Description (provided by submitter):  OnPoint Digital has worked with Great Clips for Hair to design, develop and support their online learning programs for 8+ years. The recent addition of their new game-enabled Academy Training Program was crafted to train new stylists working at any of their 3,800 salon locations across North America and has been a major contributor to performance and salon improvement. OnPoint's online and mobile-based solution offers competitive design rewards through badges, trophies and achievements. Learners track their progress via several different leaderboards including master, group-level and person-to-person challenge board. Extensive tracking helps measure system usage and adoption including various KPIs tied to outcomes and combined with sales and customer sat metrics using xAPI. Finally, an innovative game board helps engage learners via a more graphically pleasing, visually motivating learning approach.         

Entry # - Game 011

By:  Reflection Software


Entry # - Game 007

By:  New England College of Business


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Description (provided by submitter):  Online learning traditionally has a high adoption, low completion rate. Finding what speaks to the user, is key to coaxing the passive learner through the materials they need to succeed.     At Yourmembership® We serve a large and diverse audience ranging from large corporations with a focus on external training, to Medical and Professional Associations, each with a different motivation for completion.    Over the last 2 years we have had the privilege of serving two divisions of Intel Certifications. These two divisions serve sales personal at stores, teaching them sales techniques, and keeping them current with new technology and devices.     There is no requirement to complete these trainings, though representatives who complete training courses have been shown to have exponentially more sales, and a higher chance of an up sell. Therefore our challenge lay in motivating as many users as possible to take these courses.     This was accomplished with:    Giveaways: Users who completed all courses were entered into a drawing to win items ranging from apparel, to the latest and greatest tablets and computers with Intel chips.    Badges: Users who completed a Level 2 certification or higher, were granted a badge, and an email footer to append to their signature.    Printed Certificates: Users who completed a Level 3 certification were emailed a printed certificate, wallet card, and lapel pin to wear on the show floor. This proved immensely successful particularly with international learners, to whom a printed certificate and wallet card from a company as large as Intel served as a proof of status not seen in America. Any folding or creasing of the certificate during the mailing process was swiftly returned with a request for another to ensure its display was flawless.     Game Keys: After successfully completing a certification exam, learners were allowed to claim a video game key which increased in value at each level. These games ranged from in game credit to popular MMO World of Tanks, to  AAA titles such as Rome Total War and Just Cause 3.    Leaderboards: Leveraging the competitive side, learners in the Intel RCO program, were also given a rank based on how many courses they completed. Users within the top 20 were then eligible for further give aways.     Our Medical and Professional associations are required to complete certain credit requirements to maintain their licensure or certification. These learners are tracking their requirements over a cycle of a year or more and want to get to their content as quickly as possible to meet their professional requirements. For these users we make it as easy as possible, and "gamify" their progress.     This was done by:    Test and Question Benchmarking: Upon completing a test, or submitting a question, learners may be shown how their scores stack up against their peers, and the percentage of peers that chose a certain test distractor. This has been particularly successful in our Neurological clients, who have shown an above average competitiveness with their peers and a desire to be in the top 1%.     Progress indicators: As simple as it sounds, among our clients, having a visual representation of their progress through a course, has served as a strong push to complete items. Courses with a status bar showing a percentage completion are presented to the user immediately on login to prompt the user to finish their courses, and remind them of how little is left to earn a credit.     Thank you for your consideration         

