Description (provided by submitter):  BACKGROUND:  Five years ago, the MetaMythic founders worked as leaders and managers in the utility industry and found themselves wrestling with a challenging learning problem. In response to the threat of cyber-attacks by hackers and terrorists against our nation’s power grid, the Federal Energy Regulatory Commission (FERC) required utilities to comply with a sweeping set of new cyber-security standards. FERC wanted utilities to take these standards seriously, so violations of these Critical Infrastructure Protection (CIP) standards are costly, with fines of up to $1,000,000 per day per incident for the period of non-compliance.     These standards required a great deal of training, so utilities struggled to create training programs. The utility the MetaMythic founders worked at had the trainers spend an entire week reading through the CIP standards with the employees and then required everyone to sign a document attesting that they understood and would comply with the standards. The training materials were not in the language of employees, did not clearly teach the duties for their role, and were long and boring. The compliance standards are important for securing our nation, but employees reacted with fear and anger to the training. Employees were ill-equipped and disengaged: our utility suffered 7 self-reports, 2 violations, a very poor onsite audit, and 3 audit findings all within the first two years.    This was a common problem across the industry with ineffective training either in large binders of information or slide decks. Utilities were faced with two poor choices:     Ineffective, wasteful training was a common problem across the industry and led the founders of MetaMythic to search for a better way. When faced with topics that have a natural disengagement for employees, how can we help people understand, engage, and remember? What we learned is that:     People learn best when immersed in a story that teaches why something is important    Everyone knows the name of Luke Skywalker’s father, not because they read his birth certificate or researched his ancestry, but because it was a detail in a movie that told a story. We decided to teach the business concepts of CIP compliance through a fiction that makes employees the heroes of a story.     COMPETITIVE DESIGN:  MetaMythic trained employees through day-long live events that immersed employees in an epic story about protecting their infrastructure, but realized that this was not a scalable solution because of cost and logistics. We looked to the technology of e-learning to solve these problems, but didn’t want to lose the power of a live instructor, the magic of immersion in a story, and the ability to teach in the physical environment where learning would be applied. We spent four months writing, designing, and prototyping an e-learning concept that would retain our three integral pieces. After this work was done, our vision was for a type of e-learning that had never been created. We needed a premier vendor to help us build it.    eLearning Brothers took our vision and executed on it to meet an aggressive timeline and the result is an e-learning product unlike any other. We immerse learners with a story that connected them to a threat against their infrastructure – we gave a face to the enemy. The premise is that the government is aware of a pending robotic invasion from outer space. The robots have advance forces already operating on Earth to disable and sabotage our power grid before the fleet arrives. No power = no defenses. The government created the CIP standards to empower utilities to protect their facilities from these robot attacks. The trainee becomes a recruit in the defense of earth, chooses a call-sign, learns the backstory, and must learn CIP to defend their utility and ultimately Earth. To keep the benefit of the live instructor, we added a guide through the training, named CTANLEE (“Stan-lee”) who engages, supports, and encourages the learner along their journey. To connect the recruit with the physical facilities they protect in the real world, they build and customize a virtual facility with different protections based on the CIP standards. In an attack simulator, recruits see the real impact of a robot cyber-attack against their facility and then add CIP defenses to protect the facility against future attacks. This interactivity with CTANLEE, the robots, and the facility hit all three targets: instructor, immersion, and physical connection.    The solution that eLearning Brothers constructed fully met our goals as we transitioned from our live events to an e-learning based system.    The CIP Defender e-learning program consisted of 5 episodes with 2-3 chapters each that followed a similar pattern.    At the beginning of each section, the recruit watches an animated robotic attack on their fictional facility through the CIP Defender simulator. After witnessing the attack, the recruit then learns the CIP concept that is used to protect against these attacks. They are then given three options to implement that CIP defense. These range from serious to humorous, but all successfully meet the requirement. The recruit then gets to witness the robotic attack again, but now with their defense in place.    After each chapter, customers add specific duties for their employees. These duties take the general concepts taught in the training and apply them to different employee roles. For example, the chapter may teach the reason CIP requires door security systems, while the duty section teaches that MondoPower Company uses badge readers for their system.     REWARDS:  Once eLearning Brothers completed the creation of the CIP Defender Product, they packaged it into a SCORM package for deployment to customers.     