learning

Gamification Boosts Learning on Lektor's Online Courses

Gamification means applying game mechanics into non-game environments such as online learning, communities and websites. Its goal is to engage and motivate the users of the platform. Gamification encourages active learning, which is needed in studying any subject.

Gamification has been used for years. In fact, Dmitri Mendeleev, the scientist seen as the father of the Periodic Table for Elements, used gamification to study the elements. He was known for being an enthusiastic card player, and when he had trouble processing all the data regarding the elements, he turned the classification process into a card game. Mendeleev’s findings were published and later on other scientists were able to fill in his work and further develop the Periodic Table. What makes the story even more remarkable, is that growing up Mendeleev was not a very successful student, but his gamification system turned it around.

Even though gamification has been used for years, the revolutionary improvement in learning through gamification has only been recognized in the last decade. According to a study done by a cyber security company, students’ activation increased by 43% when using gamification in comparison to traditional learning.

Gamification works just as well on adult learners than children, even if it is too easily associated with kids’ play. The activating tasks make the learner more motivated, and learning happens imperceptibly. 

Gamification uses game design elements such as collecting points and badges, using avatars and teammates, as well as storytelling. These elements are proven methods for elevating our natural desire for learning, competing, and socializing. In learning environments, gamification’s purpose is to boost the user’s motivation to learn. Winners,  losers and ranking orders are secondary aspects. Gamification also provides the user with instant feedback and rewards. 

Gamification in ATC

In air traffic control, gamification is often used in simulations where ATC students can train for real-life situations such as operating the radar. In some places the simulations are even called ‘games’ but they do still have a real purpose, so we prefer to call them “exercises”.

Lektor’s Instructor Skills Trainer (IST) is built like a simulator. Students are able to practice operating air traffic control through an interactive training platform. The IST shows the operational context (TWR, or radar) where learners can “play with” the traffic to practice every-day operations. These exercises are comparable to the more traditional simulations used in ATC training all around the world.

Lektor’s Learning Management System

The IST is an individual learning tool but also Lektor’s Learning Management System, called  TalentLMS includes gamified functions. TalentLMS’ gamification features are points, badges, levels, leaderboards, and rewards. 

Points are used for keeping score and improving the competitive spirit among users of the platform. Badges highlight the milestones and boost the learners’ sense of achievement. Levels keep the learners confident that they are moving forward. They also make sure that the learner is learning in a logical order where difficulty increases over time. Leaderboards help learners compare themselves to other players, and can motivate certain learners to practice more effectively. Rewards provide a motivational boost.

The Future of Gamification

We at Lektor believe that gamification is here to stay and will be used in modern learning environments. Lektor is a pioneer in ATC training and we want to make learning active, fun, and efficient in a way that suits your needs. “Your Training. Your Way.” as we like to say. Get to know our course portfolio.

Do we need psychological safety in ATC training?

“Any questions?” 

You have most likely asked this question at some point during your career as an ATC instructor to be met only with a bunch of blank faces and silence. You were maybe left wondering whether trainees were at all engaged with the lesson.    

Especially for trainees, asking may sometimes mean admitting not having understood and they are just trying to avoid been seen as stupid. This fear is something instructors need to help their trainees overcome if they want to create a  great learning experience. 

What is psychological safety?

Psychological safety refers to the environment in which everybody feels accepted, respected, and safe to take risks and speak their minds without fear of negative consequences or retribution.  

In a training context, it means that trainees don’t worry about looking stupid, or being humiliated or judged for saying something wrong, asking questions, or making mistakes. In fact, in a psychologically safe environment, all understand that asking questions and making mistakes are crucial to learning.

With low levels of psychological safety, people feel stressed and are not motivated. No one can do their best if they are mentally and emotionally exhausted. On the other hand, an environment that reduces stress, in which people feel valued, have open and honest discussions, people can learn.  

What can we do to develop psychological safety?

Pay attention and listen actively. 

Show your trainees that you’re engaged and interested. They will shut down if they feel you don’t pay attention when they speak, or that you don’t value their participation and opinions. Ask questions to confirm you understand what they are saying. Also, use your body language to show engagement and be aware of it. Trainees will notice if you look tired or bored. 

Build trust by focusing on solutions.

If they make a mistake try not to focus too much on the what and why. Go over what happened and why if needed but focus on “How can we make this better next time? Using we turns the responsibility to both of you rather than to the trainee and his/her mistake.

Include trainees decision making

Especially when concerning their learning path, consult with your trainees when making decisions. Ask for their input, thoughts, and feedback. If there is something in which you couldn’t include them for decision-making, explain the reasoning behind the decision once a decision is made. Even if they disagree, they’ll appreciate the transparency. 

Lead by example

Don’t be afraid of taking interpersonal risks and sharing failures. Encourage your trainees to challenge your perspective and to give you feedback too. 

Final Thought

Making mistakes, asking questions, and discussing is crucial for learning. If trainees fear being humiliated they won’t participate and therefore their learning won’t be at its best. This can be worked out by ensuring trainees feel valued, respected, listened to, and part of the organisation.