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Entry # - Game 004

By:  Yourmembership

Description (provided by submitter):  The Challenge  Wyndham Hotel Group came to Designing Digitally, Inc. to create a new and innovative training experience to support the relaunch of their customer loyalty program, Wyndham Rewards.  Wyndham Hotel Group realized its franchisees and associates must be invested in Wyndham Rewards in order for the program to flourish. Wyndham Hotel Group needed Owners, General Managers, and Front Desk Staff to see the value Wyndham Rewards provides to their hotel property as well as their guests.  Additionally, property support would reinforce the message with consumers and the national media campaign that Wyndham Hotel Group was using to relaunch the program.        The Solution  After Designing Digitally, Inc. explored the audience traits and the goals of the training in the Needs Analysis phase, they recommended creating two separate online courses. With the client’s support, Designing Digitally, Inc. developed one course for the Front Desk Staff, which focuses on preparing the employees to speak with hotel guests about the loyalty program. Simultaneously, a course for Owners and General Managers was developed, which emphasizes the business benefits of urging guests to enroll in Wyndham Rewards.     The Wyndham Rewards advertising campaign centered on an exciting new spokesperson, the Wyndham Wyzard. Designing Digitally, Inc. utilized images and custom-recorded audio clips of the Wyndham Wyzard to coach learners through interactions in the courses. Additionally, the theme of his magic and mystique is an integral part of all the graphics, sound effects, music, and animations. The blend of these themed media elements, gamified activities, and relevant scenarios creates a whimsical environment for learners to explore Wyndham Rewards.    Designing Digitally, Inc. also fulfilled the client’s request to incorporate an external award for franchisees and associates who complete the training courses. By collaborating with the client’s web development partner, Designing Digitally, Inc. designed a way for learners to enroll in Wyndham Rewards at the conclusion of the innovative learning experiences. They can enter their information and receive actual Wyndham Rewards points as an award for completing the training, all within the course interface.    The Results  Wyndham is thrilled with the internal response to both Wyndham Rewards courses. Over 3,500  learners completed a course within 2 months of launching the trainings. The average user rating for the courses was 5 out of 5!    International partners within Wyndham are also impressed with this gamified learning experience. Designing Digitally, Inc. is now working with Wyndham international representatives to produce translated versions of the courses to be used in various other countries.     Wyndham has distributed over 242,000 Wyndham Rewards points to employees who have completed the training. The use of gamification and the integration of an external award system not only motivates learners to participate, it also gets employees personally invested in the program. They can share genuine excitement about Wyndham Rewards with guests at their properties.   

