Student hero journeys and gamifying adult learning experiences

Storytelling and facilitation helped make RPG and game design effective for remote learning and classroom delivery. Also, how students slayed space dragons and became unicorns.

Sitting alone testing early Zoom virtual meeting background, not unlike my physical space.

Polarizing: it can be seen as disruptive, cheap, gimmicky; some might champion gamification, geek out over it. Many have studied it.

As a vehicle for behavior change, it’s effective when done thoughtfully. Early foursquare relied on badges and mayorship to make local exploration and social competition relevant and exciting. Duolingo has used it marvelously for years toward learning language. Habitica and Aloe are killing the game, using mechanics to take the pain out of chores and habit building.

As many great examples as they are, there are plenty multiples more of mobile games and platforms that use gamification for flare and clicks. Lazily or without worthy economics or rules, it can be annoying. Execution makes the difference. It needs utility, not just novelty.

Now think about it applied to learning.

In fact, many have made gamification a pedagogical practice. Some might view it as the ultimate breakthrough for teaching. As a core mechanic, gamification can guide progression and encourage agency. Focused on a goal, it helps facilitate motivation.

For adult learners, motivation is intrinsic. When it comes to career development, it doesn’t take much to begin, but the path is long and trying. Eagerness can blind many from the gravity of the challenges needed to garner aptitude comparable to years of practical experience.

In a bootcamp, remaining motivated is a huge challenge in itself. In the face of gritty learning circumstances, it can even be fleeting. Most people come in to our programs ready to chase their dream, but it’s easy to underestimate how many blockers that persist when they’re in the work.

Sometimes it’s easier to show up when you can laugh at yourself.

So, if you were to create a game for learning, what would the MVP look like?

Requested by peers often, gamification haunted my team’s wish list. Point systems were explored, considered with the help of Google Classroom and Classcraft. Badges were viewed as a possible option, and we entertained a partnership with Credly, but the project required significant support. The content alone was overwhleming. Lacking a developed progression system, credentialing, governance, or an immediate need, it wasn’t going to make the global roadmap. And it never would.

Locally, we’ve tested early curriculum and learning experiences for years, and this was the perfect time to test gaming our curriculum. My team embraced experimentation, improv, feedback and appreciation for years, but we didn’t have the connective tissue or bandwidth to take it further. For 2021, I chose to study gamification used in a remote learning environment.

We started integrating hybrid learning when the world shut down. Prior, we used our LMS to add flex lessons and discussions. We gave time for self-directed research journies in the community, conducting usability tests with Transitscreen and ethnographic studies at the National Portrait Gallery. In person, it was phenomenal.

But our transition to remote wasn’t very organic, and we needed a way to replicate rich learning experiences virtually. Our first cohort highlighted concerns, limitations of our new scary remote reality. While the world became accustomed to screen fatigue, I dug in. It was a perfect time to take a chance on gamification, to incorporate storytelling, and have some fun.

Before the meeting opened, I’d throw on the filter to lighten the mood.

Enter the RPG, with the student as the protagonist.

The course had an RPG element, for anyone interested in playing. When students showed up for the cohort, we launched into a hero trading card activity. Leveraging the hero’s journey as framing for the story element, each activity following would pay off the narrative of the path of the student hero.

The hero’s journey took students through key parts of the bootcamp, asking them to be mindful of the tumultuous 12 weeks ahead.

With a giant arrow at the start, students spent their second morning in the thought exercise, confronting the call that got them there. The facilitated journey is a mindful start to the bootcamp epic. It’s also a natural way to start talking about design thinking, collaboration, empathy, storytelling and facilitation. More, it gives students space to be intentional with their time.

Here are some of the ways we applied this to the program:

• For the story, the theme was cohort-specific. Maybe the group leaned more fantasy, or there was crossover with an event, like space exploration and the Mars Perseverance landing.

A project ‘Epic Mission II’ was kicked off in our second cohort .Notion was used to document the journey, with mmhmm and Snap Camera to add fun story elements to the delivery.

After each project, we unlocked mission badges and related content. The badges incorporated a story element, whether it was the unicorn they would become, or the space invaders they warded off.

• Projects were referred to as epic missions, and would aid in the progression of the hero. Each would kick off with intro, theatrical Snap filters, and virtual backgrounds. For presentations, students were welcomed with walk-up songs. Each concluded with an in-story retro activity and discussion.

Poems, posters and activities followed the project’s end, along with a recap of the project stats.

The hot air balloon retro is a great way to add a journey feel for a debrief.

