Gamified Training for Successful Commercialization of Young … Strategy_UK.pdf · 2018-10-10 ·...

InnCommerce Gamification Strategy: methodology, description, specification

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Gamified Training for Successful Commercialization of Young SMEs’ Innovation

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


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Contents: 1. Introduction ................................................................................................................................................ 3

2. Methodology for Gamification .............................................................................................................. 4

2.1 GAMIFICATION DESIGN FRAMEWORKS.................................................................................... 6

A.- THE 6D FRAMEWORK by Prof. K. Werbach ......................................................................... 6

B.- THE 4 Qs OR THE SMA MODEL (S-Storytelling, M-Mechanics, A-Aesthetics) by

Victor Manrique ..................................................................................................................................... 7

C.- THE GAMIFICATON MODEL CANVAS by Sergio Jiménez ................................................ 9

D.- THE FOUR AXES: Aesthetics, Transmedia, Storytelling, Rules of games used by

Tecnalia ................................................................................................................................................... 10

3. Description of the Technological Platform .................................................................................... 17

3.1 MOODLE ................................................................................................................................................ 17

3.2 Gamification of the INN-COMMERCE courses ........................................................................ 19

4. Specifications of interactive / gamified content ......................................................................... 22

5. Plot and narrative options ................................................................................................................... 25

5.1 Option 1 ................................................................................................................................................. 25

5.2 Option 2 ................................................................................................................................................. 26

5.3 Option 3 ................................................................................................................................................. 28

6. Final mock-ups for the implementation in Moodle .................................................................... 29

7. References .................................................................................................................................................. 38


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1. Introduction This deliverable provides the Gamification Strategy (O2/A1), which comprises the following sections: METHODOLOGY FOR GAMIFICATION This part will explain: Why gamification is an effective approach to teaching and learning in vocational education

and training. The partners will study and summarize educational research in motivational design of learning systems.

How gamification can be applied to the context of vocational education and training. The partners will analyse existing gamification design frameworks (as for instance, “D6 Framework” by Prof. K. Werbach) and come up with a model suitable for INN-COMMERCE objectives.

DESCRIPTION OF TECHNOLOGICAL PLATFORM The partners will use the open-source platform Moodle that allows creating personalised learning environments supporting gamification of learning content. At the application stage the partners suggest that INN-COMMERCE e-learning platform incorporate the following game elements and game design techniques: Progression: Starting with lower level of difficulty, trainees will progress to more

complicated content. Meaningful choices: Trainees will have autonomy in choosing their learning pathway (e.g.

moving vertically through learning blocks and acquiring the content of the same level of difficulty, or moving horizontally - completing one learning block with materials of all levels of difficulty).

Challenges: Quizzes and game-like exercises will be designed as problem-solving challenges.

Achievement: Having completed certain parts of learning content, trainees will gain points; having collected a certain number of points, they will receive a certificate of achievement.

SPECIFICATIONS OF INTERACTIVE / GAMIFIED CONTENT The partners will elaborate guidelines for developing text version of learning content (O1/A5: description of exercises) that they will further “translate” into a game (O2/A4). This part will explain what the partners expect to get as a “text input” to produce interactive content.


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2. Methodology for Gamification Why gamification is an effective approach to teaching and learning in vocational education

and training. Teaching/learning methods and gamification for students´ engagement In the last few decades, many reform initiatives have shaped teaching and learning in different disciplines. Scholars argue that students should engage in learning that allows them to explore, inquire, solve problems, and think critically [Hmelo-Silver, Duncan & Chinn, 2007]. To this end, reform efforts within each of disciplines have focused on such strategies as inquiry learning, project-based learning, constructivist learning, problem-based learning and the integration of technology across all disciplines. Although these initiatives have different names, they share the common goal of engaging students through exploring real-world issues and solving practical problems.

Studies in recent years show that students who are engaged in their work are energized by four goals: success, curiosity, originality and satisfying relationships. Both, teachers and students, detest work that was repetitive, that required little or no thought, and that was forced on them by others. Engaging work is work that stimulates their curiosity, allows them to express their creativity and foster positive relationships with others. Students who are engaged exhibit three characteristics: (1) they are attracted to their work, (2) they persist in their work despite challenges and obstacles, and (3) they take visible delight in accomplishing their work. People who are engaged in their work are driven by four essential goals, each of which satisfies a particular human need: success, the need for mastery, curiosity, the need for understanding, originality, the need for self-expression and relationships, the need for involvement with others.

There is also a relationship between technology use and problem based learning (PBL) instruction. [Eskrootchi and Oskrochi 2010] that “students learn best by actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers when using simulation in a PBL setting” (p. 243). This demonstrates that effectively implementing technology with PBL increases student achievement compared to students using technology alone. The researchers believe this is due to increased student collaboration, authenticity, and the establishment of spaces for more equitable contribution present in PBL-instructed classrooms.