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Description (provided by submitter):  LEARNING DESIGN CHALLENGE: MOTIVATION THROUGH GAMIFICATION CATEGORY    (1) COMPETITIVE DESIGN and (6) INNOVATION BONUS:    New England College of Business (NECB) is pleased to enter its MS in HR Management (MHRM) program for award consideration in the category of Gamification.    HR has seen a dramatic uptick in interest in, and potential application of, the concept of gamification.  This interest has come from both within the HR function, to encourage savings for retirement or reward and encourage participation in wellness plans, and from other parts of the organization, for example, as a technique to facilitate training, teamwork and to cater more to the millennial mobile-social-gamer mindset.      In designing the 10-course Master’s program, we chose to create 3 gamified courses, spread out at even intervals, which were carefully designed as part of an overall initiative to introduce our graduate-level Human Resources Management (MHRM) students to gamification.  Our design was careful to avoid simply turning each course into a “game”, and instead each one demonstrates the various ways that elements of games can be applied in a non-game context.    The goal of the first course was to gradually introduce students to the concept of gamification; in the second course, students experience gamification in a non-technical format; and then in the last course, we raise the stakes to include increased competition in a complex, technology-based simulation.  All three courses are designed to utilize group projects, which supports our efforts to develop the 21st century skills of virtual teamwork and collaboration in our students, which are organizational outcomes for New England College of Business’ programs.    FIRST COURSE: HRM 530 Total Rewards Approach to Compensation & Benefits   Learning outcome: critique and apply concepts of gamification to business problem.     This first course provides foundational information on gamification, demonstrates how something as simple as reading a book can be ‘gamified’ (they actually use an app created by the book’s author) and then has them apply what they’ve learned by creating a RFP proposal to identify the best way to use game mechanics to address a business problem.      The business problem, in this first course, is how to manage/reduce the upward-spiraling cost of providing health care coverage.  In completing this custom (internally) designed group case, students get to select from several scenarios.   Each company has its own unique challenges and the companies range from an established warehouse fulfillment center in Seattle, to a 30 year old family-run business in New England, a quasi- government-run property insurance agency in the Midwest and a startup architectural firm in Miami.  The proposal is narrowly focused on identifying and designing the key game elements for an app that will encourage employees to participate in a wellness initiative.    SECOND COURSE: HRM 570 Global Human Resources Management   Learning outcome: evaluate gamification from a learner’s perspective, at a non-intimidating “low-tech/low-stakes” level.    This course is taken half-way through the 10-course program.  In this course, we have students participate, again as a group, in a small world simulation.   This is a custom (internally) designed “role play” learning activity where they take on the role of a team of global mobility service specialists.  Their challenge is to get their assignee relocated to another country and then eventually after the assignment is completed, repatriated back to the United States. The instructor chooses the assignment location from a variety of possibilities that range from those with high-level development (i.e. London England) to low-level of development (i.e. Hanoi Vietnam).  “Helen”, their assignee is a female COO, with a dependent spouse, a family pet and three children (one of which has Down’s syndrome) - all of whom must be relocated with her.  In this small world simulation, each week the global mobility team engages in a discussion (via the discussion board) with their assignee, Helen (played by their instructor).  “Helen” poses questions about her relocation and eventually her repatriation.  As these conversations unfold, students research the questions and provide responses just as they would if Helen was a real employee of their organization.      The interactive, low-tech approach to this learning activity not only facilitates the learning around global human resources, but it also allows the students to experience the application of game mechanics from a learner’s perspective.     THIRD COURSE: HRM 600 Human Resources Management Capstone  Learning outcome: Experience gamification in a highly-competitive, high-stakes technology-based simulation to apply cumulative knowledge from their HR studies.    This third course is the capstone course for the MHRM degree program.  Instead of an applied project where they complete a “consulting” project for an actual client, we opted to use a complex, computerized simulation called HR Management, where students act as the newly appointed HR team for a medium-sized organization.  Students operate in direct competition with other student teams so that each team's decisions impact the other team's results.  At the beginning of the simulation, teams start off 100% equal across a range of performance measures, but as the simulation progresses and student teams make decisions that information changes.  For example, teams make decisions around staffing levels, and have to determine the right number employees with appropriate skills to meet the different production goals.  They take into consideration who gets promoted, hired, minority representation, costs, etc. all while competing for the same workforce as other firms within the simulation.       Numerous reports provide detailed analysis of a number of metrics across a broad range of HR and business functions. The simulation includes a practice round in preparation for competitive decisions.    The culmination is a group project final presentation, where they provide their CEO with an overview of the current state of the HR department after the decisions that they've been making over the past six years, and make recommendations for both the HR department to improve performance and for the organization as a whole.     SUMMARY - We strongly believe that this design approach is unique and innovative.  While other master’s degree programs in the field of HR may include courses with simulations, we believe that our three-course scaffolded approach provides the learner with a unique experience, and fosters deeper learning than simply teaching the concept of gamification in, for example, a course on training and development.  We also believe that via our design, we are modeling the right behavior for graduate-level HR students - and this is to say that they should focus, first and most importantly, on the desired outcomes and then evaluate how/if game mechanics can be helpful in achieving those outcomes.      (2) REWARDS:   While all of these courses use detailed assignment and outcome-specific grading rubrics against which student performance is measured, we have employed a much broader range of rewards that fulfills both intrinsic and extrinsic.  Examples include providing bonuses for completing tasks (unlocking new material in their gamified book), badges which are sharable on LinkedIn (based on completing certain items and earning a particular score or higher), to leaderboards (which provide in-class recognition and status), peer (performance) reviews (which build community), praise, etc.      (3) LEARNER REPORTING and (4) AGGREGATE REPORTING:   As part of the workflow around each course, students are provided with constant, and often instant, detailed feedback as well as clear indications of progression on both the individual learner level, as well as in the context of the overall class.  This includes the use of a status/progress bars for a quick visual summary, to progress reporting via the LMS (grade/progress vs overall class), detailed reports from the Peer Evaluation system (my self-evaluation vs how the group ranked me vs. the average/overall group ranking), etc.     (5) CONNECTING GAME MECHANICS TO PERFORMANCE:    We use anonymous end-of-course assessments to gather data on performance.  In these assessments, students consistently rated these 3 courses (all of which have run multiple times) as highly engaging  (80% for HRM 530, 100% for HRM 570 and 100% for HRM 600).  Making the learning “fun” translated overwhelmingly into effectively achieving the learning outcomes, as students unanimously (100% across all 3 courses!) responded affirmatively to the question on the degree to which assignments helped them “learn and apply course objectives”.     The open-ended comments provided additional context, pointing to the gamified elements as contributing to this enjoyment, as follows:     •    “The gamification project was interesting.” (HRM 530)  •    “Although it was extremely taxing, I did enjoy my time.” (HRM 530)  •    “It was one of my favorite courses so far.” (HRM 570)  •    “What I liked most? The interactive project.” (HRM 570)  •    “Communicating with the expatriate was engaging and fun!” (HRM 570)  •    “Class was fun and informative.” (HRM 600)  •    “The simulation and group work was a lot of fun and quite enjoyable!” (HRM 600)      (6) INNOVATION (BONUS):  Please ee section 1 for more details on why we believe this is an innovative HR Graduate program.    Student Testimonial by D. Blount    "With previous online graduate school experience, I knew exactly what I wanted in an online graduate program; however increased eLearning competition has the potential to produce an overwhelming selection process. I can unquestionably say I made the right decision in New England College of Business (NECB). The courses/assignments were clearly defined/outlined, flexible but challenging, encouraged collaboration, actively involved all learners, and allowed for practical application (at various levels of experience). Live case studies, interactive simulations, and advanced technologies put learned material into practical settings which created a professional experience for the learner. The program was interactive and accommodating of diverse learning styles. This created an online culture of comfortability resulting in maximum effectiveness."   