When rolling out something this fundamentally different from previous training initiatives, it is important to establish a connection immediately. Employees received their first taste of training with a teaser video, sent out about four weeks before training starts. The teaser starts the storytelling and breaks with tradition by establishing the threat in a fully animated video. Employee then receive emails from our e-learning guide, CTANLEE, introducing him and the upcoming training.     After the weeks of build-up, employees start the full immersion with the e-learning itself. Employees advance from raw recruit to full CIP Defender through the training. After completing the training, they are provided with their physical equipment - a handbook to take into the field and use for reference. The handbook, stickers, patches, dog tags, and other personal effects are packaged in a collectible binder so that opening your personal equipment is akin to an Apple device unboxing experience.    Contextual awareness materials are delivered to the environment where people work and in the format most appropriate for that environment. This means that some awareness materials can be shown on digital signage, while others are physical posters and signs.     LEARNER REPORTING:  The learning objective of the content is to educate employees on their specific duties in protecting the Bulk Electric System (BES) from cyber attack. As an ancillary objective, employees should understand the larger picture of how the entire system is protected and their role in it.    At the end of each episode, the recruit goes through a series of questions to identify if they have successfully learned the material. In other training products, these are often pass/fail type scenarios. We have found these to be frustrating in the past and not helpful in the goal of learning the material. Therefore, we created a new quizzing system based on our study of Human Performance principles from the airline and health care industries. This system starts each question with a set number of points to earn, and depreciates it for each wrong answer. The question remains until the right answer is selected. This gives each question the dual role of testing and teaching. Even if the recruit guesses all wrong until the final answer, they do retain some points. Scores are tracked in a back-end system to help identify learners who may need targeted follow-up after the training. We end up with employees who have understanding rather than employees that pass a quiz.    The final piece of the design was the Human Performance reporting. Since the product captures all of this valuable data from chapter length, to quiz answer clicks, to facility defense choices – there is quite a bit that leadership can learn about their employee base. It provides a peek into areas that need to be strengthened and employees who need one-on-one follow-up.     AGGREGATE REPORTING:  Throughout the training, learners have a chance to see how their responses stack up against those who have already gone through the CIP Defender simulation, comparing their selections of everything from the primary utility setup to how they choose to defend against specific security breaches.    CONNECTING GAMING MECHANICS WITH PERFORMANCE:  Our CIP Defender product took the CIP standards and broke them down into 5 episodes with 2-3 chapters each that followed a similar pattern.    At the beginning of each section, the recruit watches an animated robotic attack on their fictional facility through the CIP Defender simulator. After witnessing the attack, the recruit then learns the CIP concept that is used to protect against these attacks. They are then given three options to implement that CIP defense. These range from serious to humorous, but all successfully meet the requirement. The recruit then gets to witness the robotic attack again, but now with their defense in place.    After each chapter, our customers add specific duties for their employees. These duties take the general concepts taught in the training and apply them to different employee roles. For example, the chapter may teach the reason CIP requires door security systems, while the duty section teaches that MondoPower Company uses badge readers for their system.     The results of this training product have exceeded our expectations.  Following Kirkpatrick’s’ Four Level Evaluation Model, we included three questions at the end of the training to evaluate Level 1:    How engaging was the training?     Would you recommend training like this for other difficult or dry topics like CIP compliance?    Was this training valuable and worthwhile for reminding you or helping you understand the concepts of CIP and your duties to protect our infrastructure?    We provided four possible answers 1) Worse than most training 2) No better, but no worse than other training 3) More engaging than most training 4) Extremely engaging - Tops the charts! Based on Kirkpatrick’s research, we anticipated a bell shaped curve in the results. The feedback from the first 1200 recruits that have gone through the training is actually 83% answering with a positive on engagement, 45% choosing option 3 and 38% choosing option 4.     At one of our customer's utilities, they also added in a side goal that people would speak positively about CIP. This is a bane in the industry – everyone hates CIP due to its documentation and confusion. This customer was thrilled with the positive response to the training and the change in cultural viewing of the CIP program.    Most importantly, we have tested this concept of Applied Fiction and it has led one utility to become the first in their audit region to pass an audit with zero violations.   

