve
well for debriefing. How about designing
a game meant to stimulate the design of
a product and require the players to build
and test it in virtual reality or a simulator
for the win?
If you intend to look for ways to roll
out games that allow for real learning, the
game needs to be fun and well designed,
but you want to focus much more on the
end result before designing it. Decide the
goals and objectives of the game and how
you want them to be met. For example,
Sim City, a game that has been available
Expert Insights
for decades, teaches the principles or plan-
ning, designing, and developing a working
city complete with buildings, roads, water,
electricity, repairs, and so forth. This is the
type of gaming experience that can turn
players into teams of inspired creators.
If you are considering incorporating
gaming itself into your training plan, the
transition must align with the executive
vision for employee development and a
learner population that desires it as a com-
plement to or change in corporate culture.
Most important, though, make sure your
reasons for rolling out these methods or
tools include the ones below and that they
can each be backed up with statistical data
and anecdotal statements that clearly show
its worth and need in your company:
Game-playing motivates learners to com-
plete activities.
It increases learner focus, attention span,
and attention to what is being learned.
Learners engage in friendly competition
with their peers.
Learners can excel to a high-level game-
board competition for leaders, in which
games can be followed and knowledge/
information/experiences shared with
everyone.
Status bars, progress charts, and achieve-
ment of points are useful in understand-
ing where reinforcement may be needed
or how the game needs to be changed
and/or improved.
It promotes improved cognitive health.
It promotes improved behavior.
It transforms employees into problem
solvers and self-directed learners.
It fosters employees sense of design-thinking
via game-making (create better world
systems).
Games can be designed to improve the
teaching and learning experience, goals,
and objectives of those with learning or
cognitive disabilities and, like online learn-
ing, can be revisited endlessly.
Video-based games work well with the
hearing impaired.
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 Gamification and Game-Based Learning in Employee Learning and Development
Game-playing does not necessarily re-
quire physical attendance in a classroom,
which works well for those with physical
limitations and those who telecommute.
It promotes a sense of pride in the organi-
zation and increased socialization across
the organization.
There are also negative aspects of gam-
ing in learning:
1. Gaming becomes a predictable and bor-
ing nonmotivator over time. How often do
you play Monopoly anymore? Or scrabble?
2. The stakes, motivators, and rewards must
be continuously revisited.
3. Training design using gamification meth-
ods and/or games must constantly be
updated to reflect new learning needs
just like all other training.
4. Poorly designed gamified activities are
meaningless if learning objectives and goals
are not well defined, met, or exceeded.
5. Ethical and moral concepts may arise in
designing and playing games.
6. Does learning have to be competitive?
The job world may already be competi-
tive enough for your learners unless
the competition is only against oneself.
Make sure the learning experience is a
nonthreatening one!
7. Gamification is not for everyone. Not
all learners are social learners or learn
through gaming itself and/or alone. Other
kinds of reinforcement need to be in
place for those who will need coaching
or a different delivery method.
8. Is it manipulative, unethical, offensive,
threatening, or immoral in any way?
Games can easily lead to unpleasant is-
sues in the workplace.
9. Does it incorporate themes or charac-
ters that may be considered offensive,
biased, bigoted, chauvinistic, racist, ho-
mophobic, intolerant, hate-inspiring, or
stereotype any characters in any way?
10. Does it promote the positivity of diver-
sity, or do leaders emerge who take over
in order to win?
4 Expert Insights
To decide if gaming is worth your com-
panys time, money, and effort, consider
the following and then seek out experi-
enced developers to help you design your
first intervention:
1. Is a learning plan that includes gaming
part of your companys vision? Is it a de-
sired enhancement or addition to your
corporate culture? Is it sanctioned by your
management and the executive team?
2. Is there a significant population of learn-
ers who might benefit from gaming or
video-based learning? Are there employ-
ees who are learning or developmen-
tally disabled or who are cognitively
impaired? This population can benefit
greatly from gaming, especially because
it can be paused, resumed, and revisited
time after time.
3. Is a game the best learning tool for this
topic and learning population? Would a
live or blended course be a better idea if
you incorporated some aspects of GBL?
4. Envision the way in which you would
gamify it and/or the elements of the
actual game. Begin to outline the design
for the kind of game you want to use.
5. What should the motivators be?
6. How will you measure progress?
7. What do scores tell you, and is there a
plan to improve them?
8. Are there winners and losers?
9. How will you ensure successful learning
has been achieved as opposed to having
simply rolled out a fun game in return
for all the Assessment and Analysis, De-
sign, Development, Implementation, and
Evaluation (ADDIE) time and money
(ROI) invested?
10. How will you tie the learning experience
to your learners job goals and objectives,
prove that learning transfer has occurred
and that the learners experience has led
to increased performance, and explain
the companys bottom line?