From the emotional perspective, in order to provide to student’s higher doses of motivation and willingness to learn, innovative, digital and technological strategies for content provision should be applied. Technology-based learning approach based on gamification will be provided where technology and gamification will play a significant role in making learning more effective, efficient and enjoyable. Many different types of technology can be used to support and enhance learning with digital content (e.g. computer-supported collaborative learning systems, learning management systems, simulation modelling tools, educational games, web 2.0 social applications, 3D virtual reality, augmented reality and gamification and game design).

Multiple studies have reported that students in PBL-taught classrooms demonstrate improved critical-thinking and problem-solving skills. Researchers have also found that PBL is a successful way of teaching 21st-century skills, and that it increases student engagement and content learning. Further, students show more initiative by utilizing resources and revising work, behaviours that were uncharacteristic of them before they were immersed in the PBL-instructed classes [Barron et al. 1998].

Studies on motivation have found that students who are motivated by content learning and understanding are more likely to stay focused on school-related tasks than students motivated by task completion alone. Reward systems that are organized around engagement in a task and


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cooperative learning also encourage learning. Thomas notes that PBL increases content mastery because it is organized around collaboration, authenticity, and student-driven inquiry. From the perspective of teachers, [Loucks- Horsely et al. 1998] identified 15 different strategies that are used for professional development for teachers which fall into five categories: Immersion: involve participants in doing science and mathematics Curriculum: curriculum strategies involve teachers with the actual learning materials they

will use with their students Examining practice: that focuses on teachers own practice, job embedded learning Collaborative Work: professional networks and professional learning communities Vehicles mechanisms: structures of professional development primarily workshops and

institutes In order to increase engagement and motivation of students, and following a gamification strategy, INN-COMMERCE will identify motivation and engagement elements for targeted people by defining a list of engagement elements (both internal and external motivators) taking into account students’ characteristics. This will help to motivate learners to engage with subjects in an emotionally stimulating way. How gamification can be applied to the context of vocational education and training. The design process: Design isn’t just art/illustration/creative expression but a general approach to attacking problems. People like Roger Martin of the University of Toronto business school and David Kelley of Ideo argue this should be a process all businesses engage in for every purpose. We won’t go into all of the details, but it’s worth understanding its major principles so they can be applied to gamification. Elements of “design thinking” Purposive: It has a goal.

You’re not just trying to make something beautiful, or create a process that does certain things, but to achieve some objective and everything you do refers back to that objective.

Human-centred: It is the experience, stupid. o Everything should be based on the person coming up with solutions for people. o The experience is greater than the game element.

Balance of analytical and creative thinking: Not just a formula. o If you use just one or the other, your process can be too dry and formal, you won’t really

address people’s experiential needs, and you miss out on lots of opportunities for creativity and innovation.

o Focus on what to do when you’re “in the middle” there’s some data, but not enough to give us a clear, clean, structured algorithm. Adductive reasoning inference from the best available explanation when

information is insufficient. Iterative : inherently expects to not get it right the first time

o Try, fail, learn, and try again. o Prototyping and playtesting.


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2.1 GAMIFICATION DESIGN FRAMEWORKS

A.- THE 6D FRAMEWORK by Prof. K. Werbach The 6D framework is a design process developed by Prof. K. Werbach with the next six elements, steps or premises:

Define Business Objectives Delineate target behaviour Describe yours players Devise activity loops Don't forget the fun Deploy appropriate tools

Kevin Werbach is the game designer that introduces new concepts like behaviourism, the motivational design, the fun (and their categories), the rewarding, the emotional, the engagement, the dynamics, components and design elements, and of course the dangers of the different technics. 1.- Define Business Objectives Which are the achievements of the project, of the system, of the campaign? Process steps: - Make a list as concrete as possible and rank them - Eliminate the things is not a final business objective - Justify objectives … why is that something to achieve? 2.- Delineate target behaviour Things you want users to do. Process steps: - Specify the tasks - Define the success metrics, the win states for every tasks - Define the ways to measuring this win states:

DAU/MAU - Ratio between daily and monthly active users, 100% shows a high engage application

Virality - Sharing activity Activity volume

3.- Describe yours players What do you know about the players? (Demographics, Age groups, Psychographics, Kind of Behaviour…) Knowing this players, the kind of players, make a big different … in order to know how to motivate them. The most common model is the Bartle model, this model define four categories, is a good starting point: - Achievers: People who prefer acting and explore the world. So, people interested on

rewards. - Explorers: People who prefer interact and explore the world. So, people who want to learn

and discover. - Socializers: People who prefer to interact and play. - Killers: People who wants to fight, compete, vanquish. There are some iterations of this Bartle model, based on verbs. Could be an easy way to identify our kind of users. Your system could be addressed to some of these groups, so you should define different elements, different mechanism for each one, in order to motivate them. 4.- Devise activity loops Identify and evaluate carefully the repetitive, recursive structures, specifically the analysis must focus on the next two kinds of tasks:


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- Engagement loops - Progressive loops

Engagement loops: Based on the Motivational Design rules, it should identify the task we want the users to repeat, and motivate them to do it, and give them feedback to learn it. - Motivation, motivate the users to do something we expect - Action, the user completes the task - Feedback. we give to the user an immediate feedback to become them motivated and iterate

the loop

Progressive loops: Loops we will include on the design to drive them from a newbie to a master of our product. - From start to finish and a set of intermediate steps - Provide small challenges to the user to arrive to a final goal.

