Essays on Gamification Issue Assignment

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The paper 'Gamification Issue" is an outstanding example of a management assignment.   Transfer of training is the continuous and effective application of attitudes, skills and knowledge from learning setting to the job setting while the transfer of learning is the application of attitudes, knowledge and skills learned in one circumstance to another learning circumstance. Advances in video game technologies are offering novel data sources and interfaces that can deepen video game experiences and support, inspire and motivate transfer of learning. Gamification has surfaced as a manufactured label for the connection of non-game activities and game components (Edmond 2011, p. 20).

Although video games have been criticized for being mindless entertainment without educational content or value, they offer effective learning practices. According to Rankin, Gold and Gooch (2006, p. 1), the elements of gameplay are perfect for establishing efficient digital learning environment. When a player is replaced with a learner, an active and constructive learner is realized. Video games promote learning in the virtual world. They engage players in intricate cognitive processes applicable to problem-solving tasks (Clarke 2009, p. 450). Evidently, video games augment the cognitive abilities of players that transfer learning in the real world.

Drawing from the CS, the United States military has utilized video games as a training tool for over three decades. In the contemporary world, companies’ corporate trainers use video games because they are less costly. Apparently, scores of conventional training programs are boring. However, the use of electronic games in training programs generates excitement and interest that promotes learning and transfer of training. Video games are recognized as potent learning tools that promote quick learning and deeper understanding. They inspire active engagement and stimulation of real-world experiences (Clarke 2009, p. 450).

For instance, the US military applies what they learn through video games into real-life situations. The CS indicates that video games teach resource management, critical thinking and collaboration that are essential factors for the military. Besides, video games provide meaningful and stimulating environments where learners can enthusiastically engage in problem-solving and thinking. With respect to situated learning theory, collaboration and social interaction play a crucial role in the process of learning. Learning is embedded within social settings. Video games reflect the potential of multi-layered collaborative play to enhance learning.

In addition, video games promote learning by transforming games into distinct space for enhancing stimulation of real-world experiences and active involvement in problem-solving. They also establish a social setting beneficial for learning (Kurtz & Boone 2009, p. 284). Based on the theory of learning, people enhance their skills while performing repeated cognitive tasks. With respect to the transfer of training, video games promote cognitive performance on other tasks apart from tasks specific to the game. Video games improve cognition and perception. More importantly, video games allow participants to process information quickly, code schemes that promote storage and remembrance of training content.

Video games promote participants capacity to retrieve learned abilities. If people like what they are doing through the video games, they store it in their memories and retrieve it when needed. Video games allow people to transfer continually and effectively what they have learned through the games. However, transfer of training depends on the characteristics of the trainee, training design, and the environment. Video games promote training transfer by promoting trainees capacity to apply learned abilities to work situations and problems.

Video games promote understanding and retention of ideas. In the event where video games relate to the working environment, the transfer of training is very effective. According to Insley and Nunan (2014, p. 341), video games engage people, and the engagement is sustained for over a period of time. Video games promote learning and transfer of training through keeping people involved in practising conducts and thought processes that are easily transferable from stimulating setting into real-life situations. Apparently, human brains recognize patterns so easily an aspect that allows people to measure their own experiences against stories provided through the video games.

When figures and facts are wrapped in a story, they are highly recalled. Game-based learning and training is the ideal way to tap into the strength of a visually linked story to involve people and help in the recall. It puts active involvement in the learning process thereby making learners retain and transfer what they have learned in real-world situations. Question TwoResearch shows that gaming, in the correct milieu, can be effective or more effective than conventional e-learning.

Gaming enhances creativity, risk-taking, risk assessment and problem-solving. However, there are certain features that video games must have for them to be effective training methods. The video games require pertinent information including features and descriptions. The stimulations or video games must have greater interactivity and offer realistic feedback besides multi-sensory stimulation. According to Orvis, Belanich & Mullin (2005, p. 1), video games are intrinsically motivating and promote learning. Skills acquired in game-based training environments transfer to the real-life situation but only if the video games hold effective features.

Given the augmenting popularity of using video games for training, it is essential to explore aspects that maximize the effectiveness of this medium of training. Training effectiveness is influenced by three primary determinants that include the training program, the trainee and the situational context in which the training occur. For video games to be the effective medium of training, they must hold features such as interactivity, realism, and challenge. These features are essential as they influence the motivation of trainees and the period of time in which trainees are willing to invest in mastering the skills learned during the gameplay.

The video games should be realistic, challenging and highly interactive to enhance the understanding of the trainee (Kraiger 2014, p. 215). Apparently, the basic goal of training is to positively impact learners in terms of their attitudes, skills and knowledge.  

Reference

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Ballance, C 2013, 'Use of games in training: interactive experiences that engage us to learn', Industrial and Commercial Training, vol. 45, no. 4, pp. 218-221.

Clarke, E 2009, 'Learning outcomes from business simulation exercises: Challenges for the implementation of learning technologies', Education + Training, vol. 51, no. 5, pp. 448-459.

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Edmonds, S 2011, ‘Gamification of learning’, Training and Development in Australia, vol. 38, no. 6, pp.20-22.

Insley, V & Nunan, D 2014, 'Gamification and the online retail experience', International Journal of Retail & Distribution Management, vol. 42, no. 5, pp. 340-340.

Khine, M 2011. Learning to play: Exploring the future of education with video games. USA: Peter Lang.

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