GAMIFICATION

Exploiting the power and theory of games to stimulate

learning in the organisation, based on needs
Gamification [ notes ]

“Games are among the ancestral methods that we have always used to le- INTRODUCTION
arn, the most natural means by which our brain learns”
(Diane Ackerman)

In a company, training is often seen as a cumbersome duty, or worse,

a waste of time. In many cases this is because resources would like to
learn in an interactive, personalised and, above all, motivating manner.

Is there a tool that can engage and motivate, without forcing or being for-
ced? Something that can influence behaviour and improve performance?

Yes, and it’s called “Gamification”!

However, before starting a gamification project, there are some key things
you need to know.

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Gamification [ notes ]

DEFINITION markets.
• RELATIONSHIPS. One of the pillars of our existence is inevitably repre-
Gamification is a technique that makes it possible to make positive use of
sented by social pressure that pushes us to do (or not do) certain acts
the enormous power that games have on us. How does it work? By using
under the influence of factors such as acceptance, reciprocity, frien-
elements borrowed from games and game design techniques in contexts
dship, status, and jealousy.
outside of games, such as training or marketing, for example.
• SCARSITY. The more a resource is scarce, the higher its value, and peo-
ple will do anything to have it. That’s why when we perceive that a pro-
WHY GAMIFICATION WORKS duct or a service is limited, we act so as not to lose the opportunity, dri-
ven by the fear of not being able to get what we want.
Science has shown that playing games directly affects certain basic hu-
• UNPREDICTABILITY. When you do not know what’s going to happen,
man instincts (called “Core Drives”) which have always been present in all
your brain is activated such in a way that you cannot help but think
of us, allowing more than anything else to create involvement, motivation,
about what is going to happen, and the wait is agonizing.
loyalty. They are the following:
• FEAR OF LOSS. This is the atavistic instinct that leads us to doing
anything to avoid losing something that belongs to us or to prevent ad-
• EPIC SENSE. This is the desire to participate in something much bigger
verse events.
than us, to contribute to the creation of a collective good, to be chosen,
predestined and called to a mission or to a destiny.
• PROGRESS. Our daily lives are constantly characterised by progres- THE DIFFERENCE BETWEEN GAMES AND
sion, competitions, trials to be addressed and objectives to be achieved: GAMIFICATION
think, for example, of the education system or careers.
• SELF-EXPRESSION. This is the innate tendency that leads us to experi- Both gamification and games exploit the power that these basic needs
ment, customise, to try different creative combinations to get different have on us. The difference is the goal. Games generally aim at providing
results because “Mankind expresses and reveals itself through playing pure entertainment. Gamification aims at promoting the active interest of
games “ (Plato). users to change certain behaviour.
• POSSESSION. We’ve all experienced this: those who have something
have an innate instinct of belonging and a desire to make it better and
better and to own more. This principle is the basis of all the collectors’

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Gamification [ notes ]

THE PATH TOWARDS GAMIFICATION carrying out specific tasks “exclusive” to obtain points or recognition
is not a sufficient driver. We therefore need to ask ourselves why users
Introducing Gamification in an organisation means deciding to underta-
should participate in a forum? Why should users start and conclude
ke a gradual and often not immediate process which can, however, bring
training courses? How are we motivating them?
many benefits and advantages.
3. Identify the right mechanics: starting from the needs, it is important to
identify the right “mechanics”, in other words the transversal and recur-
rent techniques used in realising games, such as points, levels, badges,
leaderboards, challenges, missions, etc. There is no “magic formula” to
create involvement, it is necessary to use a combination of game me-
chanics most suitable for each specific case.

So what are the initial steps to take that path?

1. Turn the way of looking at things upside down: people must not consi-
dered users but players. This means making them active protagonists
of their training, leaving behind an “explain and evaluate” logic.
2. Never tire of asking “why”: gamification is based on motivation and
motivation is based on the satisfaction of a need. The simple act of

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Gamification [ notes ]

CONCLUSIONS LET’S SUMMARISE!

When you start a Gamification path in a company you need to consider Here are the key steps to follow to initiate a Gamification path:
three points:
1. Never confuse methodology with technology. The number of Ga- 1. Turn the way of looking at things upside down
mification application models are potentially infinite and do 2. Start from the needs
not necessarily require sophisticated infrastructure or massi- 3. Identify the right mechanics
ve investment. In fact, exploiting the principles of game de- 4. Distinguish between methodology and technology
sign to your advantage does not mean producing a video game: 5. Bring back the pleasure of learning
you can create playful dynamics simply through textual tools! 6. Ensure project design is performed carefully
At the beginning of every project, let us always ask ourselves the fol-
lowing question: is there a simple and inexpensive way to motivate and
reward participants?
2. Overcome misconceptions and stereotypes. Mankind has always used
games to learn because it is the natural tool with which our brain le-
arns. We currently collectively invest more than three billion hours a
week on games: this is why we must begin to take this increasingly im-
portant majority of players seriously without stigmatizing or ignoring
them.
3. Invest in design. According to research conducted by Gartner Inc. in
2012, 80% of the Gamification applications implemented up to 2014
would have failed to achieve their goals, mostly because of design er-
rors. Unfortunately, many people think that “gaming” only means di-
stributing points and creating a ranking, but gamification is not just
dressing up to make something more «appealing».

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Gamification [ notes ]

BARTLE’S TEST 1. The explorer (interacts with the world) likes to explore the world to le-
arn new knowledge and unknown realities, subsequently bringing them
In 1996, Richard Bartle identified 4 player profiles based on personality back within their community of origin. For the explorer, a game is a
traits and the approach towards the playing experience. transformative journey, a valuable experience that can enrich him/her.
2. The achiever (acts against the world) he/she does not just play to know
or understand: his/her main motivation is to win, the achievement of a
goal.
acting
3. For the socialiser (interacts with the players), the people and rela-
tionships that may be created with them are the focal point of the en-
tire gaming experience.
4. The killer (acts against the players), like the achiever, he/she is only inte-
rested in winning and, like the socialiser, needs the others because he/
KILLERS ACHIEVERS she gets satisfaction from supremacy over opponents and excelling di-
rectly in comparison with the other players.

Knowing the play-related personality of users is the first step to properly

players world design a Gamification intervention.

SOCIALISERS EXPLORERS

interacting

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