Running head: GAMIFICATION IN PROFESSIONAL LEARNING

Literature Review:

Gamification in Professional Learning Research

Alek Turner

Lamar University
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Abstract

This paper explores various published articles and research that report the information and

results of the use and implementation of gamification in professional learning. Kiryakova,

Angelova, and Yordanova (2014) define gamification as a platform that utilizes the components

of games to enhance the quality of learning, practices, and work productivity. The use of

gamification in the work place is a new, innovative concept that many companies are beginning

to adopt in the areas of training or for professional development (Oprescu, Jones, & Katsikitis,

2014). Kirillov, Vinichenko, Melnichuk, Melnichuk, and Vinogradova (2016) suggest that

through the use of gamification it creates a setting where employees feel safe and supported in

the learning process. Gamification is a system that changes the way information and learning is

received for the individual, especially in a time where the learners continue to change with the

use of more and new digital tools and technologies (Kiryakova, Angelova, & Yordanova, 2014).

The method of learning needs to evolve to support the approach that information is given

(Kiryakova, Angelova, & Yordanova, 2014). This paper investigates the purpose and types of

gamification for professional learning, as well as, the benefits and processes to implementation,

and the impact it carries for the future of education.

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Gamification in Professional Learning Research

Gamification is an approach for developing learning through an interactive and

engaging experience with game-based elements such as points, leaderboards, setting goals to

achieve, and frequent feedback with awards that recognize achievements in the learning process.

Gamification allows a learning experience to be blended with various game elements (Kopcha,

Ding, Neumann, & Choi, 2016). Various studies have been done on the benefits and advantages

of implementing gamification to increase learning and achievement. However, conflicting

research is presented in this research due to the aspect of rewards as extrinsic motivation only.

Muntean (2011) stated that a potential area of concern with the practice of gamification for

learning is that it can lead to participants only engaging in new learning if there is an incentive,

reward, or recognition provided. However, many adults seek opportunities in which they can

take ownership of their learning and customize the experience to their area of expertise or skill

level (Kopcha, Ding, Neumann, & Choi, 2016). This paper will explore other research that has

been done that supports how the advantages of gamification result in more productive outcomes

than negative desires of individuals only seeking to learn if there is a tangible prize.

Why It Works:

Gamification for professional learning has been found in research to build

motivation and lead to accountability for teachers to receive new training, learning, and practice

into their daily instruction. Gamification for professional learning develops an attitude where

teachers have a changed perspective towards learning and gain ownership in the process

(Kiryakova, Angelova, & Yordanova, 2014). Gamification is mentioned to increase the

application of new knowledge and better serve in helping employees assess their own levels of

understandings, strengths, and weaknesses. Gamification allows the learner to work at their own
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pace and complete trainings while interacting with other leaners or the instructor at their own

convenience (DuVernet & Popp, 2014). It has been shown that learners who followed a

gamification approach retained the new acquired knowledge and continued using it past the use

of the gamification process (Kopcha, Ding, Neumann, & Choi, 2016). A strength in using

gamification for professional learning is that it builds collaboration and creates a social element

(Muntean, 2011). Ultimately, Oprescu, Jones, and Katsikitis (2014) stated that there are three

goals that result in the use of gamification such as exposing employees to new approaches, then

developing their abilities and capacities, and eventually leading educators to the end goal of

enhancing the learning quality for students.

What Worked: Best Practice for Implementation

When beginning to implement a gamification program it is important to consider

the key elements it requires to make it a successful initiative for teacher growth and

development. The first step is to set a strong foundation for why to gamify learning for

professional development of teachers. It is necessary to consider and decide why to follow a

gamified approach, what goals will be the focus for teachers to accomplish and anticipate what

outcomes should be reflected from the process and experiences (Muntean, 2011). (Kiryakova,

