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A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.

The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.

The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.

For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.

To investigate how the adult learner is valued in e‐learning corporate settings.

Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?

Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.

A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.

These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.

Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.

The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries.

This paper is a literature review.

This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners.

This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

This paper analyzes critically four selected learning theories and their role in online instruction for adults.

A literature review was conducted to analyze the theories.

The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each theory explains some portion of adult online learning; theories are contextual; and components of all theories can be utilized to improve online learning.

Adult learning theories and their roles in shaping online learning and instruction deserve more attention. The study of adult learning theories, combined with in-depth analysis of psychological and human resource literature, will enable researchers to delve deeper into the subject. More qualitative studies are needed to explore further how instructors’ ability to utilize theoretical principles can improve online learning.

This manuscript offers practical advice to instructors and other practitioners for utilizing adult learning theories for instructional enhancement.

This literature review uniquely contributes to filling the gap in human resource development literature by examining selected adult learning theories, comparing them and extending the theories’ applicability and value in online instruction.

The purpose of this paper is to present the lessons learned and alternative methods used in teaching library and internet searching skills to adult learners, especially senior citizens, in a non‐credit course offered by the Michigan State University Evening College.

The paper sets out the specific considerations taken in designing and executing an information literacy course for adult learners, along with observations and reflections, are described in detail and supported with evidence from research on adult learning theory and pedagogy. Preliminary sections describe the background and initial planning of the course, while additional sections describe each lesson learned in detail, including alternative teaching methods used and evaluation and assessment techniques.

The paper provides essential tips and suggestions to consider when teaching library and internet‐searching skills to adult learners, such as “keeping it simple”, establishing a slower‐paced learning environment, and providing unique and engaging class exercises. Also reports on successful alternative and unique approaches used when teaching adult learners.

Most of the evidence provided is from general observations by the librarian/instructor over three years. More formalized testing needs to be applied to better assess student learning, along with comparison of results over several more years.

The paper is a highly useful source of practical information for librarians looking to teach unique user groups (adult learners, non‐traditional students, or senior citizens) information literacy skills, in a university setting and using new and engaging teaching techniques.

This paper offers innovative ideas and practical techniques using Breakfast at Tiffany's to use when teaching adult learners, especially senior citizens, information literacy skills.

In the era of m-learning environments, multiple factors have been considered to explain adult learners' continuance usage intention, but largely without considering the role of specific configurations of variables and how they may affect learners' intention. The purpose of this study is to show how cognitive need, subjective norms, perceived usefulness, satisfaction, confirmation, attitude and perceived ease of use combine to predict learners' frequent use intentions.

It is empirically validated through configurational analysis, using fuzzy-set qualitative comparative analysis (fsQCA) on 211 adult learners with experience in using Mobile learning applications (MLA).

The findings show learners' satisfaction of MLA usage combined with the cognitive need and attitude were found to be core conditions reinforcing learners' continuance intention.

This study was conducted in the context of adult learners MLA whereby the motivations for continued usage and the nature of technological innovation could differ. In this regard, findings from this study may not be generalizable to other technological contexts.

In the planning and development of learning apps, software developers should pay attention to practical functions and extend key features that are frequently required for solving a problem using the new skill. On the marketing side, MLA companies should emphasize the full functionality of their apps to cater efficiently to the different needs and expectations of the learners.

This study contributes by extending existing knowledge on how cognitive need, satisfaction and attitude combine to increase or mitigate continuance intention to use toward the development of new configurational theories. This study fills the gap in the literature by introducing adult learners' continuance intention to use MLA and introducing through a methodological approach of fsQCA in adult learners' context.

The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials.

This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories.

As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner.

This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created.

While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.

This study aims to evaluate a culture-based blended learning multilingual course created for adult learners in ten languages and the development of learners’ 21st-century skills during its implementation in six European countries – Croatia, Latvia, Slovenia, Romania, Poland and Czechia in the COVID-19 period.

A cross-sectional survey of 638 participants was conducted using a paper-based questionnaire. Data analysis was carried out applying Bereday’s four-step model comprising description, interpretation, juxtaposition and comparison to find out similarities and differences among various groups of learners.

Overall, learners have developed their 21st-century skills, but the improvement has not been the same for all target audiences. Learners with economic, social and cultural barriers were more positive in their evaluation than those with geographic and learning obstacles.

The research was conducted during the COVID-19 pandemic, and the face-to-face stage was replaced with online learning on virtual platforms, which impacted the research results. The results cannot be generalized to all adult learners as significant differences were discovered among various target groups of learners.

The course may be implemented for formal and non-formal adult education when face-to-face teaching/learning is restricted.

The findings indicate that the course is especially suitable for learners with economic, social and cultural obstacles to learning.

The article focuses on the use of blended learning in non-formal/informal adult education, which is a less widely researched area. The target course implemented during the COVID-19 pandemic shows a novel way of engaging adult learners in lifelong learning, including those with certain barriers to learning.

As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners.

The approach of this paper is one of gathering information from literature written on storytelling and adult learning. The paper is designed to introduce storytelling as an effective tool for adult educators while also pointing out the different types of storytelling and its implications on e‐learning.

The findings from the literature review completed confirmed the authors' view that storytelling is effective for adult learners.

Because of the chosen research approach, a more comprehensive qualitative study should be completed to enhance the research on the effectiveness of storytelling on adult learning.

The paper gives insight as to how some organizations are using storytelling, types of effective storytelling for educators and also the implications of storytelling on e‐learning.

This paper provides resources and information for adult educators and organizations to enhance or implement another way of instructing adult learners. The focus of the paper is to get adult educators and organizations to use storytelling as part of the learning process.

The purpose of this research is to describe the teaching style of the faculty of a Police Officer Standards and Training (POST) organization in a Midwestern state and the degree and method of application of adult learning principles by the POST faculty. The move of law enforcement to community‐oriented policing (COP) requires that police officers develop communication and problem‐solving skills. The application of adult learning principles in law enforcement education can help prepare officers for their role in COP.

In this mixed method/descriptive study, 85 instructors completed the Principles of Adult Learning Scale (PALS) and 21 instructors participated in in‐depth interviews.

Major findings in the study related to POST instructors' strong preference for a teacher‐centered style of teaching as measured by PALS and a disconnect between what instructors do in the classroom and what they feel is effective instruction.

Offers suggestions related to the nature of the field and for instructor development. Recommendations were made related to professional development and the application of adult learning principles to law enforcement education and training.

This research fills a void in the field by beginning to give a formal description of teaching style in law enforcement education and training. It also details the value of applying adult learning theory in law enforcement instruction and the implications for community‐oriented policing.