Description (provided by submitter):  The Bright Horizons Virtual Lab School uses game-based mechanics to facilitate learning and problem-solving in a virtual classroom environment. The learner takes on the role of “teacher” to resolve safety-related challenges.     The classroom is gamified in that it integrates points, sound effects, a timer, branching scenarios, narrative elements and game-like aesthetics into the design. These elements activate learners’ intrinsic motivation and approximate the type of decision-making they need when supervising children. These mechanisms also motivate learners to repeat the experience to achieve better performance in the game, which reinforces the information and behaviors they’ve learned.     Immediate feedback is provided to learners through narrative, sound effects, and points acquisition. Additional reporting is given to learners at the end of a scenario, in which they can review detailed feedback on each of their choices. Aggregate reporting was not part of the scope of this particular project, but can be incorporated at a future date when additional games are completed.    While individual elements such as points, timers and branching scenarios are not necessarily innovative on their own, the integration of these components represents an innovative way to help new teachers practice safety behaviors.           

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Entry # - Game 014

By:  Digitec Interactive

Title:  Hilton - Digital Key Game 


Entry # - Game 012

By:  MedImmune

Title: Gamification Portal 


"Gamification Entries 

Entry # - Game 005

By:  Accenture

Title:  Accenture Knowledge Exchange (gamified) 


