Training Industry Magazine - May/June 2019 - 22

what you really need is an advanced
application idea? Or learning programs
that don't draw a straight line to how
you realistically do things at your
company, such as the sort of sales plans
expected of you? Whatever small impact
such programs have will surely fade by
next week. So-so learning simply isn't
satisfying enough for today's timestarved learners.

DEVELOPING
LEARNERS IS BOTH AN
ART AND A SCIENCE.

MYTH #4:

GAMIFICATION IS AN
AUTOMATIC MOTIVATOR

Reality: Without real human emotions
related to motivation, bells and
whistles are only dinging and whistling
to themselves.
Making people "play" during their
learning experiences is only a successful
form of gamification if it reinforces
information or behavior change. Don't
get me wrong, gamification can be
an outstanding way to supplement
the learning in a program. However,
it should be done with intention and
an understanding of human behavior.
Gamification doesn't incentivize people
on its own. When it works, it is tapping
into an existing motivation within the
target audience, who can see that the
points and badges are stepping stones
to achieving their goals. If those goals
are meaningful and motivating, they
will resonate with the training audience
outside of the course itself. Goals such

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as career advancement and leadership
opportunities, or simpler motivations
like money or glory, are all possible
outcomes of gamification.
It is important to remember that, with
gamification, some learners are motivated
by accumulating points and badges,
and some aren't. Not everyone wears
a Fitbit! Therefore, be sure to provide
a wide-range of reinforcements, like
discussion notifications, peer rewards, the
opportunity to interact with peers and
ample chances for instructors to highlight
good work done on the job by applying
the course's skills and knowledge in order
to impact the business.
Developing learners - getting them to
change behavior and stretch themselves
in new ways that impact the business's
bottom line - is both an art and a
science. We need to understand what
motivates our learners and show them
how the training is relevant to them and
what they need to achieve. Talk to your
learning audience and meet them where
they're at - your gamification efforts
will pay off tremendously.

CONCLUSION
Overall, we find these myths to be both
prevalent and counterproductive in the
world of training. Take a moment to
examine your own assumptions about
learning in 2019 and your business's
specific audiences, and then ensure
you're looking at the challenges facing
your L&D organization with clear eyes.
Once you've done that, implementing
engaging learning initiatives rooted in
the realities of learners' lives becomes
much simpler.

Le'a Kent is the senior director of learning
experience design at Intrepid by VitalSource.
Email Le'a.

ADDITIONAL RESOURCES
Want to go deeper into the science and
facts? Check out these resources about
Myth #1: If you build it, they will come.
"Online Interaction Quality Among Adult
Learners: The Role of Sense of Belonging
and Perceived Learning Benefits"
By Nguyet Diep, Celine Cocquyt, Chang
Zhu, and Tom Vanwing
Technology does not guarantee
increased success of learning. Learning
success still requires effective facilitation
by real people.
"Teaching and Learning in Workplace:
Contemporary Perspectives"
By Amit Bhardwaj, Kavitha Nagandla,
Esha Das Gupta, and Saadon Bin Ibrahim
Learn about the four critical aspects
to building professional competence
through learning in the workplace: active
participation, self-regulation, reflection,
and ability to learn from experiences.
 "What Makes Professional Development
Effective? Results From a National
Sample of Teachers"
By Michael Garet, Andrew Porter, Laura
Desimone, Beatrice Birman, and Kwang
Suk Yoon
Quality professional development
activities are necessary to achieve
meaningful outcomes. Learn how
sustainment of learning over time
and substantiality of learning hours
have positive influence on enhanced
knowledge and skills.

https://eric.ed.gov/?id=EJ1137794 https://eric.ed.gov/?id=EJ1137794 https://eric.ed.gov/?id=EJ1137794 https://www.researchgate.net/publication/301768415_Teaching_and_Learning_in_Workplace_Contemporary_Perspectives https://www.researchgate.net/publication/301768415_Teaching_and_Learning_in_Workplace_Contemporary_Perspectives https://www.researchgate.net/publication/237817648_What_Makes_Professional_Development_Effective_Results_From_a_National_Sample_of_Teachers https://www.researchgate.net/publication/237817648_What_Makes_Professional_Development_Effective_Results_From_a_National_Sample_of_Teachers https://www.researchgate.net/publication/237817648_What_Makes_Professional_Development_Effective_Results_From_a_National_Sample_of_Teachers

Training Industry Magazine - May/June 2019

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