A well design must provide engagement and progressive loops as the natural way to help the user to learn and to become a master of the product. 5.- Don't forget the fun The most difficult part of the framework, because, also is more philosophical against the other’s ones. When people are in the path to design a gamified design, sometimes lose the focus, in easy to forget that the point is create something FUN. Because the FUN is also an intrinsic motivation. 6.- Deploy appropriate tools Use the right tools. Apply the dynamics, the mechanics, the components based on the previous premises, which verbs are aligned with our kind players, how we provide scaffolding to our users to become masters, who we want to provide FUN to them, and obviously to align the user behaviour with the product objectives

B.- THE 4 Qs OR THE SMA MODEL (S-Storytelling, M-Mechanics, A-Aesthetics) by Victor Manrique Gamification is a design experience to happiness and motivation. We should never forget that Design is Gamification´s biggest challenge and where all its power lies. We should start thinking as a game designer because the main goal is to deliver an awesome experience. Although gamification is not a game, we are going to use stuff like mechanics, aesthetics or storytelling, so we should have a game design thinking approach to build a memorable experience.


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Figure 1 – Gamification idea

The 4 Qs - SMA model (Q-Questions: Why, What, Who, How) is an iterative process to design great gamified experiences to fun, happiness and motivation and it can be used for both internal and external gamification, with an individual or community focus, and in overall, within any gamification context. So this is how it looks like:

Figure 2 - 4 Qs - SMA model

Basically, and to put it simple (we’ll explain it later in two upcoming posts) a gamified experience relies on 4 variables, four questions with a clear answer: WHY? Goal WHAT? Actions WHO? Players HOW? System

1. - WHY? First of all, we use Gamification because of a main goal, something we want to achieve. In overall, the main goals of Gamification are within these categories: get better results, get more users, make our players spend more time on something and increase user engagement. As an example, imagine we are a business and we want to sell more (better results).


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2. - WHAT? Once we have settled our Gamification Goal, it’s time to do something about it, see what we are encouraging our player to do. So, in order to achieve our goal, the players will have to take some actions. Following the example, if as a business we want to sell more, some of the actions we may foster through Gamification might be just buying more (direct), promote our brand or create a community (indirect), offer special events (indirect), etc.

3. - WHO? We all have users, clients, customers, students, etc. Those are our players, and they are different, with different motivations. We should get what I call “internal” and “external” feedback (from inside and outside the company) in order to know more about them. And a really important point, the more types of players we can encourage to use our system, the better!

4. - HOW? This is the most critical part of the design process because the “HOW” changes everything. So how are we going to design our system? Well, everyone has their own system, so here is a brief introduction of mine. I call this design process “The 3 Pyramids”, and this is why:

To put it simple, the model will use 3 things:

Story, Mechanics and Aesthetics (From the book “The art of game design”) The Gamification Player Types & The T-E Pyramid The Player’s Journey (Campbell’s model)

Figure 3 – Gamification design model: 3 pyramids

C.- THE GAMIFICATON MODEL CANVAS by Sergio Jiménez Gamification uses game-thinking and game mechanics in non-game environments to solve problems. It´s application can be seen in all sectors to engage people in areas such as marketing, human resources and education, for personal development or innovation purposes. The main issue when designing gamification solutions is that we need to break down the game design into understandable elements and apply them to the professional environment in order to design, evaluate and solve engagement problems. Gamification Model Canvas is an agile, flexible and systematic tool created by Sergio Jiménez, to


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help find and evaluate solutions based on game design and to ultimately develop behaviours in non-game environments.

Figure 4 – Gamification Model Canvas

Gamification Model Canvas is based on formal models of game design and experience in gamification projects. This free tool is based on two main works, adopted globally: "MDA Framework: A Formal Approach to Game Design and Game Research" by Robin

Hunicke, Marc LeBlanc and Robert Zubek. "Business Model Canvas" by Alex Osterwalder.

D.- THE FOUR AXES: Aesthetics, Transmedia, Storytelling, Rules of games used by Tecnalia The 4 axes of the memorable experience are a good aesthetic, always adapted to the end user; an efficient technological platform and other related media (transmedia), also desired by the user; a good and interesting story to tell and lastly, a good set of rules of game, which never neglected the continuous surprise.

This method will begin by setting the objectives of the project and then define the users to which it is addressed. Then the pleasures to which it responds (based on the 8 types of pleasures of LeBlanc) will be established and what behaviours it intends to motivate in the users. From here, you will already have enough information about the context to start talking about the system: you will define the dynamics, the mechanics and the game elements. Finally, with the basis of the system designed, it will be determined the storytelling, the aesthetics and the platform that are most appropriate to bring the system to reality.

This is the Game Design Board created by Ferran Altarriba.