Description (provided by submitter):  Gamification 2.0 – The A3 Program  In 2006, Accenture launched a reward and recognition program for collaboration and knowledge sharing called the ‘Addo Agnitio Award’ (A3) – from the Latin for ‘To give knowledge’.  In order to further motivate our people to adopt more productive behaviors around collaboration and sharing, we have deployed the concept of ‘gamification’ – the use of game elements and game-design techniques in non-game contexts – to further enhance Accenture’s collaborative culture and change-management programs.      The unique selling point of gamification lies in its potential for us to learn from games, to draw on what makes them so engaging, and to apply those principles to achieve practical outcomes in a business environment.    Relaunched in 2014, the new A3 program deploys game dynamics and mechanics – such as activities and missions, real-time scoring and leaderboards – to motivate our employees to ‘Connect’, Contribute’ and ‘Champion’. At its core, people earn points by doing what they would do naturally as part of their job – by collaborating and sharing their knowledge with others.  These points contribute to an overall score, called a Collaboration Quotient (CQ).  Similar to one’s IQ (Intelligence Quotient), a CQ reflects the extent to which a person is engaged in collaborating effectively across the organization.    All available evidence suggests that a gamified approach can be leveraged effectively across any organization to embed the behaviours that drive a meaningful culture of collaboration and knowledge sharing.  That collaborative culture, in turn, drives productivity, creativity, innovation, professional development, job satisfaction, and the bottom line – turnover and profitability.      Competitive Design  The A3 program focuses on three key behaviours related to collaboration:    •    Connect: how people connect to the content, experts and communities of practice they need to do their job  •    Contribute: the extent to which people share their knowledge with colleagues and the impact their contributions have on other people within the organisation  •    Champion: the willingness to lead by example in fostering the development of others to collaborate as well as enhance the insights of others    This mindset, referred to as ‘The 3Cs’, reflects how Accenture expects its people to collaborate – not only within their immediate project teams and immediate circle of colleagues but across the entire global network and through online communities of practitioners.  In 2014, Accenture made a step-change to leverage gamification more fully by implementing a revamped A3 program supported by a new technology platform.      Rewards    Earning Points through Activities and Missions – Extrinsic Motivation  The core of the program is based on thoughtfully designed feedback and progression loops, essential elements of good game design that can be applied in business contexts to motivate players.    Tracking Activities  Over 50 types of activities are tracked in real-time through the gamification platform across several collaboration applications.  These activities range from simple tasks, such as posting a microblog in the activity stream, commenting on a blog post or downloading a document, to those that take a little more effort - such as writing a blog. People also earn points when others interact with their content, such as receiving downloads or views, rates, likes or comments from others.    Each activity is assigned a point value, with attention paid to the balance and allocation of points. The program is weighted and has limits in place to discourage “busyness” and high volumes of activity, and instead encourages higher quality activity.     These activities are progressively grouped into missions that serve as ‘guides’ to the user and help them discover and learn different ways to collaborate. In addition to completing missions, users are able to progress through various levels – starting with basic levels such as Novice and Lurker and moving to the top levels of Rockstar and Guru.     The levels are designed to become increasingly more difficult – similar to a video game. It only takes 15 points to move from Novice to Lurker but 300 points are required to progress from Rockstar to Guru, the highest A3 level.    The system has “anti-gaming” limits in place. Duplicate activities are ignored and timed limits are in place to discourage someone from engaging in abnormally high levels of activity merely to increase their score quickly. We also rely on the network to self-regulate appropriate behaviour. Anyone can flag someone’s content or behaviour as inappropriate, so we can follow-up with those individuals to discourage that kind of behavior.     Embedding sustained behavioural change – Intrinsic Motivation  At Accenture, we believe it’s critical to place the primary focus on the psychology and science of motivation in order to achieve enduring, sustained behavioural change in respect of collaboration and knowledge sharing.     Critics of gamification point out – correctly – that simply adding points, badges and leaderboards to something does not magically make it fun and engaging.  The key to sustained behavioural change is to foster and cultivate an intrinsic motivation to collaborate.     Gamification should help to foster social connectedness and engagement among people. It should allow for player autonomy – the ability to make meaningful choices about how and for what purposes they are collaborating. It shouldn’t just reward; it should also teach. It shouldn’t just entice; it should also persuade. As players learn how to collaborate effectively, the game should have a compelling narrative that collaboration truly will help them to work smarter, faster, better. Ultimately, players should realize the inherent value and benefits of collaboration, to the extent that, if all the extrinsic motivators were stripped away, they would still continue to collaborate at the same level because they couldn’t imagine any other way of working.    Learner Reporting/Aggregate Reporting  Typically, corporate systems have large volumes of data about user behaviour that is rarely or never seen by the end user. By reflecting that data back to the user and providing immediate positive feedback about what they’ve done, they are extrinsically motivated to continue to behave in that way.    With the A3 program, people increase their quarterly collaboration score by doing what they would naturally do as part of their job – collaborating and sharing their knowledge with others.      Feedback is real-time and immediate. Points are credited in real-time, and as players level up and complete missions, they receive in-context notifications alerting them to the progress they’ve made.    The program also provides feedback on key data points that helps an employee understand the impact their content is having on others by showing the number of views, downloads, ratings, shares, likes and comments it is generating. This provides another aspect of motivation, allowing the individual to see his stats related to collaboration.    The Benefits: Connecting gaming mechanics with performance  Although it’s common for gamification programs to have an immediate uptick in activity, the key challenge is to sustain increased levels of activity over the long term and to ensure that such activity is driving value for the organization. But simply measuring an uptick in transactions and activity is only the tip of the iceberg. Extending the participation, creating engagement around awareness, understanding, recognition and motivation, and capturing the stories of how our employees make collaboration a part of the way they work is a more holistic measure of the impact of our gamified approach.    In the first year of the program, the gamified A3 approach generated a strong upward trend in transactions across the various collaborative applications in each of the four quarters. From modest increases in the low double digits for posts, blogs and document uploads; to high double digit growth for activities like commenting and liking; to significant triple digit growth for several social features on the contribution including ratings, shares and following of content – helping users discover lesser-used features.     One of the most significant increases came in the increase in completions of a computer-based training (CBT) module for collaboration. In the first few months after it was released, the CBT received fewer than 100 completions. The CBT was then included in the each of the four quarters program as one of the missions, and within 6 months, it received 4,000 completions.    For participation, the program was effective in having a broader reach as well as deeper engagement. There was a healthy increase in number of new people engaging in collaboration from the launch of the program to the end of the first year – seeing an increase of 18%. In addition, the average overall score across Accenture increased by over 150% and within our core workforce, an increase of close to 200% in average scores.    For engagement, we conducted a survey to measure the levels of awareness, understanding, recognition, and motivation around collaboration. The survey was run amongst the same group of people immediately before and six months after the roll-out of the new program, in order to provide the most accurate and direct comparison. Significant progress was made, with engagement scores increasing by ~20% on average.      Innovation Bonus  One of the more creative aspects of the program to help keep it fresh was a quarterly Secret Mission. These missions would range from introducing new capabilities to drawing attention to a new program or fun challenge. What was unique was the power of this mission that drew special attention to a given area that otherwise would have taken longer to bring awareness to or drive adoption around. And not only was the mission unique, but the iconography used and the secret mission ‘briefing’ pages helped keep the engagement of our employees.  

