ANALYZE TECHNOLOGIES

A literature review of gamification, a recently popular technology used in learning design, shows how I synthesize several scholarly articles that outline research on the trend. I specifically focus on the potential benefits of gamification in corporate training while also addressing its limitations. 

The ability to stay up to date on the latest technology is critical as an instructional designer. Purdue’s LDT program often emphasizes this and encourages graduate students to research the most current trends. Such was the case for EDCI 513’s final literature review project. We chose a technology trend that interested us and had to explore scholarly articles that delved into the impact these trends have on the LDT world. My topic was gamification, a technology I have noticed more and more in my daily life. I imagined there were many benefits that gaming could offer if included in training courses. 

Throughout my research, I found numerous articles that explained gamification's positive impacts on motivation and engagement. Competition, interactive game design, leaderboards, badges, etc., all factor into a learner’s ability to connect more meaningfully and willingly to training material. I also frequently came across the limitations of gamification, mainly because there is still insufficient empirical evidence that connects gamification to improved learning outcomes. Overall, the consensus was that instructional designers should use gamification to enhance instruction; however, designers should not use gamification for the sake of gamification. It should be used intentionally. 

Gamification is everywhere these days. I can personally attest to gamification's impact on my motivation and engagement. I love earning badges, seeing my name on a leaderboard, and collaboratively competing in teams. In fact, when researching graduate programs, one of the most attractive offerings of Purdue’s LDT program that set it apart from the rest was its use of badges to complete the competencies. 

Throughout my teaching career, it could have been easy and comfortable to continue using the same teaching strategies, instructional tools, and unit plans every year. However, in the decade I was in the classroom, technology developed exponentially. I would have done my students a disservice by not exposing them to the latest trends that could enhance engagement and learning outcomes. For example, the discovery of interactive presentations such as PearDeck and Nearpod increased student participation. The ability to conceal names from the whole class (though I, the teacher, could see who posted initially) helped alleviate the pressure students felt in raising their hands in front of their peers. Even if I did not display their response, they were still held accountable and forced to participate. The issue with staying on top of trends is the time it takes to do the research. Had I not had colleagues who had used this technology previously, I would have never discovered it. This emphasizes the importance of structuring professional development time to stay on top of these advances. 

This literature review was a fantastic opportunity for me to analyze technology trends to explore the benefits and limitations so that I can create effective learning experiences. From this experience, I not only learned about the potential uses of gamification, but it also empowered me to keep my finger on the pulse of the ever-evolving world of learning design and technology. In retrospect, it might have been better to visit an organization’s website to see the latest trends instead of going from my limited experience. To help facilitate future discovery, I have recently joined the Association for Educational Communications and Technology (AECT) so that I can attend conferences and read their publications. This summer, I aim to attend at least one of their remote presentations to learn more about the future of learning design and technology.