Demystifying Gamification

Contents

Gamification is the purposeful use of game-like design elements in a non-game learning experience. This can include challenge, choice, progress, feedback, badges, levels, scenarios, points or team-based activities. It is not the same as turning a course into a game. Good gamification uses selected game elements to support learning outcomes, motivation and practical application.

In L&D design, gamification should help learners practise decisions, receive feedback and build confidence in applying skills at work. It is most useful when it is tied to a clear capability need, not added as decoration.

Why is it important?

Gamification can help address a common L&D challenge: learners complete a course but do not always retain or apply what they have learned. Well-designed gamification links learning to real decisions, consequences and feedback. This supports deeper engagement and can help learners practise behaviours before they use them in the workplace.

For APS learning programs, this is important because capability development should support real work outcomes, not just course attendance. Gamification can support the APS continuous learning approach by helping learners practise, reflect, receive feedback and apply learning in context. It should be used carefully so it supports inclusion, accessibility and capability outcome.

Participant benefits

Participants understand that gamification is not about games, but about simple features that support learning, such as progress indicators or feedback. This reduces confusion and helps them engage with the learning more confidently.
When gamification is clearly explained, participants can focus on the learning itself rather than being distracted or uncertain about why certain features are used. This supports engagement and helps them apply what they learn more effectively.
Makes learning more interactive and less passive.
Helps learners see their progress.
Gives timely feedback so learners can adjust their approach.
Supports practice in a safe environment before applying skills at work.
Can improve motivation when the activity is meaningful and relevant.
Encourages problem solving, reflection and peer learning.

Suitable for

APS L&D practitioners designing workshops, eLearning, blended learning or simulations.
Program owners developing capability uplift programs.
Facilitators looking to increase participation and practice.
Learners who need to apply procedures, judgement, decision-making or complex processes.
Teams working through scenarios, operational decisions, policy application or service delivery challenges.

General Practices

Good Practice
Having the right infrastructure and security approval. Gamification is clearly explained upfront so participants understand its purpose. This includes setting clear expectations that gamification is not about games, but about simple features—such as progress indicators or feedback—that support learning. By explaining how and why these features are used, teams reduce confusion, build confidence, and help participants focus on learning outcomes rather than being distracted or uncertain about the approach. Link every gamified element to a learning outcome. Use realistic APS scenarios, decisions and consequences. Give immediate, useful feedback. Use progress indicators to help learners understand where they are up to. Provide choice where appropriate, such as scenario pathways or challenge levels. Make participation inclusive and accessible. Avoid public ranking where it may encourage the unwanted behaviours, embarrass or discourage learners. Test the activity with representative users before release.

Good Practice

Having the right infrastructure and security approval.
Gamification is clearly explained upfront so participants understand its purpose. This includes setting clear expectations that gamification is not about games, but about simple features—such as progress indicators or feedback—that support learning. By explaining how and why these features are used, teams reduce confusion, build confidence, and help participants focus on learning outcomes rather than being distracted or uncertain about the approach.
Link every gamified element to a learning outcome.
Use realistic APS scenarios, decisions and consequences.
Give immediate, useful feedback.
Use progress indicators to help learners understand where they are up to.
Provide choice where appropriate, such as scenario pathways or challenge levels.
Make participation inclusive and accessible.
Avoid public ranking where it may encourage the unwanted behaviours, embarrass or discourage learners.
Test the activity with representative users before release.

Practices to avoid
Building game content and not having ability to deploy content. Does your IT system support the applications? Not having different learning options to cater for learners with different learning styles. Using the same gamification with no variation. Adding points, badges or leaderboards without a learning purpose. Rewarding speed over good judgement. Making the activity feel childish or unrelated to APS work. Creating complex rules that distract from the learning. Ignoring accessibility requirements. Treating gamification as a substitute for good instructional design.