Entry # - Game 001

By:  Gamelearn

Title: Pacific - The Leadership Game 


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NOTE: The video demo will launch in a separate window

Description (provided by submitter):  Pacific is the first serious game for the development of leadership skills.    In Pacific, leadership is presented as a set of transversal skills, common to any 'manager' profile, within an adventure of survival on a desert island. A course in video game format which has become the first practical manual, step by step, on how to lead and manage high performance teams.     Pacific is staged as a graphic adventure in which students must escape with their lives from a desert island where they have got stranded after surviving an accident. To do that, students must prove and test their skills as a leader to make their team and themselves get back home safely.    To achieve the goal and provide efficient leadership training, Pacific is based on the innovative game-based learning methodology. A methodology which combines:    1) Quality content, equivalent to a two-day classroom course, but with a practical approach so that the employee can practice the knowledge acquired.     2) An advanced simulator representing situations of "real" leadership. Thanks to this simulator, it is possible to create a safe environment in which the student practices the content while receiving feedback for improvement.    3) Gamification techniques that turn learning into an appealing experience, managing to improve the 'engagement' of the employee. The gamification techniques used are:  - Storytelling. Pacific is set in a graphic adventure of survival. The aim of the participant is to make it out alive, together with the rest of their team, of a deserted island where they have been stranded after a plane crash.  - Badges. Personal rewards that the participant collects as they advance in the game.  - Levels. A leadership path ('The shell of Nautilus') that the participant completes as they overcome the challenges posed.  - Leaderboards. A table with leadership points. Each decision and the speed of execution have a direct influence on the number of points accumulated.    The great challenge of this project has been to connect learning and personal and professional growth. To achieve this, gamification techniques are essentials:  - Leaderboards. Depending on the success of their decisions, each employee will score points in the established rankings: global and departments. The aim of these leaderboards is to increase employee motivation.  - Levels and badges. As the employee moves forward within the game, they reach new personal achievements. Its purpose is twofold: (1) to increase self-confidence and (2) to encourage the employee to share their achievements, increasing the motivation of the group.    In summary, this serious game is the result of more than 12 years of research and interviews with dozens of CEOs, presidents and executives of large companies around the world. Thanks to this contribution, Pacific transforms the leadership into a set of techniques, tools and strategies directly applicable to the job.  Then, through Pacific students learn to:  - Define roles, responsibilities and common goals.  - Use techniques to understand the needs of their teams, to improve processes and to raise employee motivation.  - Develop techniques for conflict resolution and management within their teams.  - Improve their communication for task delegation, providing feedback or coaching.  - Promote the 'empowerment' of the members of their teams.  - Develop a mentality oriented towards the achievement of objectives.  - Use the most effective teambuilding techniques to develop team identity.    Within the first 8 months after the launch of Pacific, this serious game has been implemented in more than 100 large companies and has trained “managers” from different profiles:  - Directors  - Executives  - Senior officials  - Managers  - Team or area leaders   - Entrepreneurs  - Businessmen  - Project managers    And the results obtained by Pacific are appreciable in a training level:  - The completion ratio is 94% in more than 50 companies worldwide, surpassing the 25-30% of e-learning courses.  - 99% of participants claim they apply the learned content to their jobs.  - The recommendation ratio of the course is 93%.    The results achieved by Pacific can also be seen at the strategic level. AXA is one of the best examples, as it has incorporated Pacific into its leadership path, known as Manager@AXA, with the aim of making this serious game the base to be developed by any new manager of the company.    Pacific has been recently recognized as "gold medal" by Serious Play Conference.     

Entry # - Game 008

By:  MetaMythic & eLearning Brothers

​Title:  CIP Defender


NOTE: This video will open on Allen Interactions website.

Entry # - Game 002

By:  Allen Interactions

Title: Bright Horizons Virtual Lab School 


Description (provided by submitter):  Design allows for competition between learners, has a really simple visual interface for both design and playing of game based content  - Players can update their characters after progressing, earn badges that they can share and compare with others, and see how they stack up to others on a points-based leaderboard  - Learners can see their progress, a history of their activities, and review material at any point  - Leaderboards are provided to see how an individual stacks up to the class, and they can see how their own progress has tracked over time with graphs   - Completing activities correctly, or within time frames unlocks new levels, character options, and new activities  - Our innovation bonus here is on the flexibility of this Game Based Engine -- we typically take static content from an organization's LMS and help them 'uplift' it to fit into a much more interactive and engaging game-based environment using our authoring tools.  No coding required, and we have the flexibility to have VERY different look/feel and uses for the games built with this engine. We have Kindergarten all the way to corporate learners utilizing this. .           

