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MGMT3729 Managing Workplace Training
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MGMT3729 Managing Workplace Training
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Course Code: MGMT3729
University: University Of New South Wales
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Country: Australia
Question:
Write a report on Gamification.
Answer:
Introduction
In the current world, gamification is experiencing huge applications in various areas such as learning institution and working organizations. This refers to the game design elements application in non-context scenarios (Huang and Soman 2013). It involves the use of either online or offline application game design elements in learning institutions, working places or any other place as a training method to improve performances. Moreover, they are vital in enhancing an individual’s motivation, loyalty and also engagement. The use of gamification has been welcomed as a success to many learning institutions such as the universities where students require some better means of understanding various concepts. In this report, the target audiences are the university students who highly need the use of gamification in their studies.
Analyzing the target audience and why they need training.
To identify the target audience, it is very crucial to understand various concepts in the Training Need Analysis (TNA). Poor performance is associated with the KSAs (Knowledge, Skills, and Attitude/Ability) and other non-KSAs related factors. The TNA is responsible for distinguishing between the two poor performance cases as not all the performance deficits (PDs) are as a result of KSAs (Sousa et al. 2014). Other might be due to poor communication, discipline problems, motivational issues or malfunctioning equipment. TNA thus helps in exempting from money spending on training that may be irrelevant to the main objective.
The target audiences here are the people with the training needs in the campus. According to Arnold (2014), absenteeism, poor attitudes, and poor performance are some of the training need indicators. Approaches such as the personal analysis are used to determine whether the student has the KSAs but they are not using them to better their performance in class or they lack the skills/knowledge to do what is required. The ADDIE approach also helps in determining whether the students can learn or they lack motivation (Brown and Poulton 2018, July). Gamification training thus vital in the student’s ability to learn, engagement and also improves their level of understanding.
Identifying learning objectives in the game.
In most cases in the university, students are faced with two situations; the win or lose situation. However, according to Aldemir, Celik, and Kaplan (2018), they are more concerned with the win situations. There are many objectives to the gamification training to the university students. The issue of risk and trust among themselves and also the betrayal that may come as a result of trust is one of the objectives. Competition among the teams in the university is vital as it improves the performance. The stiffer the level of competition the better the performance and the less stiff the level of competition among groups or the students individually, the poor the performance (Nah et al. 2014). Gamification moreover plays a vital role in solving problems that are experienced among the students as it demonstrates the potential advantage of a collaborative approach in addressing the challenging issues (Brull and Finlayson 2016).
Identify the learning outcomes. (What do students need to achieve?)
Gamification is essential in the life of the students both in the institution and also outside the institution. Its introduction has led to the great understanding of the students on the concepts taught in the classes. Through gamification, the students can achieve high performance in various disciplines especially those used to be performed poorly (Murugappan, Bhattacharyya and Kim 2018). The motivation to the students in the class is associated with the performance. Therefore, with better performance as a result of the gamification, the students feel more motivated, and they gain momentum in other areas too. It Moreover, opens the students to the reality of life. Most of the learning undertaken by the students are also the reality of what is outside the world after campus life (Urh, Vukovic and Jereb 2015). This simplifies their level of understanding to the real world, and therefore they gain strength for facing the outside world after their campus life.
Training methods
The game (also known as Red & Blue) involves displaying either the win-lose or the win-win orientation where the possibility of both situations are offered. The success of the game depends on the methods used as there are different methods used in gamification. One of the methods used in the Red & Blue gamification is the simulations. According to Karner, Cardelli and Artacho (2018, June), simulation refers to the act of mimicking the probable or actual real-life situations, events or condition with the aim of an expected outcome. The facilitator controls the two groups to achieve their target.
Moreover, the case study is also another training method that eases the understanding of the concept (Knutas et al. 2014, June). It has been applied in the Red $ Blue gaming. This involves the two groups coming together in a single room and starting the simulation to determine if both of them confesses, either of them acknowledges or both deny the crime in the game. This confession or denial will be associated with a specific outcome.
Identifying the levels of knowledge
Gamification builds knowledge to the students for easy understanding and evaluation of concepts. There are different levels of knowledge achieved through gamification. According to Seaborn and Fels (2015), this can be the ability of the student to remember the concept that was presented in training and describe the understanding of the concept and how it can work in their environment. It can also be the ability to analyze a situation and use the knowledge achieved in the developing a solution to the problem (Yildirim 2017). The student also demonstrates a new and different way of solving a problem which employs more creativity and uniqueness. Finally, the ability of the student to take a multi-disciplinary assessment solution to a problem. Having mastered a new knowledge/skill, the student can make a judgment to a case study (Oberdörfer and Latoschik 2018).
Section 2: Prisoner’s Dilemma
What is the game?
The Prisoner’s Dilemma, also known as the Reds and Blues is simulation gamification that involves a selfish competitive and the co-operative situations. It demonstrates whether a given group of people displays win-lose orientation (selfish competitive) or the win-win (co-operative) where the possibility of both cases are offered. It contrasts the actual behaviors of the groups involved in the simulation of the game with their expressed intentions. The game plays a vital role in exploring issues related to the group’s risk and trust between themselves and the effects that may arise due to the trust betrayal. The potential advantages of solving the problems through a collaborative approach are also demonstrated in the game.
How it will be played?