11. How will you incorporate proof that the
learning was successfully applied to a
real-time and real-world project?
 Gamification and Game-Based Learning in Employee Learning and Development
12. Has the decision to use gamification
and/or gaming been linked to business
and learning goals as they relate to re-
tention, performance, bottom line, and
new ways of thinking/creating/devel-
oping applications, processes, products,
and services?
13. Does it fit the corporate culture, and is
it sanctioned by your manager and the
executive team?
14. Should you start with something tar-
geted to specific needs or with some-
thing that meets a need that addresses
everyone and that can remain largely
the same over time? Is that the point of
the game to teach game design theory
and processes that can be applied to
any project?
15. Does your plan promote new behaviors
and frameworks for thinking through
solving problems while also stimulat-
ing creativity, teamwork, individuality,
perseverance, risk taking, and systems
thinking?
16. Is the STEAM (Science + Technology +
Engineering + Arts + Mathematics) ap-
proach to functional literacy incorporated
into the objectives of the gaming expe-
rience? The STEAM method is used to
promote learning through understanding
the interrelationships of various topics
and how they relate to each other in real
life and real time. STEAM represents a
paradigm shift from traditional educa-
tion philosophy, based on standardized
test scores, to a modern ideal which fo-
cuses on valuing the learning process as
much as the results. In essence, we dare
our students to be wrong, to try multiple
ideas, listen to alternate opinions and
create a knowledge base that is applica-
ble to real life as opposed to simply an
exam (Deron Cameron, Former UPES
PrincipalUnited Statess First STEAM
Certified School).
All students should have the opportu-
nity to able to learn in the ways that
align with their brain development and
what matters to them so that everyone
Expert Insights
has the best chance of understanding
the topic being presented and using
that knowledge to create a product or
service. STEAM is a popular and suc-
cessful way to learn in the workplace
because learners are investigating
things that matter to them and are free
to use their natural strengths and tal-
ents in those investigations, while be-
coming more adept at using others to
function well and compete with each
other on a level-playing field in todays
technology-based and systems-based
work world.
It begins by giving students a reason
to be interested in the topic through ex-
periencing the social connection. Then,
they must perform research to learn the
content they need to know to gather and
analyze data. Next, they use that data to
plan, design, and build something. The
last step is to make any necessary cor-
rections in data or design, analyze the
product or service, and report on it. In
other words, students learn to organize
with mathematics, while they research
as scientists, artists, and historians by
using technology so that they can under-
stand and communicate what is needed
and possible in engineering products and
developing services (STEAM Education,
2015 at steamedu.com).
17. Is it fun and challenging? Does it promote
socialization and friendly, good-natured,
and supportive competition? Does it help
create an acceptance and appreciation
of diversity while solidifying a feeling of
corporate solidarity?
18. Did you plan and budget for rewards and
recognition?
19. How will you teach participants how to
play? How will you know each learner
understands the rules of play and how
to achieve a result?
20. How will you monitor each players prog-
ress? Should the offering be a mandatory
course or style of learning or should it
be offered as a nonmandatory alterna-
tive to mainstream live classes?
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 Gamification and Game-Based Learning in Employee Learning and Development
21. What is the learning curve for players?
Can they be up and running right away
or is your game so complex that its too
hard to learn?
22. How will you provide technical live
support for players, one-on-one project
coaching, or remedial support?
23. How will you ensure that learning took
place, that the change is measurable,
that on-the-job (OJT) performance in-
creases, and that it adds to the bottom
line or saves time and money?
24. Plan to offer motivators, including re-
wards that are truly desired by the
learning populationotherwise theyre
not motivators. They may be material,
nonmaterial, or even esoteric in nature.
25. Who is designing the course or game?
Make sure your first effort is done with
or by a professional.
26. You must be able to produce scores, prog-
ress charts, and reports that can be de-
livered to users and management. Youll
want to show trends in attendance/usage
versus achievement on the job, popular-
ity, specific likes and dislikes, cost per
student, ROI, time or money made or
saved, etc.
27. New methods and technologies must be
thoroughly beta tested before you roll
them out to an unsuspecting learning
population. Things like this can make
or break a career.
28. Information sharing and knowledge
management must become aspects of
gaming and gaming outcomes.
Gaming, as modules, offer trainers a new
way to create blended learning events, but
it will not replace live, online, or self-study
learning. As long as games remain relevant
and engaging and are as immersive as pos-
sible, they are a wonderful complement to
live training and online learning, but are
absolutely not meant to replace either. You
may want to consider including offline and
live components to your game as part of
an entire course of learning, but it should
never stand alone. Good games pull you in
6 Expert Insights
and carry you through a journey that re-
mains engaging, using an evolving balance
of challenges and a stream of well-crafted,
actionable feedback, but they cannot re-
place live intervention, real hands-on ex-
perience, lecture, discussion, and testing,
even if it offers structural elements like
levels and points, design techniques that
game designers have developed over many
years, and psychological insights from
game design to business concerns.