Description (provided by submitter):  1. The system is highly a team and collaborative learning experience using both elements of gamification and in-depth content. Its intent is to allow gamification while providing learners capabilities to access resources, materials and more references for additional learning.    2. Rewards and an actual product are provided as incentives to completing or winning the games.    3. Learners can visualize their progress and trainers can track the progress by score, by key activities of the learners from discussion comments, to assistance, to providing feedback to other learners.    4. The Map and the Achievement board and the email alerts encourages the learners to direct their efforts. Some elements of competition are provided by sharing all scores to all members.     5. The system is largely used for story sharing, micro-scenarios and projects submission with game elements. It encourages learners to bring in their own stories and experiences and learn along the process. 

Entry # - Game 006

By:  Vignettes Learning


"Gamification Entries 

Description (provided by submitter):  Our game-based eLearning solution takes the idea of gamification to the next level.  In fact, we often feel like our product is more of a game than an eLearning, even though it ultimately does the same thing - engages and teaches the end user.  We wanted to make sure that the final product felt like a game at the core, so that’s where we started.      One of our biggest niches for design is combining soft skill training with learning the technical system or software.  For this game, we addressed a common training module for our company - Cashier Training.    In the first available section, we walk the learner through a simple tutorial that shows them how to use the game mechanics, exactly how their scored will be assessed, and how improving their score will result in more, better rewards.      When the training starts, there is a a map floating in the clouds, which was inspired by classic board games.  The game board shows the progression of the game/learning, where to start, how to move forward, and how to get to the end.  Through each item on the map, the learner will enter a virtual environment where there are examples of real-life scenarios that the learner might face on any given day.      The scenario demonstrated is a customer service situation, and the learner is provided choices on how best to handle the situation.  Now some of these choices will be locked until the required Lesson has been completed.  Others may required the learner to recall previous Lesson to make the best choice.      The learner will be rewarded with a certain number of Stars based on which choices they made.  We give our learners a place where they can make mistakes and learn from them before they get out into the real world – which aides in growing the learner's confidence and proficiency, and ultimately creating a positive impact on overall customer satisfaction.    Our training uses a combination of Lessons and Stars to track a learner’s progress through the module.  Learners must complete all of the Lessons within a section to complete that section, but are only required to get a certain percentage of total Stars to pass.  As they receive more Stars and complete more Lessons, they will be given Trophies, and their score will move up on the Leaderboard.  All of these elements of the game are shown to the user on an easy-to-navigate User Interface, and will be accessible to the LMS.    When we combine all of this into one package, what results is a cohesive, immersive experience unlike any other eLearning.    

Other Noteworthy Entries in This Category

Entry # - Game 009

By:  OnPoint Digital, Inc.

Title: Great Clips Academy - Gamification 

Entry # - Game 015

By:  Wyndham & Designing Digitally, Inc. - Customer Loyalty