Gamification Strategies for Higher Education Student Worker Training

Introduction

The term gamification has been in use since approximately 2003 (Dale, 2014). Although there is no uniform definition, gamification is generally the use of game-like components employed in a situation that is not traditionally game based. The general goal of using these game-like strategies “is to motivate people to change behaviours or develop skills, or to drive innovation” (Dale, 2014, p. 84). The growth of technology has encouraged this rise in gamification, and “Internet-accessible digital tools have made gaming a mobile learning tool that can accommodate many participants in a single game, via a single platform” (Lin et al., 2018, p. 569). Using technology to enact gamification strategies does not mean that the strategies need to use video games or computer games specifically. Strategies could include board games, word games, card games, or even things that do not require equipment, such as charades. Some gamified applications include having participants earn points, complete missions, or compete with others in contests or leaderboards (Dale, 2014).

Although Nick Pelling is cited as having first used the term gamification to describe making hardware more fun in 2002-2003, the concept itself can be traced back to at least the 1980s (Dale, 2014). Beginning in the 1980s, academic papers and books started focusing on gamification of learning. By the 1990s, an increase in computers in the classroom brought about some basic games like Math Blaster. By 2010, gamification had become a popular term, especially due to the rise of interest in the Internet. San Francisco held the first inaugural gamification summit in 2011, which was the same year the Oxford Dictionary officially added the word to its pages. It is safe to say that the concept of gamification is not just a fad and is not disappearing any time soon.

There are many benefits to including these game-like components in non-gaming situations. Gamification “develops learners’ metacognitive abilities, promotes empathy, and builds teamwork skills” (Lin et al., 2018, p. 566). Additionally, “Game-based learning provides a thrill from the ordinary, a thrill which is absent from traditional instruction and everyday life” (Lin et al., 2018, p. 566). Although there are many benefits to gamification, some people actively avoid the term in favor of less trivial sounding phrases like employee engagement or motivation (Dale, 2014).

There are other terms associated with gamification that are often used in a related way. Game-based learning is commonly used as a substitution or synonymous term for gamification. Although gamification and game-based learning are similar, they have distinct common definitions and usages (Ritter, 2015). Gamification usually refers to making already-existing content more gamified in efforts to motivate people or help them achieve a learning goal more effectively. Game-based learning, by contrast, focuses more on the organization and delivery of the training content. Learning takes place during the game; thus, if you do not play, you will not learn. Although both gamification and game-based learning are applicable to the topic of this chapter, this chapter will reference and use the term gamification.

This chapter explores gamification strategies in the higher education realm. Specifically, it addresses how gamification strategies can be incorporated into a training curriculum for higher education student employees. It will also relate gamification to knowledge acquisition and literacy skills. The chapter is organized in the following sections: (a) an overview of how gamification has traditionally been used in the higher education classroom environment; (b) an overview of how gamification has been incorporated into corporate training programs; (c) a discussion of how higher education and corporate training program concepts can combine for student worker training; (d) tips for building a training program with gamification strategies, including ideas specific to various types of student workers; (e) the impact of COVID-19 on gamification; (f) a discussion of how information literacy and knowledge acquisition relate to gamification; and (g) how to measure the outcomes or success of gamification training strategies. The chapter concludes with an overview of information presented, a definition of terms used throughout the chapter, and a list of additional recommended readings.