So how can gaming be used in a blended
learning environment? Design the game
with a focus on content mastery and job
performance. In any learning interven-
tion, we want learners to become fluent
with the content (be it product knowl-
edge, new system tasks, etc.). Then, when
theyve mastered the content, we want
them to translate that knowledge into ac-
tual job performance. Consider the value
this would bring to call center training,
sales techniques, customer service skills,
etc. while making the learning experience
fun, exciting, stimulating, and memorable.
Cross-functional, cross-operational, and
cross-departmental training may also be a
great way to use gaming. Since many fac-
ets of a company come together to create
a product or service, it is a good idea for
employees to have a basic understanding
of what their coworkers know and contrib-
ute, how they do it, and for what reasons.
For instance, including pilots, design engi-
neers, and mechanics in the same game al-
lows knowledge sharing and transfer that
may result in a better and more practical
airplane or even prompt an intellectual
leap to another level of design, engineer-
ing, and flight.
Begin small and look for off-the-shelf
products that can be customized. Once
youve shown documented hard numbers
in your companys return on investment,
youll be able to justify increased budget
for customized games or the redesign of
existing courses to include components
of gamification. Go for something general
and far-reaching in the organization, like
 Gamification and Game-Based Learning in Employee Learning and Development
designing or redesigning processes and
services or improving existing products
and designing new ones. Baydin creates
tools that help its customers make better
decisions and handle massive email influx
more efficiently than ever before with The
Email Game (Top 25 Best Examples of Gam-
ification in Business March 24, 2014, Robert
Stanley, Clicksoftware News). Using gami-
fication to boost productivity, The Email
Game gives users a 3-minute time limit to
respond to emails that must be addressed
now and rewards them with points, achieve-
ment of milestones, positive feedback, and
prizes when theyve done things quickly or
managed their workflow well. The Email
Games enterprise edition can help your
teams become more productive and have
more fun managing email at the office.
The Bottom Line
Gamification techniques are great moti-
vators. They work well and are relatively
simple to design. Gaming design and roll-
out is much more complex, and although
it makes a great training component when
this mode of delivery is justified, it does
not replace other forms of training deliv-
ery. Success of learners depends largely
on the design of the game, and the design
of the game must ensure content delivery
and mastery. Gaming must also, of course,
include gamification motivators such as
levels, points, badges, rewards, and the
ability to track their own knowledge per-
formance indicators (KPIs) to keep learn-
ers interested and coming back for more.
Results must be performance based and re-
portable. Gaming and gamification has been
in the news since the turn of the 21st c entury,
most notably used by the U.S. M ilitary,
whove understood the value of games and
simulations in teaching for a long time.
Youve probably read the hype, but the
possibilities for practical application are real.
Learning and development professionals
Expert Insights
may want to take a second look at gaming
and gamification in the workplace. Large
companies are already incorporating it into
their advertising and marketing campaigns,
and their human resources groups are us-
ing it to promote use of internal programs
such as wellcare. Learning specialists and
instructional technology designers will need
to know how to design and develop games
and GBL to improve the learning process
and raise the bar on employee uptime and
productivity. Senior management will jump
on this paradigm shift in teaching and learn-
ing if it will help create vastly better prod-
ucts, processes, and services in far less time
and for less. Last, prestigious learning insti-
tutions such as the Wharton School of Busi-
ness are now offering courses in gaming and
gamification theory and design. You can be
sure it will be one of the top ten hot prod-
ucts and services seen at learning expos this
year, so take a look around to see where gam-
ing combined with the STEAM approach to
learning can improve your workforces abil-
ity to bring excellence to work every day.
Resources for Learning How You Can
Incorporate Gaming and Gamification
into Your Training and Development
Program in 2017:
1. Gamify Employee TrainingFree Gamification
101 Guide. bunchball.com
2. Top Gamification StrategiesLearn Customer
Gaming Dynamics. lithium.com
3. 5 eLearning Gamification Strategies You
Can Try in 2017. https://elearningindustry.
com/5-elearning-gamification-strategies-2017
4. LearnNow: Game DesignAssociation for Talent
Development. https://www.td.org/Events
/Learnnow-Game-Design
5. Play to Learn: Where Games and Learning
MeetDavid Kelly. davidkelly.me/2017/03
/play-learn-games-learning-meet/
6. 5-Star Gamification Book. www.amazon.com/
7. FocusOn Learning 2017Gamification Conference &
Expo. www.elearningguild.com/focusonlearning
8. Games Industry Events | GamesIndustry.biz. www
.gamesindustry.biz/network/events
9. Gamify Your Training ProgramsMay 2124 in
Atlanta, GA. www.atdconference.org/
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