Gamification is growing in popularity in instructional contexts like education and workplace training, but it is unclear which game elements are specifically conducive to improve learning outcomes. Narratives, which represent one way the game element “game fiction” is commonly implemented, have been used to improve learning outcomes over expository texts in the context of psycholinguistics, whereas the Technology-Enhanced Training Effectiveness Model (TETEM) proposes that certain individual differences impact the relationships between technology-enhanced training and learning outcomes. From this theoretical basis, this study gamified a training session with game fiction in order to improve reactions to training and learning over the original training content. Utilizing an experimental design, it was found that trainees were more satisfied with training enhanced with game fiction over the control text. Trainees did not differ in posttest declarative knowledge scores by condition. Pre-existing attitudes toward game-based learning and trainee experience with games were tested as moderators of the condition-learning outcome relationships using hierarchical multiple regression but were not supported. From this, it is concluded that game fiction may be used to improve reactions to training without decreasing learning using fairly simple and low-cost techniques.
","abstract_html":"<p>Gamification is growing in popularity in instructional contexts like education and workplace training, but it is unclear which game elements are specifically conducive to improve learning outcomes. Narratives, which represent one way the game element “game fiction” is commonly implemented, have been used to improve learning outcomes over expository texts in the context of psycholinguistics, whereas the Technology-Enhanced Training Effectiveness Model (TETEM) proposes that certain individual differences impact the relationships between technology-enhanced training and learning outcomes. From this theoretical basis, this study gamified a training session with game fiction in order to improve reactions to training and learning over the original training content. Utilizing an experimental design, it was found that trainees were more satisfied with training enhanced with game fiction over the control text. Trainees did not differ in posttest declarative knowledge scores by condition. Pre-existing attitudes toward game-based learning and trainee experience with games were tested as moderators of the condition-learning outcome relationships using hierarchical multiple regression but were not supported. From this, it is concluded that game fiction may be used to improve reactions to training without decreasing learning using fairly simple and low-cost techniques.</p>","abstract_has_math":false,"creators":["Armstrong, Michael Beaumont"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Richard N. Landers","Konstantin Cigularoy","Bryan E. Porter"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-10-01T07:00:00Z","date_published":"2015-10-01T07:00:00Z","updated_at":"2026-07-24T03:33:54Z","subjects":["Gamification","Game fiction","Learning","Narrative","Training","Learning outcomes","Industrial and Organizational Psychology","Instructional Media Design","Organizational Behavior and Theory","Psychology"],"languages":[],"rights":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781339411200"],"render_values":[{"text":"9781339411200","href":null,"code":true}]}]},"links":{"outbound_url":"https://digitalcommons.odu.edu/psychology_etds/19","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Richard N. Landers","Konstantin Cigularoy","Bryan E. Porter"]},{"key":"dc:creator","label":"Author","values":["Armstrong, Michael Beaumont"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-02-11T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gamification","Game fiction","Learning","Narrative","Training","Learning outcomes","Industrial and Organizational Psychology","Instructional Media Design","Organizational Behavior and Theory","Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781339411200","https://digitalcommons.odu.edu/psychology_etds/19"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Gamification is growing in popularity in instructional contexts like education and workplace training, but it is unclear which game elements are specifically conducive to improve learning outcomes. Narratives, which represent one way the game element “game fiction” is commonly implemented, have been used to improve learning outcomes over expository texts in the context of psycholinguistics, whereas the Technology-Enhanced Training Effectiveness Model (TETEM) proposes that certain individual differences impact the relationships between technology-enhanced training and learning outcomes. From this theoretical basis, this study gamified a training session with game fiction in order to improve reactions to training and learning over the original training content. Utilizing an experimental design, it was found that trainees were more satisfied with training enhanced with game fiction over the control text. Trainees did not differ in posttest declarative knowledge scores by condition. Pre-existing attitudes toward game-based learning and trainee experience with games were tested as moderators of the condition-learning outcome relationships using hierarchical multiple regression but were not supported. From this, it is concluded that game fiction may be used to improve reactions to training without decreasing learning using fairly simple and low-cost techniques.
"]},{"key":"dc:title","label":"Title","values":["An Evaluation of Game Fiction-Enhanced Training: Using Narrative to Improve Trainee Reactions and Learning"]}]}],"canonical_facts":{"dc:contributor":["Richard N. Landers","Konstantin Cigularoy","Bryan E. Porter"],"dc:creator":["Armstrong, Michael Beaumont"],"dc:date.available":["2018-02-11T08:00:00Z"],"dc:description.abstract":["Gamification is growing in popularity in instructional contexts like education and workplace training, but it is unclear which game elements are specifically conducive to improve learning outcomes. Narratives, which represent one way the game element “game fiction” is commonly implemented, have been used to improve learning outcomes over expository texts in the context of psycholinguistics, whereas the Technology-Enhanced Training Effectiveness Model (TETEM) proposes that certain individual differences impact the relationships between technology-enhanced training and learning outcomes. From this theoretical basis, this study gamified a training session with game fiction in order to improve reactions to training and learning over the original training content. Utilizing an experimental design, it was found that trainees were more satisfied with training enhanced with game fiction over the control text. Trainees did not differ in posttest declarative knowledge scores by condition. Pre-existing attitudes toward game-based learning and trainee experience with games were tested as moderators of the condition-learning outcome relationships using hierarchical multiple regression but were not supported. From this, it is concluded that game fiction may be used to improve reactions to training without decreasing learning using fairly simple and low-cost techniques.
"],"dc:identifier":["9781339411200","https://digitalcommons.odu.edu/psychology_etds/19"],"dc:rights":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
"],"dc:subject":["Gamification","Game fiction","Learning","Narrative","Training","Learning outcomes","Industrial and Organizational Psychology","Instructional Media Design","Organizational Behavior and Theory","Psychology"],"dc:title":["An Evaluation of Game Fiction-Enhanced Training: Using Narrative to Improve Trainee Reactions and Learning"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T03:33:54Z"}