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Figure 5 – Game Design Board

1.- Objectives, Results, Challenges, Indicators: One of the most important characteristics of Gamification is that it is aimed directly at achieve certain objectives. We implement Gamification to achieve results, whether economic, health or behavioural. In this way, it is basic to begin with having very clear what these objectives are. This will allow us to determine expected results. According to these results, we will have to think about how we will fulfil them. It is very important to try to visualize how, broadly speaking, our gamified system will achieve these results. We are going to determine, therefore, some challenges for the system.

Already with the expected results and the challenges established we need to know how we will measure the achievement (or not) of these results.

We will set out performance indicators. This is where Gamification becomes an extremely powerful tool: we can directly link our system with specific metrics to the area to which the system we are gamification belongs to. In this way, if we gamify an educational platform, we can use learning metrics to determine the degree of fulfilment of the objectives.


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Figure 6 - Objectives, Results, Challenges, Indicators 2.- Target audience: users: Once we have clear objectives of the project, the next step will be to inquire about the end user of the system. It is fundamental to know in depth the end user, after all, we are creating a system that triggers emotional motivators and, therefore, we have to make sure that these triggers are what our users need. The first step will be to target the target audience of our system. We will do it socially, culturally; according to age ... The goal here is to establish a 'profile type' of our user that allows us to approximate what he/she expects from the system. From here we can think about how these users are and what needs they have. Next, we will cross the previously defined user segments with the RAMP method (R-Relatedness; A-Autonomy; M-Mastery; P-Purpose). In very large projects, it will be usual to respond to the four RAMP profiles for each segment (basically due to the difficulty of encapsulating a mass audience in a given profile), whereas in more focused projects it will be possible to focus our design on some of the RAMP profiles, leaving in the background the others. Finally, it will be useful to list things that suit each user profile defined above. Let's see how we graphically represent the description of users of our system:

Figure 7 – Target audience


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3.- Pleasures: In the third section of our method we must reflect on what pleasures we have to provide our users. We are going to do it according to the user profile, the elements of RAMP with which we have related them and their needs.

To determine the pleasures, we will base on the theory of '8 Kinds of Fun' by Marc LeBlanc. According to LeBlanc, there are eight things that a person expects to find in something that pretends to be fun: sensation, fantasy, narrative, challenge, fellowship, discovery, expression, submission. As a rule, most gamification systems will try to respond to as many pleasures as possible. After all, providing a good number of pleasures will mean that the system is something fun and enjoyable for users. Let's see how we graphically represent the relationship of pleasures to which our system is going to respond:

Figure 8 - Pleasures

4.- Behaviours The next thing is to define are the behaviours that we want to motivate in the users (with the inputs of the client). To do so, we will list the behaviours we want our users to adopt. For example, if our customer is an educational entity that needs its students to learn, the system will encourage a proactive attitude that generates learning. We can consider it as a behaviour to promote.

Thus, in this section we will cross the behaviours to motivate with the list of user profiles defined above. From there, we will have a classification of what we should motivate in each user, which will be very useful when designing missions according to all this. Let's see how we will represent graphically the table of behaviours that we are going to motivate in our system:

Figure 9 - Behaviours


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5.- Dynamics: The next step is to define the dynamics that will govern the system. These dynamics are the grammar of the system. They are the highest definition of what is and how it is. We are certainly talking about the most abstract point of the method. We will base the dynamics on a highly contrasted theory of motivational psychology: “16 Basic Desires Model” of Steven Reiss. This theory consists of a list of 16 types of intrinsic motivators. Acceptance - the need to be appreciated Curiosity, the need to gain knowledge Eating, the need for food Family, the need to take care of one’s offspring honour, the need to be faithful to the customary values of an individual’s ethnic group,

family or clan Idealism, the need for social justice Independence, the need to be distinct and self-reliant Order, the need for prepared, established, and conventional environments Physical activity, the need for work out of the body Power, the need for control of will Romance, the need for mating or sex Saving, the need to accumulate something Social contact, the need for relationship with others Social status, the need for social significance Tranquillity, the need to be secure and protected Vengeance, the need to strike back against another person

In this way, when we analyse a gamified system we will try to identify which of these 16 motivators are present in it. Occasionally we will expand the list of motivators if necessary. Let's see how we graphically represent the dynamics that govern our system:

Figure 10 - Dynamics

6.- Mechanics: We already have the grammar of the system. Now, following the linguistic metaphor, we need to identify the verbs. Mechanics refer to the activities the users do within the system. Mechanics are the low-level representation of the dynamics, the implementation of them.


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In this sense, it is very clear to define the mechanics from verbs. They rule which actions players have to do when they interact with the system, and they are strongly related to motivators and user segmentation. We have to ask ourselves: 'what will our users do?' In this way, we are going to elaborate a map that will relate each dynamic to the mechanics that put it into practice.

Jon Radoff, an American Game Designer, sets a list of 42 things (42 FUNdamentals) that people have fun with. It’s not a list focused on games or gamified systems; it’s open to the whole situations in the everyday routine of a human being. However, this list is extremely useful and reliable when defining the game mechanics that are going to rule a system. In the end, it’s a list of trustworthy activities that people enjoy doing. Moreover, Radoff links these actions with Steven Reiss’ 16 Basic Desires by connecting, in this way, some game mechanics to their related game dynamics.