Angelova, & Yordanova (2014) stated that several steps must be considered to have a successful

gamification model such as considering the knowledge or present abilities of the learners, have

well established goals and objectives, consistent training that is provided to support the new

learning, and a selected platform for the gamification that is accessible for all users. Cook (2013)

stated that to promote gamification the leadership needs to model and show buy-in to the process

as well as ensuring continuous recognition of employees that volunteer and push themselves to

participate to reach new goals. In addition to these requirements, there also needs to be a level of
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achievement that is represented where the learner is rewarded for learning or improving, and

feels valued for their efforts (Kopcha, Ding, Neumann, & Choi, 2016). One of the key

components of a gamification approach is the use of badges and leaderboards. Kiryakova,

Angelova, & Yordanova (2014) stated that the use of badges adds a social component layer to

build on recognition for work and efforts, and a leaderboard provided a chance to see individual

progress compared with others, which can lead to a positive and friendly competition between

other participants. Denny (2016) discussed that eventually gamification will lead to where

learners move past from receiving the badges to attaining new levels in their own learning.

Harbeson and Rice (2015) recommended that as badges are obtained by others, it is helpful to

incorporate badge experts. These badge experts become responsible in helping train others in

areas they have mastered and become proficient in particular skill areas where others are still

developing and need further support (Harbeson & Rice, 2015). Oprescu, Jones, and Katsikitis

(2014) discussed in their research that gamification allows for the learners to customize their

goals and options for what learning will occur. It is essential for the learners to have the mindset

that failure is acceptable, there is time given to retry or relearn, and this will lead to a desire to

take greater risks (Stott & Neustaedter 2013). Hamari, Koivisto, and Sarsa (2014) suggest that

the experience will vary dependent on the attitude towards gamification which will also lead to

the varying levels of motivation. Some deeper layers to incorporate into the gamification process

are quests and a boss level. A quest allows for learners to work in a collaborative process to learn

and understand new concepts, while a boss level is considered as a final task that utilizes all of

the pieces and learning that has been obtained through the process (Kopcha, Ding, Neumann, &

Choi, 2016). Denny (2016) also mentioned that having a social component incorporated in the

process allows for discussion and access to see areas others are developing in. Furthermore, there
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are several different formats that can be implemented when beginning gamification. The main

gamified formats are educational technology games, games that are independently created by the

learners themselves, or a gamified course in which game elements are embedded into completing

the task (Muntean, 2011). Yet, when selecting the model for the gamified approach it is important

to remember that the game elements can be as simple as renaming the learning tasks from

traditional labels, such as a presentation becoming a ‘quest’ or a possibly viewing a flipped video

as ‘experience points,’ (Stott & Neustaedter 2013). Through renaming the tasks or goals of the

gamified approach it creates an element of storytelling, where the content becomes more realistic

and applicable (Stott & Neustaedter 2013).

Barriers: Problems to Consider

Kiryakova, Angelova, and Yordanova (2014) suggest that if the gamification

model does not offer users an opportunity to customize their learning or find the goal of their

learning attainable it could cause frustration to the learners from moving forward. A gamification

approach only works best if there is a well-founded idea of a growth mindset to learn through

failure, in which the gamification platform allows for the learners to repeat their learning if

needed (Kiryakova, Angelova, & Yordanova, 2014). Furthermore, there needs to be the right

amount of emphasis placed upon the use of badges, levels, or points, in which learners do not

receive it when it was expected or feel less important (Kopcha, Ding, Neumann, & Choi, 2016).

There must be a careful balance on the emphasis of competition and the design elements needed

(Hamari, Koivisto, & Sarsa, 2014). Harbeson and Rice (2015) suggest that there are some

infrastructure concerns to consider when implementing badges into a gamification system such

as testing the website that will be used, checking for potential loss of interest, or a delay in using

to prevent frustration. Also, a lesson learned in the infrastructure is the process of creating the
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requirements for earning badges by using tools online with premade badge requirements which

can help save time (Harbeson & Rice 2015). Another problem to consider in the use of

gamification is that ultimately participation is based on a voluntary basis (Surendeleg, Murwa,

Yun, & Kim 2014). Gamification is best utilized when there is choice in participating and

selecting the learning. Thus, considering how gamification is based on a voluntary basis, it also

leads to the type of motivation it encompasses. Muntean (2011) suggest that gamification leads

to types of motivation in learning, like extrinsic and intrinsic. It is the ultimate goal that learners

are motivated for the intrinsic gains and the gamified approach is simply a layer of engagement,

yet there is the potential risk that many learners could be focused on the prizes and recognition

rather than learning and developing their skills (Muntean, 2011). Furthermore, an area of concern

is that there is not a formal measure or assessment that the learning has taken place or been

actively applied (Surendeleg, Murwa, Yun, & Kim, 2014).