To play the game, two groups are set first, and they have to set up a room that is enough to ensure there is privacy between themselves such that they cannot either verbally or non-verbally communicate to one another unless requested by the facilitator. The group should target scoring a high positive score. After ensuring the above settings are followed before the game, there are now the steps that have to be followed in playing the game with an expectation of achieving the highest score. Without a direct interaction with the other side, a play begins independently all the way up to the fourth round. This step only involves just transmission of the decision of each group. The facilitator has to make sure that the teams do not make a hasty decision by announcing their scoring and decisions at this stage. This is managed by instructing the groups not to write down the decision unless the facilitator tells them to do so.
On the process, it can reach a time at some point where one side may need to speak to the other team. In this case, the process has to pause in after the fourth round for some time before the next round takes off. After the fourth round, there should be four more independent rounds under the instructions from the facilitator. The teams have to follow the facilitator’s instructions. Another pause may be expected after the next four independent rounds. This leads to the pause of the process. The process is terminated by a final two (9th and 10th) rounds whose score is double as compared to the other scores in the previous rounds, i.e., Blue/Red is awarded a score +12/-12, Red/Blue awarded a score -12/+12, Red/Red awarded a score +6/+6, and Blue/Blue awarded a score -6/-6.
The game rules
To ensure high marks, the participants have to follow some rules in the game. For the two groups playing the ten rounds of competition, they will only consider playing either Blue or Red as the game is limited to the two colors. There is the score table that shows what the team has scored and therefore each group is scored as per the table. A minimum of three minutes is assigned to each of the first eight rounds. A conference via the representatives with the opposing team can be allowed after the fourth round which is only restricted to take place only if both teams request. Another conference can be allowed after the eighth round for a maximum of three minutes, and this can only take place on the request from both teams. Both the ninth and the tenth round in the game have a double score and five minutes per round is allowed for decision making. The score rules are that, if both teams play Blue, then a score of -6 is awarded to each while if one group plays Red and the other play Blue, they will have a score of -12 for Red and +12 for Blue. However, in a case where both play Red, a score of +6 is awarded.
How have you gamified your chosen skill? In this essay, the teamwork skills.
Through the concept of playing the game, gamification has been experienced where simulation has been used to stimulate the outcome in the performance of students in the university. The skill has also been gamified through the video method that has enhanced the understanding of the students. Universities are made of different departments and some of the department encompasses technical disciplines. However, these disciplined are gamified through hands-On methods where the student would interact with the materials such as the electrical equipment to those taking the related courses.
Apply game design concepts in this section.
In this gamification, engagement among sixteen people forming two groups of eight per group has been applied. The success has been compared among the groups results. In case of any need for communication among the groups, a time is set for the purpose. The gem itself is like a competition between the two groups on the outcome decision and they moreover face challenges especially in cases where one group only request for conference. This turns impossible for the request to be considered since for the conference to be allowed, both teams have to request for the conference.
Conclusion
Gamification plays a key role in students training as it improves the level of their understanding and widens their thinking capacity. It becomes easier for the students to analyze critically any problem and apply the gamification learned concepts to solve the problem. The high level of technology has thus eased the learning and understanding of students in various areas of study. It should, therefore, be encouraged in all the universities to enhance students’ performance both in and outside the campus.
References
Aldemir, T., Celik, B. and Kaplan, G., 2018. A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, pp.235-254.
Arnold, B.J., 2014. Gamification in education. Proceedings of the American Society of Business and Behavioral Sciences, 21(1), pp.32-39.
Brown, L.D. and Poulton, M.M., 2018, July. Improving Safety Training Through Gamification: An Analysis of Gaming Attributes and Design Prototypes. In International Conference on Applied Human Factors and Ergonomics (pp. 392-403). Springer, Cham.
Brull, S. and Finlayson, S., 2016. Importance of gamification in increasing learning. The Journal of Continuing Education in Nursing, 47(8), pp.372-375.
Huang, W.H.Y. and Soman, D., 2013. Gamification of education. Research Report Series: Behavioural Economics in Action, Rotman School of Management, University of Toronto, 7(5), pp. 212-215.
Karner, C., Cardelli, C. and Artacho, A., 2018, June. Embodied Simulations of physical phenomena. In Proceedings of the 5th International Conference on Movement and Computing (p. 54). ACM.
Knutas, A., Ikonen, J., Nikula, U. and Porras, J., 2014, June. Increasing collaborative communications in a programming course with gamification: a case study. In Proceedings of the 15th International Conference on Computer Systems and Technologies (pp. 370-377). ACM.
Murugappan, V., Bhattacharyya, D. and Kim, T.H., 2018. Research Study on Significance of Gamification Learning and i-Campus Using Internet of Things Technology-Enabled Infrastructure. In Trends in E-learning. 4(5), pp.190-196.
Nah, F.F.H., Zeng, Q., Telaprolu, V.R., Ayyappa, A.P. and Eschenbrenner, B., 2014, June. Gamification of education: a review of literature. In International conference on hci in business, 11(3), pp. 401-409.
Oberdörfer, S. and Latoschik, M.E., 2018. Gamified Knowledge Encoding: Knowledge Training Using Game Mechanics. In Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications 13(8), pp.1-8.
Seaborn, K. and Fels, D.I., 2015. Gamification in theory and action: A survey. International Journal of human-computer studies, 74, pp.14-31.
Sousa, S., Durelli, V.H., Reis, H.M. and Isotani, S., 2014, March. A systematic mapping on gamification applied to education. In Proceedings of the 29th Annual ACM Symposium on Applied Computing (pp. 216-222). ACM.
Urh, M., Vukovic, G. and Jereb, E., 2015. The model for introduction of gamification into e-learning in higher education. Procedia-Social and Behavioral Sciences, 197, pp.388-397.
Yildirim, I., 2017. The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, pp.86-92.
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