A direct comparison of the key conclusions between the two separate ways to apply gamification to adult learning
| Key conclusions related to current gamification | Key conclusions related to the proposed system for gamification |
|---|---|
| Directly applied on top of activities | Activities are thought onto game design elements |
| Users only enjoy the gamified activity | Users can also create these activities |
| Loses efficacy after novelty effect wears off | Stays relevant by creating new gamified learning opportunities |
| Focuses on motivating users to learn through external, introjected and identified motivation | Focuses on cultivating identified and integrated motivation to learn more |
| The objective is to teach knowledge in a more engaging way | The objective is to share knowledge inside the organization, permanently |
| Key conclusions related to current gamification | Key conclusions related to the proposed system for gamification |
|---|---|
| Directly applied on top of activities | Activities are thought onto game design elements |
| Users only enjoy the gamified activity | Users can also create these activities |
| Loses efficacy after novelty effect wears off | Stays relevant by creating new gamified learning opportunities |
| Focuses on motivating users to learn through external, introjected and identified motivation | Focuses on cultivating identified and integrated motivation to learn more |
| The objective is to teach knowledge in a more engaging way | The objective is to share knowledge inside the organization, permanently |
Source(s): Table by authors
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