Q: How does gamified learning work? Why is it more effective than traditional learning styles?
A: Gamified learning often incorporates elements such as interactivity, immediate feedback, competition, and intrinsic motivation, which can enhance engagement and retention. These elements align with Dale's research that emphasized the importance of active and experiential learning. Gamification leverages technology to create immersive and interactive learning experiences, making it more engaging and effective for many learners compared to traditional passive learning methods like lectures or reading.
The figure above is Edgar Dale's "Cone of Experience", a theoretical concept that highlights the idea that learners are more likely to remember information when they engage in active learning experiences rather than passive ones.
While Dale did not create the visual representation often associated with the "Cone of Experience," he emphasized the importance of hands-on learning, participation, and interaction as effective methods for retaining knowledge.
Besides retention, we also know that "research has shown that gaming, in the right context, can be more effective than traditional learning". Why? Simple: People like to play games because they are fun and challenging.
Games also are effective because they give players the chance to apply their new knowledge and learn from their mistakes in a safe environment, thereby improving problem-solving, creativity, risk assessment, and risk-taking competencies. "To really remember something, we need to repeat it a minimum of three times." (TD Magazine, September 2013.)
Dmitri Mendeleev is often credited as the scientist that first published the Periodic Table of Elements. However, what most people do not know is that he may have been one of the first scientists to use gamification to complete an educational task.
There is much to be learned, as we found, from the numerous article on gamification in education that have been published. For further reading: article by Joey J. Lee, Teachers College, Columbia University, 2011, entitled Gamification in Education: What, How, Why Bother? International Journal of Evaluation and Research in Education, Vol.9, No.3, September 2020, pp. 684-690 where they found "Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realize the fact that they are learning subconsciously."
One of the most significant gamification benefits is increased participation. Gamification makes the user feel more in control. Game strategies encourage exploration, thus allowing people to decide how to proceed, which tests their comprehension and real life decision-making. Gamification improves information retention by making monotonous and tedious processes much more enjoyable.
It's helpful to mention that gamified content helps users retain information by emphasizing problem-solving. As people sharpen their problem-solving skills, they retain more information, i.e., they learn through practice. These techniques allow for more efficient feedback and provide the opportunity to sharpen current or develop new skills with minimal risk.
Q: Who should take the courses?
A: Whether you are a volunteer, committee or board member, new or current staff member, CEO, international NGO worker, work for a corporate foundation, community or private foundation, or just curious about what the nonprofit sector is all about, these courses will keep you be engaged. We have fundraising at our core, but much more is coming that will surely suit you to a T.
Q: What if I have never played any games online?
A: Our courses are all designed to engage anyone at their own speed! No problem. It's all about the fun experience of learning.
Q: I work for a for-profit company. Am I eligible to take Change Lab training?
A: Sure. Why not.
Q: Are the Change Lab courses designed for one individual to take the training on their own?
A: Yes. And, you can start and stop whenever you want.
Q: Do I need to download these games in order to play them?
A: No, they all are played in a browser format (meaning you can take the course directly online.)
Q: What do I need to play the games?
A: All you need is a keyboard, and a mouse, if you like.
Q: Who should take this course?
A: Pretty much everyone who is interested in what major gifts fundraising is all about. See the course content overview in the course section.
Even if you think you have all the concepts down, this course brings it all together. Want to be better at major gifts? Want to know how to really think about organizing your effort as a volunteer or a staff member? This is the one.
Q: I have some experience already. Do I have to start with the Major Gifts Part I or can I go directly into Part II?
A: Yup. One builds on the other. Part I is a powerful overview of how to think strategically about major gifts.
Q: What is Part II about?
A: This is where you will bring your own prospects to the table and participate in exercises that will give you a much better roadmap of what to actually do for each of your prospects to move them forward.
