9 2.3 Discussion
Current State and Trends of Gamification in the Workplace
Gamification is growing in popularity in the workplace as an innovative tool for employee learning. Although originally developed within educational settings, gamification has become essential in workplace training, transforming traditional methods into more dynamic and interactive experiences that better capture employee attention and improve knowledge retention (Schöbel et al., 2020). Many employees who have participated in gamified training in the past recognize and appreciate the benefit of how gamified systems provide immediate feedback and personalized pacing, making the learning experience more interactive and engaging (Grünewald et al., 2019).
Research shows that gamified training is often more effective at improving knowledge retention compared to traditional methods. For instance, Brull et al. (2017) found that employees engaged more with learning materials when gamified elements were present, which led to better knowledge recall. Similarly, a case study by Turco (2013) showed a 75% increase in employee awareness of company values and products after implementing gamified training which also resulted in reduced coaching time and administrative costs.
Some of the more common gamification techniques that can be used are points, badges, leaderboards, and challenges. These elements act as extrinsic motivators that enhance employee satisfaction, knowledge acquisition, and information retention (Armstrong & Landers, 2018; Baxter et al., 2016). Extrinsic motivators refer to external factors, such as rewards, recognition, or competition, that encourage individuals to perform tasks for outcomes separate from the activity itself (Morris et al., 2022). Points offer employees a way to track their progress through immediate feedback and ongoing engagement with the training content (Jayalath & Esichaikul, 2022). Badges recognize achievements, creating a sense of accomplishment that motivates employees to complete the learning session and further pursue other learning opportunities (Kyewski & Kramer, 2018). Leaderboards and challenges introduce a competitive element to learning, enhancing motivation among colleagues while creating a sense of community and encouraging continuous improvement (Larson, 2020).
However, for gamification to be successful, it must align with both employee preferences and organizational goals (Rahiman et al., 2023). If gamified training is designed poorly, it can lead to superficial engagement or promote unhealthy competition, which negatively affects the long-term benefits of gamification (Rahiman et al., 2023). Accessibility is also another critical consideration. Many gamified platforms fail to accommodate employees with disabilities. In order to be inclusive, these platforms need to be designed with accessibility in mind, accommodating auditory, cognitive, neurological, physical, speech, and visual disabilities (Smith, 2019). Without these considerations, gamified training risks excluding certain employees, which limits the potential benefits for diverse learners.
As gamification continues to grow and evolve in workplace training, the current trend highlights the importance of inclusivity and thoughtful design to maximize its benefits.
Opportunities
Gamification provides many opportunities to enhance motivation, engagement, and collaboration in workplace training through interactive and inclusive features that cater to diverse learning preferences and create a supportive team environment.
Incorporating social interaction features, such as team-based tasks and friendly competition allows employees to develop a sense of belonging that strengthens long-term engagement and relatedness (Luarn et al., 2023). In fact, as stated by Luarn et al. (2023), “competition with other teams has been shown to enhance a feeling of belonging, which in turn boosts motivation and engagement” (p. 414). Gamification also promotes knowledge sharing in collaborative environments, where employees are more likely to exchange skills for recognition or rewards (Dikcius et al., 2021).
According to Self-Determination Theory (SDT), gamification drives intrinsic motivation by satisfying core psychological needs for autonomy, competence, and relatedness, which are essential for effective learning environments (Luarn et al., 2023). Intrinsic motivation is defined as “the inherent tendency to seek out novelty and challenges, to extend and exercise one’s capacities to explore and to learn” (Ryan & Deci, 2000, as cited in Fishbach & Woolley, 2022, p. 14). A major benefit of gamified systems is their ability to provide immediate feedback on tasks and performance, which reinforces learning, encourages self-correction and improvement, and clarifies expectations. This feedback drives employees’ needs for autonomy and competence while sustaining motivation over time (Luarn et al., 2023).
Additionally, gamification allows for personalized learning experiences, catering to diverse employee needs and learning styles. Organizations can incorporate elements, such as narratives and challenges into their design to create tailored learning paths that increase feelings of competence, which increases intrinsic motivation and job performance (Wee & Choong, 2019, as cited in Bitrián et al., 2023). Research by Alsawaier (2018) further supports that the interactive nature of gamified learning leads to higher satisfaction, engagement, and long-term retention of information.
Lastly, to maximize both effectiveness and inclusivity, organizations should apply Universal Design for Learning (UDL) principles when developing gamified training. Providing multiple ways to access content, such as captions for videos, transcripts for audio, and alternative text for images ensures that employees with diverse abilities can engage meaningfully with the material (Rawashdeh et al., 2021). Also, using clear language and incorporating features compatible with assistive technologies further enhances accessibility, allowing all employees to participate fully in the learning experience.
Challenges
Along with opportunities, gamification in workplace training also presents challenges that need to be addressed. A major challenge is the “novelty effect,” where engagement initially spikes following the introduction of game elements, but quickly declines once the novelty wears off (Torresan & Hinterhuber, 2023, p. 387). This decline can compromise the long-term effectiveness of gamification in workplace training. To address this, training programs should incorporate a variety of game elements and regular updates to content to maintain interest and motivation. Bitrián et al. (2023) suggest that some game elements, including clear goals and feedback, have little impact on enjoyment, demonstrating the need for a carefully tailored, context-specific design in gamified systems.
Another challenge is the over-reliance on extrinsic motivators, such as points and badges. These items may drive short-term engagement, but they might not lead to a lasting behavioural change. Callan et al. (2015) emphasize that rewards must be thoughtfully aligned with organizational goals to prevent promoting behaviours that favour speed or quantity over quality and accuracy.
Finally, gamified training can enhance learning and engagement, but it can also create accessibility barriers for some learners. Gamified training may unintentionally exclude employees with diverse abilities and needs without careful consideration in planning. It is essential to incorporate accessibility features into the design of the training program in order for employees to fully and meaningfully participate in the training. As Smith (2019) points out, accessibility considerations including screen readers, alternative text for images, captions for audio, and flexible navigation can make a huge difference in creating an inclusive training experience. This inclusivity is so important for maximizing the benefits of gamification across a diverse workforce to make sure all employees, regardless of their abilities, can engage meaningfully and effectively with the training material (Rawashdeh et al., 2021; Smith, 2019).