Global Lessons:

Through other initiatives and case studies there are some lessons that can be learned and

applied towards adapting a gamification approach for professional learning model. First,

Lapowsky (2015) stated that for a project implementation to be successful it is necessary to

understand why the problem needs to be corrected and what is necessary to support it being able

to happen. Ultimately, decisions for instructional technology or teacher development need to be

based on what is important to support the needs of the staff and students rather than an enforced

process (Lapowsky, 2015). Duarte stated that it is important to remember that when presenting a

new idea and generating buy-in, the leader is not the hero of the idea, and to get an idea won over

and believed in, it is ultimately up to the audience. The audience is the one who holds the power,

and the presenter of the idea has the responsibility to connect and convey the idea, so it is
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meaningful and relatable (Duarte, 2013). The next area that should always be taken into

consideration is the amount of infrastructure that is provided. Chambers (2014) discussed that in

the project of implementing iPads in LAUSD, there was a lack of infrastructure in which security

profiles were not properly installed and it caused resistance from the district in continued use of

the resource. Through these case studies some lessons that can be learned are the necessary

prerequisites such as having the proper support, technical equipment and needed leadership or

curriculum (UNESCO, 2012). In the UNESCO case study in Africa and the Middle East, those

projects were most effective when they started smaller in scale and built their resources in slower

phases (UNESCO, 2012). Through collaborative leadership, the US Department of Education

stated that goals need to be clearly communicated through shared input in order for any

innovative project to work successfully. Hence, if a new project is going to be effective there

needs to be an established mindset of trying new innovative ideas (US Department of

Education).

Future Impact and Gaps in Study:

Gamification will continue to progress in its usage with educators as the learners

due to the changing nature of who primarily shapes the population of educators. Many of the

research articles that been published discuss the benefits of gamification in the classroom with

students as the users, however, there has not been a lot of published research on the practice, use,

or implementation of gamification with teachers as the users for the learning. Kopcha, Ding,

Neumann, and Choi (2016) concluded in their research that it is important that further

exploration be completed of gamification with teachers as the learners and on a larger scale of

teachers using this method to gain better results on its effectiveness for their instruction.

Currently, the limited research that has been conducted thus far shows positive gains with
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motivation, however, there has not been enough research done on the analysis of how it changes

the quality and improvement of teacher instruction with student achievement and growth.

Gamification has been studied and implemented in some major companies and it was concluded

there are many benefits with their employees. Cook (2013) stated that there is a shift beginning

to be seen in various generations in the workforce, in which Generation X and Y are becoming

the majority of employees. This new generation of workers have developed different mindsets

and patterns in their knowledge and usage of daily technology. Cook (2013) stated that as new

generations join the workforce, gamification will only continue to grow as it is already being

seen through larger companies like Coca-Cola, Nike, and Viacom. DuVernet and Popp (2014)

also mentioned that companies like Fitbit and LinkedIn utilize gamification to incentive their

users to reach new levels of skills and abilities in which LinkedIn is focused on status and

progress of feedback and recognition, while Fitbit uses the game elements of badges and points.

Thus, as gamification continues to develop in its usage, there needs to be careful consideration in

the level of difficulty in completing tasks and challenges, otherwise it will discourage users from

participation (DuVernet & Popp, 2014). Furthermore, Surendeleg, Murwa, Yun, and Kim (2014)

stated in their research that there is inconclusive research on the rationale why gamification is

not used in other countries yet appears to be a growing trend in some European countries like

Spain, England, Germany, and also the United States. As further studies and research are

conducted it will be interesting to observe the continued growth and effects it has on the future of

not only large companies and their employees, but how it will also change the way education is

consumed for not just students yet for teachers too.

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