Why study a gamification model?

La gamification is an important research area not only in training, so much so that even in the European context, this phenomenon has been highlighted by inserting gamification as one of the actions financed by the Horizon 2020 programming (Work Program 2014 - 2015 - 5. Leadership in enabling and industrial technologies - i. Information and Communication Technologies - ICT 21 - 2014: Advanced digital gaming / gamification technologies).

 In corporate training and in particular in the e-learning area, an important planning ferment is taking place in relation to the new potential offered by the diffusion of mobile devices in both the consumer and business segments.
This naturally entails the need to significantly innovate the didactic proposals to offer its customers updated solutions in technologies and very innovative and impactful for the end user. Among the developments that are emerging predominantly in the market there is the gamification which represents one of the most interesting lines of innovation in teaching. With gamification we refer to "use of game dynamics (for example, points, levels, prizes) in non-playful contexts, to encourage commitment and competitiveness, to stimulate the search for a solution to a problem, etc. "(Garzanti).

To deal with this evolution, it is strategic to update the skills of the company population in the methods and tools used so far. In fact, the new training methods, including the game, require both the consolidation of existing skills, since they constitute the industry standard know-how, and the enrichment of new knowledge in order to create new training products and services. The acquisition of new skills is therefore aimed at consolidating the wealth of experience of the designers and technicians, who, in addition to the need to share the fundamental principles of both sectors to carry out their activities in the best way, must be able to prevent situations professional blockade due to skills that are progressively aging at the same time as the professional seniority of resources, in consideration of the fact that new technologies are already the heritage of young people who will have to be included in the same job market.

This vision of continuous improvement of skills is accompanied by a vision by management of the need to increase the propensity to invest in new work areas, and to base its competitiveness on the capacity for technological and design innovation, also through continuous process improvements. of work and organization. In fact, to work on new types of product it is essential to know and recognize the innovation potential, to know how to anchor it to one's own knowledge in order to creatively design and produce new didactic and technical solutions.


The model of didactic game of Piazza Copernico ha two essential features:

  • on the one hand it is aimed at showing all recipients (regardless of their profile or professional position) the different aspects, activities, decisions that are articulated in the typical workflow of a game. This sharing of all project decisions and activities will allow in the first instance the creation of a shared background, a clear vocabulary, but also a clear sharing of roles, activities, decisions and consequences on one's own and others' work.
  • on the other hand, the essential benefit is the possibility of creating a communication system within the process that goes beyond the functional logic, towards a work system more by process.