#1: Recognizing Patterns; #2: Collecting; #3: Finding Random Treasures; #4: Achieving a Sense of Completion; #5: Gaining Recognition for Achievements; #6: Creating Order out of Chaos; #7: Customizing Virtual Worlds; #8: Gathering Knowledge; #9: Organizing Groups of People; #10: Noting Insider References; #11: Being the Centre of Attention; #12: Experiencing Beauty and Culture; #13: Romance; #14: Exchanging Gifts; #15: Being a Hero. #16: Being a Villain; #17: Being a wise old man; #18: Being a rebel; #19: Being the magician, a keeper of secret knowledge; #20: Pretending to Live in a Magical Place; #21: Listening to a Story; #22: Telling Stories; #23: Predicting the Future; #24: Competition; #25: Psychoanalyzing; #26: Mystery; #27: Mastering a Skill; #28: Exacting Justice and Revenge; #29: Nurturing; #30: Excitement; #31: Triumph over Conflict; #32: Relaxing; #33: Experiencing the Freakish or Bizarre; #34: Being Silly; #35: Laughing; #36: Being Scared; #37: Strengthening a Family Relationship; #38: Improving One's Health; #39: Imagining a Connection with the Past; #40: Exploring a World; #41: Improving Society; #42: Enlightenment.

Let's see how we graphically represent the dynamics that govern our system:

Figure 11 - Mechanics


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7.- Game elements The definition of game elements is probably the most tangible point in the design process of a gamified system. If the dynamics are grammar and mechanics, the verbs, we could consider game elements as the letters we use when writing. They are the pieces that will allow us to build the system according to everything previously designed.

At this point it is very important not to fall into the error of simply implementing PBL only (Points, Badges and Leader boards). Being creative in choosing the right game elements for our system will make it better. A short list of them would be the following: points, badges, leader boards, achievements, progression bars, boss fights, maps, inventory, power-ups, random, superpowers, avatars, skills, health & life...We will use the “The 35 Gamification Cards Toolkit” of Victor Manrique as basis.

Let's see how we graphically represent the dynamics that govern our system:

Figure 12 – Game elements


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3. Description of the Technological Platform

3.1 MOODLE The use of the information technologies is nowadays more and more common in the learning-teaching process. As a consequence, the research on instructional design has been reactivated paying special attention to its adaptation to this new digital world. The motivation and the active role of people are definitely the key and the gamification is one of the research lines in education and training (the core of gamification is motivation, progressiveness and instant feedback).

Gamification can be approached in two different ways: structural and content gamification. Structural gamification is the application of game-elements to propel a learner through

content with no alteration or changes to the content itself. The content does not become game-like, only the structure around the content.

Content gamification is the application of game elements and game thinking to alter content to make it more game-like.

Besides, we have access to the appropriate technology that can make these pedagogical theories come true, creating real technological learning environments.

We analyse Moodle in order to study its suitability to implement structurally gamified teaching proposals taking into account the main aim is to maximize learning.

Moodle (Modular Object-Oriented Dynamic Learning Environment) According to its developer community (http://moodle.org) the design and development of Moodle is guided by "social constructionist pedagogy”. This research is based on theories of constructivist (Piaget, J. (1985). The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development. University of Chicago Press) and constructionism (Papert, S. (1989). “Constructionism vs Instructionism”. Discurs of 1989). From a constructivist point of view, people actively construct new knowledge as they interact with their environments. Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, it may form new knowledge. Moodle allows the interaction between different users by using forums and creating new knowledge.

Constructionism asserts that learning is particularly effective when constructing something for others to experience. Moodle allows users to create knowledge and make it available to the rest, making you feel your work is useful. Social constructivism extends constructivism into social settings (Vygotsky, Lev (1990). Vygotsky's Psychology: A Biography of Ideas. Harvard University Press), wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artefacts with shared meanings. Static task and shared task enrich the group. Separate behaviour and connected behaviours, too. Both behaviours, the one of someone defending his own ideas and the behaviours inside a group, which allows a deeper reflection, are possible in this platform, allowing the user to choose in each moment the appropriate behaviour.

Consideration of these issues can help to focus on the experiences that would be best for learning from the learner’s point of view, rather than just publishing the information they need to know. It can also help you realize how each participant in a course can be a teacher as well as a learner. The job as a teacher can change from being ‘the source of knowledge’ to being an influencer of learning in class, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.


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Moodle as an eLearning platform using gamification Moodle is maybe the most used open source LMS nowadays. Many universities, companies and schools provide their teachers with this tool. Moodle is also very popular among teachers because it is free and, moreover, because teachers can create their own online courses. In addition, as there is a big community supporting Moodle, Moodle community tries to allow teachers to follow new trends in education, such as gamification.

Structural gamification focuses in the application of game elements in the learning process in order to motivate learners, taking into account that we do not modify the content. Motivation is the key concept when learning and games designers know how to engage players. Therefore, the main aim when gamifying in Moodle is importing game-elements to our online courses.

