An Evaluation of Gamified Training: Using Narrative to Improve Reactions and Learning

Michael B. Armstrong and Richard N. Landers

Simulation & Gaming, 2017, vol. 48, issue 4, 513-538

Abstract: Background and Aim. Gamification is growing in popularity in education and workplace training , but it is unclear which game elements are conducive to learning . The theory of gamified learning suggests that one type of gamification, the addition of game fiction/narrative , can be used to improve learning outcomes, and the Technology-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 significantly more satisfied with training enhanced with game fiction over the control text ( d = 0.65) but did not differ in declarative knowledge scores by condition. Further, trainees in the control condition scored higher on procedural knowledge than trainees in the game fiction condition, although the effect was smaller ( d = −0.40). Thus, the use of narrative improved 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.

Keywords: attitudes; game-based learning; game elements; game fiction; gamification; gamified learning; learning; narrative; psychology; training (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:48:y:2017:i:4:p:513-538

DOI: 10.1177/1046878117703749

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