Description (provided by submitter):  The Digital Key training is an innovative approach that combines micro-learning learning with gamification.     Each module consisted of three components:    1.    An overview to establish context and set the challenge for the game  2.    An interactive job aid, with the activity for the learning content  3.    A game component to measure learner understanding and provide feedback    The learning process actually began with component 2 – the interactive job aids. These were assigned to the appropriate roles across Hilton Worldwide.     Our use of job aids in this course supports micro-learning because gives learners the opportunity to build their knowledge base when it's most convenient for them, and allows them  to access need-to-know information in between online training sessions. These job aids were also provided in print format, to accommodate just-in-time training.     The overview established context and awarded points when learners accessed the job aid. After reviewing the job aid, learners completed the game, which included simulations or Guest interactions to demonstrate mastery.    Hilton Worldwide’s vision is to “fill the world with the light and warmth of hospitality”, so when players earned points during the game, their light and warmth meter would glow. At the conclusion of the mission, their light and warmth meter correlates to how many rooms light up in the virtual hotel. If they did not earn enough light and warmth points, the player needed to replay that mission. If they earned max points, they double their score and increase their chances of ranking on a leaderboard.    Incorporating the game-based approach helped to make the learning more engaging. The Digital Key training was delivered as SCORM 2004, using sequencing, completed on desktop or tablet devices. Hilton assigned modules, based on the roles within the hotel. For each module, the three components were sequenced, so that learners would seamlessly move from the overview module SCO to the interactive job aid, then to the game. During the game, learners could return and review the job aid SCO in the middle of a game. This incentivizes the learner to access the content during the game to score well. This also reinforces learning.

Description (provided by submitter):  MedImmune’s BioBend portal meets several must-have best-practices for successful gamification.   COMPETITIVE DESIGN.  Users engage with content and advance through the game levels in several ways.  A fun, upbeat design….a compelling user interface…a personal leaderboard…and a center banner promoting each month’s competition all trigger the gaming spirit.  REWARDS  Competitions and rewards vary, depending upon the business goal for each month. Here, we are promoting inspection readiness. Rewards range from Amazon gift certificates to free lunches or passes to a highly valued skill-building conference.  LEARNER REPORTING A personal leaderboard shows learners how many game activities and extreme challenges they have completed, as well as the points needed to advance to the the next level. Users have told us that this feature—is one of the most motivating features on the portal and encourages them to take new content.  We intentionally did not include a general leaderboard on the portal, because most of our learners – 42%, as you can see from this graphic-- fall into the “Explorer” personality style. The Explorer style despises competition and is DE-motivated by competition and leaderboards. For explorers, a motivating gamification portal is all about compelling storylines and the journey of discovery, rather than points and badges. That’s why all of our games on the portal have strong storylines and discovery-based challenges.   AGGREGATE REPORTING   Our customized social feed called “Bio-Buzz” shows learners other portal users who recently “leveled up,” completed a game, or left a game rating in the last few hours.  GAME MECHANICS AND PERFORAMANCE  All games on the BioBend portal have game mechanics that are tied to performance. These include progress meters, “impact meters” (to show the impact of in-game decisions on real-life events), levels to unlock and, virtual currencies.   INNOVATION  THREE  innovative features can be found on BioBend.   Personalization  Why should all courses be the same for all learners? They shouldn’t! That’s why  the first thing we have learners do when they log on to the portal is take a GAMER PERSONALITY PROFILE QUIZ. This is a fun buzz-feed-like survey, where learners are asked various questions  to determine their personal gamer profile.   The benefit of knowing your profile is that your gaming experience becomes    unique     to you—it’s not one-game-fits-all. After learners identify their gamer personality, they search the portal for games designed and developed specifically  for their gamer personality.  The four profiles--Explorer, Ace, Socializer and Achiever--are all in the search drop-down menu. The player just chooses his or her profile, and a list of games populates that’s best suited for how they like to learn.  Another personalization feature is the series of autoresponder emails set up that send congratulatory emails to players when they reach a level milestone, or get a particularly high game score.   Consumerization      Our compliance training portal is VOLUNTARY. That means we must use consumer marketing strategies and tactics to attract and retain portal players. Consumerization features include a YELP-LIKE rating system for games and activities, a social feed, and extensive marketing—both online and offline. One of our offline marketing efforts was a Wii-like game that I designed for our Science Fair that demonstrated how one of our new drugs fights cancer cells in the body.  After the game, players were directed to our BioBend gamification site.  Our Brand: Humor  Myriad research studies show that humor enhances learning retention. So, all of the games on the site  must meet sound instructional design principles, AND are written and produced in a humorous genre—from parodies and spoofs to interactive game-based movies and interactive graphic novels.     That’s a quick overview of our gamification portal for regulatory compliance.    

Entry # - Game 003

By:  Desire2Learn

Title:  Brightspace Gamification


Gold/Silver/Bronze Winners in This Category