There are plenty of game elements to use but, as learning should focus on students, game elements in Moodle should motivate and engage students, not distract them. Student-centred learning should provide instant feedback and allow students to keep their own pace while learning, this is called progressiveness. Moodle includes tools to gamify a course, but setting a Moodle course is more than setting badges or conditions, it needs a plan or story for the students.

Eventually, the features we desire for online courses using gamification are: Progressive learning: adapted levels, “maps” to explore the learning, progression bars. Social: share activities, comments between teachers or students, social use. Instant feedback: remarks, suggestions, hints. Rewards: points, badges, leaderboards, certificates.

Latest versions of Moodle (>2.5) provide core (embedded) tools to deal with these features: Viewing conditions resources, restrict access: It allows activities to be greyed or hidden

until some requirements are accomplished. Conditions to activity completion: The combination of conditions to restrict access to an

activity and the condition to activity completion builds a strong system to create several learning levels and implement scaffolding in education.

Badges and labels: To inform about achievement. They should be used to celebrate big achievements and progress. When adding badges to the course, Moodle allows teachers to set criteria, an activity completion rules as well as a message to inform the student why he or she got the badge.

Grade book: tools that Moodle has in order to show grades to students, that is, to track their progress. Teachers can edit grade settings and allow students to show their rank, which is the position in relation to the rest of the class (similar to a leaderboards) or the percentage value of each item (similar to a progress bar).

Activities: quizzes, assignment, workshops and lessons. This activity allows teachers to build quizzes with several types of questions: multiple choice, true-false, short-answer questions and others. When setting the quiz, Moodle lets us choose between different types of feedback either in general, in the particular question or in the answer given. The feedback system allows teacher to set a great number of possibilities.

Other activities: surveys, choices, forums and chats. o Assignments: to allow teachers to collect work from students (files), review it and

provide feedback in terms of grades and comments. o Workshops: to allow students to grade other students or carry out self-assessment.

They will get two marks: one for the work they sent and the other one for their assessment of the peers’ work. Therefore, teachers assess the work and the way students assess. Workshops, in terms of peer assessment, increase student responsibility and autonomy and provide more relevant feedback to students given by other students.


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o Lesson: to add several learning paths before Moodle 2.0. However, conditions are stronger than lessons, so from Moodle 2.0 on, conditions took the lead creating several learning paths in Moodle

o Surveys, choices, forums and chats: Forum and chat are Moodle activities that allow students’ interaction, that is, to socialize in the course. Teachers can also answer questions that students ask in forums. Surveys and choices provide an ungraded feedback from students to teachers. There are only five pre-designed surveys to choose from and you cannot write your own survey at present. The choice tool allows you to ask any question you like, as long as it is multiple-choice question.

There are some interesting plugins that improve structural gamification in Moodle: Level up! (https://moodle.org/plugins/block_xp): it is a block designed to score points as

you are involved in the different activities Progress Bar (https://moodle.org/plugins/block_progress): it is a block that shows a

progress bar to students. Checklist: it is a block that shows a to-do list to students. Quiz result block: it is a block that displays the highest and lowest grades for one of the

quizzes in the course Ranking Block (https://moodle.org/plugins/block_ranking): The ranking works with the

activity completion tracking, so you need to enable that and configure the criteria for all activities you want to monitor.

Stash (https://moodle.org/plugins/block_stash): Add an inventory of items to your course and let your students find items by exploring the activities

Another plugins for gamification: https://moodle.org/plugins/?q=gamification. (Some of them are not free).

3.2 Gamification of the INN-COMMERCE courses If we focus on these specific objectives of the INN-COMMERCE project: 1. Develop e-learning content and curriculum addressing the challenges young SMEs face in

commercialization of innovative products and services; 2. Provide young SMEs with an open educational resource complete with learning materials

on the innovation process with special focus on commercialization of innovation;

The KPIs to be measured:

Number of users registered in the course.

Number of users who have completed the first module.

Number of users who have completed the second module.

Number of users who have completed the third module.

Number of users who have completed the fourth module.

Number of users who have completed the fifth module.

Number of users who have completed all the modules.

Number of users who have completed the final assessment.

Average time per session.

% of students who successfully passed the final assessment.

Number of inputs in the Forums of each Module.

https://moodle.org/plugins/block_xp




https://moodle.org/plugins/block_progress

https://moodle.org/plugins/block_progress

https://moodle.org/plugins/block_ranking

https://moodle.org/plugins/block_ranking

https://moodle.org/plugins/block_stash

https://moodle.org/plugins/?q=gamification




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Number of different users who have been ambassadors.

We can consider the following elements (as a general vision) in the gamification strategy. The objective of the gamification is to provide motivational and engaging materials (in commercialization of innovative products and services) with an open educational resource in order to guarantee a better learning of young SMEs and a deep involvement of the agents (trainers and learners) in the learning process. INN-COMMERCE will apply the following pleasures to be provided our users (according to LeBlanc): Sensation: seeing something beautiful, or using a control scheme that feels empowering.