• In each unit, we added formative and summative assessments, utilizing some sort of game, trivia or activity around key learning objectives. At the end of each unit, we would review work along with stats, trends, quotes, and peer recognition highlighting achievements.
• Modeled after video game endorsement systems, like in Overwatch, we surveyed students, giving the option to recognize contributions. Given the opportunity, many share peer affirmations and kudos.

Preset triumphs along with adopted achievements submitted by students were used to recognize accomplishments of all kinds.

• Between projects, small groups were also used for self-directed side quests. These mini projects taught technical and facilitation skills and gave context to the curriculum. These included: audience research and contextual inquiry using MMORPGs; evaluating virtual exhibit design with museum heuristics evaluations; and bodystorming pandemic-safe everyday in-person social encounters.
• Fun happened whenever we could: dance parties, sound effects for everything, branded collateral, a soundtrack and playlist, Snap filters, Miro memes and warmup activities contextualized by the story;

The results were terrific. In four instances, each responded positively and demonstrated increased progress. Not only was engagement markedly improved, but students were eager to join each day. They anticipated the next.

Students occasionally tested the limits of the fun, such as showing up to a meeting with a filter, but we had no cases of students taking it too far, or mention of it being too distracting.

Validation came with increased speed of content adoption. Students volunteered to others, and the work quality exceeded expectations. Students seemed to take more risks in their work, showed more comfort in how they showed up to the course. The program data supports the work: nearly every student exceeded requirements, minimal attrition. We consistently recieved 80 and 90+ NPS, even landing a 100 NPS in our final instance.

With excitement around the content came more attention to the work, more and more collaboration, and pride in what they were producing. Unexpectedly, we also found peers more affirming and open to feedback. Not only were students sharing screenshots of their achievements, but they cheered each other on and celebrated wins all-around. The teamwork, accountability, and excitement drove really cool results. Students consistently shared appreciation for the experience and the aid in setting intention from the onset.

Fun found its way into group sessions, with memes and inside jokes peppered around and hidden by students.

For many, the facilitated session is a first. Seeing how it plays out, at the conclusion of the course, codifies the impact of facilitation. Practically, the journey is an exercise in preparation, and a constant point of discussion or reflection. By the end of it, the journey feels triumphant. Having seen themselves through the lens of the hero is affirming and empowering.

The journey was worth the trek, but not without lessons learned.

After a year of piloting, we found our groove and co-desiged a really cool journey with our students. It wasn’t without challenges. Some things learned in review of the year-long pilot:

• Gamification’s not for everyone. While we only had a couple students who shared disinterest, it forced us to remain true to the value of the course. Game elements shouldn’t add pressure. Adverse effects are possible if execution gets in the way. Make space for traditional learners, clarify expectations and optional elements early to avoid confusion.
• Recognition should reinforce growth mindset. It’s important to feature successes of all types and sizes, and also failures. Surveys and debriefs can be a great for discovering unsurfaced achievements. Take time to allow for kudos sessions — students frequently requested them—and give students opportunities to put something on the proverbial fridge. We found students regularly sharing recognition on social platforms.
• Be thoughtful and clear about requirements. Making elements optional may give some permission to not participate. Use shared agreement exercises and encourage small groups to continue those conversations. Where students fall off, work with teams to think through ways to overcome or reengage them.
• Mood impacts learning. Research shows that having fun makes the difference for learners. Game elements can be simple and unpolished, but should help students have fun.
• Having a story element gives connective tissue and helps make sense of the journey. Context to skill progression and flow helps in overcoming challenging experiences. Not only does it give an idea of what to expect, but it engages thought about how it pays off.
• Adjust and iterate live, don’t be afraid to improv. When presenting — clients, students, or otherwise — if theres an edit or idea, do it live. It’s prudent, and it models humility. “Yes, and…” is a tried-and-true method for improv, but it’s also good design. The same goes for instruction. If the opportunity arises to make improvements, it makes sense to go with the flow. Use with live feedback to incorporate experimentation in delivery.

One of the reasons I think it all worked is that we use personal growth and participation as core mechanics. We tapped into self-motivation over competition, and teamwork and co-creation as paths to success. Our students left more self-motivated, excited by collaboration and experimentation, not averse to teamwork or new challenges.

A little story can go a long way, especially when everyone is able to have fun. Focus on achievement and celebrating wins is something that everyone can get behind, participate in, and enjoy. As long as it’s given the time and thoughtfulness it deserves.

If we can, as mentors and teachers, we should help others see themselves as the hero of their own story.