Practices to avoid

Building game content and not having ability to deploy content. Does your IT system support the applications?
Not having different learning options to cater for learners with different learning styles. Using the same gamification with no variation.
Adding points, badges or leaderboards without a learning purpose.
Rewarding speed over good judgement.
Making the activity feel childish or unrelated to APS work.
Creating complex rules that distract from the learning.
Ignoring accessibility requirements.
Treating gamification as a substitute for good instructional design.

Hypothetical examples

Example - Compliance training
A compliance eLearning module introduces badges, points and a leaderboard to increase engagement. Learners earn points for answering quiz questions, but the questions focus on recalling policy wording rather than applying knowledge to workplace situations. Participation increases, but many learners concentrate on collecting points and moving quickly through the module. Potential Issue The gamification features are not clearly linked to the learning outcomes, so learners focus on rewards rather than capability development. The public leaderboard discourages some participants and creates unnecessary competition. The activities test memory instead of helping learners practise decisions they may need to make in their APS role. While completion rates improve, there is little evidence that learning is transferring to the workplace. Better approach Explain upfront that gamification is being used to support learning through features such as progress indicators and feedback, not as a game. Link each gamified element to a specific learning outcome. Replace recall-based questions with realistic APS scenarios that require learners to make decisions and see the consequences of their choices. Provide immediate, useful feedback and allow learners to track their own progress rather than comparing them publicly with others.

Example - Compliance training

A compliance eLearning module introduces badges, points and a leaderboard to increase engagement. Learners earn points for answering quiz questions, but the questions focus on recalling policy wording rather than applying knowledge to workplace situations. Participation increases, but many learners concentrate on collecting points and moving quickly through the module.

Potential Issue

The gamification features are not clearly linked to the learning outcomes, so learners focus on rewards rather than capability development. The public leaderboard discourages some participants and creates unnecessary competition. The activities test memory instead of helping learners practise decisions they may need to make in their APS role. While completion rates improve, there is little evidence that learning is transferring to the workplace.

Better approach

Explain upfront that gamification is being used to support learning through features such as progress indicators and feedback, not as a game. Link each gamified element to a specific learning outcome. Replace recall-based questions with realistic APS scenarios that require learners to make decisions and see the consequences of their choices. Provide immediate, useful feedback and allow learners to track their own progress rather than comparing them publicly with others.

Example - Branch learning
An induction program uses branching scenarios based on realistic service delivery situations. Learners make decisions, see the consequences of their actions, receive immediate feedback and can try different approaches. Progress indicators help learners track their completion, and the activity avoids public rankings. Participants report that the experience feels relevant and helps them build confidence before encountering similar situations at work. Potential Issues If the scenarios are not regularly reviewed, they may become outdated and less relevant to current APS practices. Learners may also focus on finding the "correct answer rather than reflecting on why a particular decision is effective. Without clear links to learning outcomes, it may be difficult to demonstrate how the activity supports capability development. Better Approach Clearly explain the purpose of the gamified elements and how they support learning outcomes. Ensure scenarios reflect current APS roles, decisions and consequences, and provide feedback that encourages reflection and application. Regularly test the activity with representative users to ensure scenario’s remain relevant and fresh.

Example - Branch learning

An induction program uses branching scenarios based on realistic service delivery situations. Learners make decisions, see the consequences of their actions, receive immediate feedback and can try different approaches. Progress indicators help learners track their completion, and the activity avoids public rankings. Participants report that the experience feels relevant and helps them build confidence before encountering similar situations at work.

Potential Issues

If the scenarios are not regularly reviewed, they may become outdated and less relevant to current APS practices. Learners may also focus on finding the "correct answer rather than reflecting on why a particular decision is effective. Without clear links to learning outcomes, it may be difficult to demonstrate how the activity supports capability development.

Better Approach

Clearly explain the purpose of the gamified elements and how they support learning outcomes. Ensure scenarios reflect current APS roles, decisions and consequences, and provide feedback that encourages reflection and application. Regularly test the activity with representative users to ensure scenario’s remain relevant and fresh.

Topics

Project management