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This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars to develop new theories and methodologies to enhance the understanding and application of gamification in workplace learning. It provides guidance for managers to use gamification to enhance learning and engagement. Ultimately, this review presents gamification as a promising field of study to increase individual and organizational performance.

Literature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023.

This article examines the impact of gamification beyond formal learning and its potential to enhance employee productivity and well-being in the workplace. While there has been extensive research on gamification in formal learning contexts, little is known about its impact on informal learning. The study argues that the context of gamification is crucial to extending its effects and discusses the role, antecedents and consequences of game design elements in the workplace. The article also explores how the learning context relates to employee learning during work. Further research is necessary to investigate the impact of individual characteristics on work experience and performance.

Intended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context.

For practicing managers, this paper shows how to use gamification to increase workplace learning and employee engagement, not just in the context of formal learning—as some companies already do today—but also systematically, in the context of informal learning.

This study explores the impact of gamification on informal workplace learning and emphasizes the significance of the context of gamification in extending its effects to improve individual and organizational performance.

Gamification is an emerging technique of applying game elements to difficult and tedious learning activities to make them fun and exciting. This study aims to review the scientific landscape of the library’s readiness to adopt gamification with context to application in teaching and learning purposes based on computational tools. The present research also aims to study the growth of literature on gamification, to identify the most contributing authors, countries, affiliations and journals and collaboration status with different geographical settings. The study will also identify the most influential paper on the area with the highest citation and Altmetric Attention Score (AAS) as well as analyzing the keywords for locating the research trend in the subject area.

The study has adopted Scientometric and Altmetric approach by considering the research outputs of a decade (2013–2022) from Scopus database. First, the required data has been searched using appropriate keywords forming the search strategy by running title–abstract–keywords considering the limitation in the system. The exported data is systematically visualized for performing science mapping like the collaboration of authors, countries, organizations and co-occurrence of keywords using VOSviewer. For finding the Altmetrics score and Mendeley readership of the influential research works, the system Dimension.ai is further used.

The study found 928 records indicating an exponential growth over the years with total 2,750 authors. Samuel Kai Wah Chu from the University of Hong Kong, China, is the most contributed author. Spain and the USA are highly productive countries, but there needs to be a strong collaboration pattern among authors. It is found that gamification is widely applied in education discipline than any other. Some of the libraries have already implemented gamification tools for learning purposes in their services. The research on gamification still lacks social media attention and needs to be promoted more through various social media platforms for greater visibility.

The study explores the global scientific literature to identify the library’s awareness of implementing gamification tools in their services for teaching and learning purposes. As per the author’s knowledge, no such study has been conducted until date with such aims and objectives through the application of both Scientometrics and Altmetrics approaches.

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.

This study aims to look at the integration of gamification in an e-learning model based on the technology acceptance model. The data was collected from respondents residing in India and elements of gamification (achievement, immersion and social) and personal characteristics of learners (self-efficacy, computer anxiety and enjoyment) and their impact on perceived ease of use (PEOU) and perceived usefulness (PU) were tested.

The data were collected from students and professionals who have ever played games during learning while using an e-learning module. Structural equation modeling using smart partial least square was used to create a model.

The findings showed that enjoyment affected both PEOU and PU and attitude toward e-learning. Achievement and social elements impacted attitude and the immersion element moderated the relation between enjoyment and PEOU and PU. These finally impact attitude and satisfaction, leading to higher intention to use e-learning platforms.

Because this study is very specific to the Indian context, a broad generalization requires further exploration in other cultural contexts. The absence of this exploration is one of the limitations of this study.

This study tested the GAMEFULQUEST suggested by Högberg et al. (2019) based on self-determination theory and its impact on the overall e-learning experience. The moderation of immersion has come out to be significant and achievement and social elements impacted attitude.

The purpose of the case study is to investigate the perception of computer science learners at Krishna Kanta Handiqui State Open University (KKHSOU) regarding the use of gamification and to identify the challenges in implementing gamified teaching-learning processes in open and distance learning (ODL) institutions.

The case study was carried out by observing the views of the learners on the use of gamification in distance learning and studying the participation level of computer science learners before and after the gamification environment was added to a specific topic through the learning management system (LMS). The pre-game and post-game effects on learners' participation against various factors using t-tests were also investigated in this study.

The study reveals that gamification had a positive and highly significant influence on the learners' participation and engagement in the e-content provided via the LMS. The post-gamification mean score (5.62) was higher than the pre-gamification mean score (2.36), and the overall paired t-test (5.301) value was significant at the 1% level of significance. Some of the challenges faced during the study were communication with the learner, lack of technical skills of the learner, duration of study, etc.

This study will help in understanding the perception and effect of gamification on computer science learners in ODL mode in India. The study succeeded in demonstrating that the use of gamified elements results in increased learner participation.

The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.

A survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.

Results showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.

Overall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.

COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.

The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.

The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.

To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.

The purpose of this paper is to inform readers about the use of gamification and active learning as effective learning methods, particularly in hybrid, diverse and global organisations.

This study takes an advisory approach based upon experienced delivery of blended learning and gamification in an human resources (HR), training and development environment.

The introduction of gamification and blended learning is like any other method of development. It is only as good as the planning. Gamification as a novel way of learning will not last the distance without setting objectives, planning how to reach them, evaluation and ongoing support for behavioural change.

To the best of the authors’ knowledge, this paper is the viewpoint of the author and has not been published elsewhere.

This study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory.

This study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96).

Four major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid.

The scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to test whether network externality, gamification and media richness as environmental feature antecedents to learners' learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs).

Sample data for this study were collected from learners who had experience in taking the gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 315 usable questionnaires were analyzed using structural equation modeling in this study.

This study verified that learners' perceived network externality, gamification and media richness in MOOCs positively influenced their behavioral LE, emotional LE and social LE elicited by MOOCs, which collectively caused their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 75.6% of the variance in learners' continuance intention of MOOCs.

This study uses the S-O-R model as a theoretical groundwork to construct learners' continuance intention of MOOCs as a series of the internal process, which is influenced by network externality, gamification and media richness. Noteworthily, three psychological constructs, behavioral LE, emotional LE and social LE, are employed to represent learners' organisms of MOOCs usage. To date, the concepts of network externality, gamification and media richness are rarely together adopted as environmental stimuli, and psychological constructs as organisms have received lesser attention in prior MOOCs studies using the S-O-R model. Hence, this study's contribution on the application of capturing psychological constructs for completely expounding three types of environmental features as antecedents to learners' continuance intention of MOOCs is well documented.