An Evaluation of Gamified Training: Using Narrative to Improve Reactions and Learning. (August 2017)

• Record Type: Journal Article
• Authors: Armstrong, Michael B.; Landers, Richard N.
• Is Part Of: Simulation & gaming. Volume 48:Number 4(2017:Aug.)
• Page Start: 513
• Page End: 538
• Publication Date: 2017-08
• Subjects: attitudes -- game-based learning -- game elements -- game fiction -- gamification -- gamified learning -- learning -- narrative -- psychology -- training; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878117703749
• Languages: English
• ISSNs: 1046-8781

Abstract

Background and Aim. Gamification is growing in popularity ineducation and workplacetraining, but it is unclear whichgame elements are conducive tolearning . Thetheory of gamified learning suggests that one type of gamification, the addition ofgame fiction/narrative, can be used to improve learning outcomes, and theTechnology-Enhanced Training Effectiveness Model (TETEM) suggests individual differences impact the strength of this effect. From this theoretical basis, this study gamified a training module with game fiction in order to improve outcomes over the original training. Results and Conclusion. In a study of 273 learners, trainees were significantlymore satisfied with training enhanced with game fiction over the control text ( d = 0.65) butdid not differ indeclarative knowledge scores by condition. Further, trainees in the control conditionscored higher onprocedural knowledge than trainees in the game fiction condition, although the effect was smaller ( d = −0.40). Thus, the use of narrativeimproved reactions to training but at some cost to training effectiveness.Attitudes toward game-based learning were also tested as a moderator of the condition-outcome relationship.