MID TERM EXAMINATION

GAMIFICATION

Name – Nilima Chakraborty

MBA – 4th Semester

Answers

1. Right reasons to implement ILE in organization:

The right reasons to implement an interactive learning experience(ILE) are:

 Creating interactivity in learning delivery - Research shows that the level of

interactivity within a learning environment is what drives learning. The more the
learner interacts with other learners, the content, and the instructor, the more
likely it is that learning will actually occur.
 Overcoming disengagement - Unfortunately, according to a meta-analysis of
data compiled by Gallup, the average company has as many as 18 percent of its
employees actively disengaged and 49 percent of employees not engaged. Lack of
engagement can lead to less productivity, higher accident rates, lower rates of
quality, and higher employee turnover.
 Providing opportunities for deep thought and reflection - The primary reason
games are good for allowing a learner time for deep thought and reflection is that
the games are an abstraction of reality allowing for a narrow focus.
 Positively change behavior - For years, scientists have been researching the
ability of positive video games and video game environments to influence a
person’s behavior. The studies indicate that a person can be positively influenced
through actions taken as an avatar within a virtual space and by playing pro-social
video games.
 Authentic practice - Simulations provide a rich opportunity to give learners a
chance to practice in an environment as close to the actual situation as possible.
Games provide a more abstracted version of the environment, but can still be
 helpful for allowing authentic practice. Research indicates that the ability of
simulations to teach skills that transfer to real-life, on-the-job situations is
abundantly positive.

2. Difference between structural gamification and content gamification:

Structural Gamification Content Gamification

Meaning It is the application of game elements It is the application of game
with no alteration or changes to the elements and game thinking by
learning content. The gamification altering the learning content and
structure is built around the content. make it look more game like.

Game Structural Gamification is characterized Content gamification makes use

mechanics by the use of game mechanics such as of game mechanics such as
and Game badges, point and leaderboards, which challenges, storytelling,
elements can be included irrespective of the feedback loops, freedom to fail
learning content. in order to immerse learners.
Rewards in general are the
incentive to engage and
encourage learners to continue
the learning process and are
built around the nature of
content in content gamification.
Learning In structured gamification, the objectives In content gamification, the
objectives are not a part of the gamification process learners continue to explore and
and only results are included in learn without knowing the
gamification learning objectives upfront like
during a gamified employee
induction process, the learner is
 given a tour of the office or the
manufacturing plant and then is
supposed to answer some
questions based on the content
and earn rewards etc

 Difference between game and gamification:

A game is a self-contained unit. There is a defined “game-space” in which the players agree
to engage in game activities. There is a clear beginning, middle, and end to a game. There is a
defined winning state. The players know when they or someone else has completed the game.
A game typically has multiple game elements. Games contain challenges, a mechanism for
multiple attempts, some type of reward system, a clear goal that players work to achieve, and
an ultimate end. In gamification, while elements of games such as points, badges, freedom to
fail, and challenge are used, the intent is not to create a self-contained unit—not to create a
game. The intent is to use elements from games to encourage the learners to engage with the
content and to progress toward a goal. In gamification, it is possible to use just one element to
engage a person, such as a badge. A person logs into a computer application ten times and
receives a badge. Receiving a badge is an element of a game but in this case isn’t related to
other game activities such as moving to a new level, solving a puzzle, or matching two or
more items. Another way to look at it is through word association.

Gamification is to Game as:

 Part is to Whole
 Piece is to Puzzle
 Slice is to Pie
 Steering Wheel is to Car

Gamification uses parts of games but is not a game.

3. Simulations apply well to learning challenges that are process

oriented and behavioural in nature.
Explanation –

 Process-or System-Driven: Simulation content doesn’t have to be process-or system-

driven, but process and system content make for great simulations. When you change
one aspect of a system, it has potential ramifications for every other part of that
system, and simulation is a very effective way of demonstrating that.

 Behavioral: Simulations are about doing. In order to design a simulation, you will
have to be able to express all of your content behaviorally.

4. As the instructional designer I will ask the following questions –

a. What are the purpose of the training and learning outcomes of the training?

I will try to identify what the learner needs to be able to do on completion of the course. This
is will ensure that the course content is fit for purpose.

b. What is the budget and time frame?

Realistically, I need to have some reasonable idea of what I have to work with before I start
my work.

c. What is the business need or problem?

There’s lots of training out there that addresses problems that either don’t exist or are not a
high priority. Focusing on a client conversation about the business problem to be addressed
by the training will help determine whether the request is anchored in a real need and a top
priority, or just someone’s whim about what’s needed.

d. What is the expected shelf life of the training?

Whether the content is stable or not, the longevity of the training may impact the path one
takes in developing it. Some training may be useful for just a few months while other training
may be viable for years.

e. Is training needed in the first place?

Training may be part (sometimes a big part) of the solution; but, more times than not, it won’t
be the total solution. Thinking this way will likely make the ultimate solution more practical
and efficient.

f. How will the content be delivered?

Content must be structured in a way that is logical to the learner and reflects the way that the
learner would complete a task. Interactive content (videos, mini-games, role-plays, scenarios
etc.) allows the learner to be more involved in the process and holds their attention better.
However, you must take into consideration the needs of the learner and what they are trying
to achieve. A practical component might need to be included.

g. How will the learner be supported?

It’s very important to provide support throughout the learning process. Learners can
require academic or content specific support as well as technical support.

h. What’s in it for me?

Answering these questions before starting instructional design can only help to give more
control over a project that has a higher likelihood of success and personal satisfaction.

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