An Evaluation of Gamified Training: Using Narrative to Improve Reactions and Learning
Abstract
Background and Aim.Gamification is growing in popularity in education and workplace training, but it is unclear which game elements are conducive to learning. The theory of gamified learning suggests that one type of gamification, the addition of game fiction/narrative, can be used to improve learning outcomes, and the Technology-Enhanced Training Effectiveness Model (TETEM) suggests individual differences impact the strength of this effect. From this theoretical basis, this study gamified a training module with game fiction in order to improve outcomes over the original training. Results and Conclusion. In a study of 273 learners, trainees were significantly more satisfied with training enhanced with game fiction over the control text ( d = 0.65) but did not differ in declarative knowledge scores by condition. Further, trainees in the control condition scored higher on procedural knowledge than trainees in the game fiction condition, although the effect was smaller ( d = −0.40). Thus, the use of narrative improved reactions to training but at some cost to training effectiveness. Attitudes toward game-based learning were also tested as a moderator of the condition-outcome relationship.
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In the context of games, results on the effectiveness of the inclusion of game fiction have been mixed.
“In the context of games, results on the effectiveness of the inclusion of game fiction have been mixed (Armstrong and Landers 2017).”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Armstrong and Landers 2017
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- Authors
- Armstrong, M. B., & Landers, R. N.
- Affiliations
- Old Dominion University (US)
- Corresponding author
- Armstrong, Michael B.
- ORCID
- Landers, Richard N.
- Venue
- Simulation & Gaming
- Publisher
- SAGE Publications
- Published
- 2017-05-15
- Volume
- 48
- Issue
- 4
- Pages
- 513-538
- ISSN
- 1046-8781 (ISSN-L)
- 1552-826X
- OpenAlex
- W2616282785
- Cited by
- 158
- References
- 55
- Citations by year
- 2026: 13 · 2025: 16 · 2024: 20 · 2023: 24 · 2022: 22 · 2021: 26 · 2020: 13 · 2019: 11 · 2018: 9 · 2017: 2 · 2016: 1
- FWCI
- 19.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Simulation & Gaming (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Keywords
- gamification, employee training, individual differences, procedural knowledge, declarative knowledge, student satisfaction, training effectiveness
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