Usually tied to a game's aesthetics. Fantasy: pleasure that comes from imagining oneself as part of an immersion in a fictional

world. Narrative: the dramatic unfolding of a sequence of events, usually through a story. Challenge: accomplishing tasks or solving puzzles. Fellowship: feelings of pleasure, friendship, or community. Discovery: exploring the world or finding a secret feature or clever strategy within the

experience. Submission: the pleasure that arises from entering the magic circle of play and escaping

from the "real world" for a while.

INN-COMMERCE will apply the following dynamics (intrinsic motivators) that motivate the agents and provide those pleasures (based on the “16 Basic Desires Model” of Steven Reiss): Acceptance - the need to be appreciated Curiosity, the need to gain knowledge honour, the need to be faithful to the customary values of an individual’s ethnic group,

family or clan Independence, the need to be distinct and self-reliant Order, the need for prepared, established, and conventional environments Power, the need for control of will Saving, the need to accumulate something Social contact, the need for relationship with others Social status, the need for social significance

INN-COMMERCE will apply the following mechanics (the activities the users can do in the system) that could implement the previous dynamics (based on the “42 FUNdamentals of Radoff): #2: Collecting: Collections communicate status, suggest organization, lead to rewards,

represent wealth and are mementos. #3: Finding Random Treasures: Like winning a jackpot or slot machine, finding shells at

the beach or opening Cracker Jacks to find a surprise. #4: Achieving a Sense of Completion: Giving players a constant sense of finishing

something like progress bars, to-do lists, achievements and levels. #5: Gaining Recognition for Achievements: Achievement systems provide a sense of

accomplishment and a chance to be recognized. #8: Gathering Knowledge: Studying and being taught are not fun, but learning is fun

because we are naturally curious. #9: Organizing Groups of People: Organizing groups of people to achieve shared goals is a

source of enjoyment. #15: Being a Hero: Playing as the hero appeals to the human desire for power. #21: Listening to a Story: Stories appeal to our curiosity about people, places and things.


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#24: Competition: People enjoy the sense of power that comes from winning. #26: Mystery: Striking a balance between revealing a little while holding back the rest can

create a fun experience. #27: Mastering a Skill: Increasing one's mastery without becoming frustrated gives people

a sense of flow. #40 Exploring a World: Understanding your environment gives you a sense of power and

control.

INN-COMMERCE will apply the following game elements that could implement the previous dynamics and mechanics: Tutorial: Learning process that develops the user´s initial skills in the experience. World: Where it all takes place within a gamified system. The world could be the Moodle

platform (online) and other places where the courses could take place. Quest: A mission with concrete objectives that leads to some kind of reward (this could be

related to the narrative and the fantasy). Experience points: Points that increase the user´s level. Special Event: Time-limited events that only take place once in a while (for example: extra

videoconferences, extra classes …). Progress HUDs: Any type of HUD that shows the user´s progress. Levels: Game element that displays the user´s overall and current state (according to the

structured parts of the contents). Badges: Achievement to be unlocked by special conditions. Avatar: A virtual representation of the user in the experience. Power-up: Positive but limited effect on the user´s actions (because of the effort done or the

results obtained). Lifejacket: Give users some rest after difficult game levels or a special help when the task is

very difficult. Absolute ranking: Standing that shows the top players of the system. It is recommended to

use different types of rankings so that users can the option of being in one at least. Fixed/Variable rewards: Rewards given by any kind of fixed ratio or variable condition.

For example: if a task/exercise must be sent to the tutor, once it is sent to have the possibility of obtaining this exercise or task resolved or the tasks/exercises sent by other users.

Easter Eggs: Special secrets that are yet to be discovered. Guilds: Association of users for common purposes (for example, chats, forums and

discussions, and reward the participation on them). Ambassadors: Experts that act as mentors, developers or viralizers (for example: a user

could be the moderator of a chat, forum or discussions). As a kind of follow-up and inter-mentoring activity, we can enable a forum where users share their real experiences during/after the course and help other users with doubts/problems. With this approach the own community is doing the mentoring between their members without adding external mentoring, which is out of the scope of the project.


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4. Specifications of interactive / gamified content This last part will be provided in the O2/A2 report, which is a peer review of the current deliverable. Besides, we will use as basis the outcome of the text version of learning content (O1/A5: description of exercises) that they will further “translate” into a game (O2/A4) Quizzes with questions:

simple choice multiple choice true-false answers answers from a combo box matching drag&drop.

Figure 13 – Types of quizzes in Moodle

Game Module of Moodle(**): available games

(https://docs.moodle.org/32/en/Game_module) ** These games require customization.

Hangman: This game takes words from either a Glossary or quiz short answer questions and generates a hangman puzzle. Teacher can set the number of words that each game contains, if shows the first or last letter, or if show the question or the answer at the end.

https://docs.moodle.org/32/en/Game_module




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Crossword: This game takes words from either a Glossary or quiz short answer questions and generates a random crossword puzzle. Teacher can set the maximum number of columns/rows or words that contains. Student can press the button “Check crossword” to check if the answers are correct. Every crossword is dynamic so it is different to every student.

To take into account: It should be taken into consideration that it might cause some problems in terms of translation to have crossword type tasks and attention should be paid to guarantee that all the game elements are working in all partners’ languages.

Millionaire: This game takes words from multiple choice quiz questions and creates a

“Who wants to be a Millionaire” style game complete with the three lifelines.

Sudoku: A Sudoku puzzle with not enough numbers to allow it to be solved. For each

question the student correctly answers an additional number is slotted into the puzzle to make it easier to solve.

The hidden picture: This game randomly grabs an image from a glossary and hides it

behind panels. As each question is answered correctly a portion of the image is revealed. How fast can they guess the image? The picture can be taken from another glossary, in case of glossaries with no pictures.


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Snakes and Ladders: The students have to traverse a traditional “Snakes and Ladders”

board by answering questions taken from either a Glossary or quiz short answer questions. As they get an answer right, the dice is rolled and a random number displayed. The game piece is moved ahead that many squares. If the game piece is in the bottom of a ladder and the answer is correct, it goes to the top. If the game piece is in head of snake and the answer is wrong, it goes to the tail.

PassTheQuestion (for final quizzes): it requires programming.


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5. Plot and narrative options There are 5 blocks of curriculum content according to O1/A3: Introduction Four thematic blocks.

So considering this, we propose 3 different types of plot and related aesthetics.

5.1 Option 1 Narrative: Based on a tree which has to blossom based on the knowledge acquired by the user. This is a simile with who a business needs to grow and blossom to become more competitive and innovative.

Figure 14 – Plot and aesthetics related to Option 1

Starting point of the Course - Introduction Block At the beginning of the course there is a tree with five branches (one per block), coloured in grey. The blocks differ among them by colour (blue, orange, green, yellow, purple). Each branch (block) will have as many leaves as lessons have that block.

The user initially starts with the introductory block (the branch which is in the middle) which is mandatory.

As the lessons of that block are completed, the leaves are coloured in the colour of that block and the student wins some points (define the number of points for every lesson). Rest of the Blocks Once the introduction block is completed, the student can complete the rest of the blocks.

The user can select a lesson in a block to be completed (selecting the specific sheet).


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Some lessons can be locked because other lessons need to be seen previously.

The student could proceed as follows: The user can select the unlocked lessons to be followed. Once a lesson is completed, the student wins some points (define the number of points for

every lesson). When the student has a number of points (define this number), he/she can roll the dice. There is a dice with six sides:

o Two of the dice’s sides, has a reward: a hint or time (seconds) for being used in the final assessment (it is interesting to use the “PassTheQuestion” game element, mentioned previously).

o The rest of the dice´s sides there is nothing.

As the lessons of that block are completed, the leaves are coloured in the colour of that block. Quizzes When a student has to do a quiz, the system shows bugs in the tree. It is necessary that the user acts quickly in order to die those bugs: If only appears one bug: the user has to solve a quiz related to the content of the current

block-lesson. If more than one bug appears, then user has to solve a quiz related to content of different

blocks-lessons already done.

When a block is finished with all the quizzes solved, the sheets turn to a blossom (to be defined the conditions to transform a sheet to a blossom). Narrative A tree needs different elements to grow: water, light, minerals salts, carbon dioxide, and fertilizer. As a tree, a business needs different elements to grow up: a very good knowledge, capacity, experience, a marketing strategy, innovation. Grow the tree of your business with INN-COMMERCE!

5.2 Option 2 Narrative


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Aesthetics

Figure 15 – Plot and aesthetics related to Option 2

InnCommerce Gamification Strategy: methodology, description, specification O2/A1 – Gamification Strategy: methodology

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5.3 Option 3 Narrative: A treasure hunt1

Aesthetics: As a Goose play Figure 16 – Plot and aesthetics related to Option 3

1 Source: https://www.google.es/search?q=a+learning+%26+design+treasure&client=firefox-

b&source=lnms&tbm=isch&sa=X&ved=0ahUKEwia69X41NHTAhUDXRoKHdSzDUQQ_AUICCgB&biw=1787&bih=881#tbm=isch&q=a+learning+%26+design+treasure+cornetti&imgrc=5R0tGX7Oc0DEiM:


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6. Final mock-ups for the implementation in Moodle


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7. References

[Barron et al. 1998] Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D., & The Cognition and Technology Group at Vanderbilt: Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7, 271-311, 1998.

[Eskrootchi and Oskrochi 2010] Eskrootchi, R., & Oskrochi, G. R.: A Study of the Efficacy of Project-based Learning Integrated with Computer-based Simulation - STELLA. Educational Technology & Society, 13 (1), 236–245, 2010.

[Hmelo-Silver, Duncan & Chinn 2007] Hmelo-Silver, C.; Duncan, R. & Chinn, C.: Scaffolding and Achievement in Problem-Based and Inquiry Learning, Educational Psychologist, Volume 42, 2007 - Issue 2, pages 99-107.

[Loucks- Horsely et al. 1998] Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E.: Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press, 1998.


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