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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.

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 research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.

This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.

It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).

The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.

The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.

The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.

In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

This study aims to validate a typology of factors previously established by the authors that influence teachers' gameful practices and to investigate these factors further qualitatively.

A focus group interview was conducted with four experienced teachers to gather their views on gameful education. The interview also included a metaphor analysis focusing on their beliefs about the compatibility of school learning and gamefulness. The data were coded using a deductive approach, and qualitative thematic analysis was employed.

Individual factors are more positive influences on gameful practices than institutional or system-level factors. Teachers stated that digital equipment is not essential for gameful practices, but governmental support in reshaping exam-centric education systems might be a key step in promoting their adoption.

In the 21st century, students' learning needs differ from past generations, creating challenging situations for teachers in exam-centric cultures. Gameful education could help teachers by introducing an engaging and motivating learning environment for students. This paper aims to help teachers implement and decision-makers support innovative practices that target lifelong learning.

The empirical findings validated the previously established typology of factors. This research presents best practices for teachers in implementing gameful methods and highlights hindering factors for school leaders and decision-makers aiming to support gameful practices.

The reemergence of immersive virtual technology (IVR) provides both opportunities and challenges for workplace learning (WPL). The purpose of this study is to explore and develop knowledge about how gamification influences the WPL experience by addressing two research questions: RQ1. What characterizes a gamified immersive safety training experience with IVR technology? and RQ2. How does gamified immersive safety training with IVR technology impact the WPL experience?

The study adopted a mixed methods approach by combining a systematic literature review with a case study on an empirical project about immersive fire safety training for train operators that are used at the Swedish train operating company SJ. The case study included data from semistructured interviews, Web survey and observation studies. The data was analyzed in two stages combining inductive and deductive data analysis for identifying themes and categories.

The findings of the study are twofold: (1) themes that conceptualize the gamified immersive safety training experience based on outputs from both the literature review and the first round of data analysis; and (2) a framework with three overarching categories that are mapped with the identified themes, and which were deduced throughout the second round of data analysis.

The originality of the findings stresses the implications of how a body of knowledge that synthesizes gamification concepts with immersive safety training, can inform the design of WPL experiences that are facilitated with IVR technology. As such, the implications of the findings are targeted toward both the advancement of the IVR discourse in the WPL field, but also toward practical considerations for design of immersive learning experiences that enrich WPL practices and culture.

This study investigates user preferences for motivational features aligned with self-determination theory (SDT), emphasizing autonomy, relatedness, and competency. The study seeks to identify the most appealing and effective motivational features in AI-driven mobile apps for fostering autonomy, promoting relatedness, and enhancing feelings of competency in the context of reading comprehension.

Employing a mixed-methods research design based on the self-determination theory, the study used triangulation of methods to enhance the research findings' quality, completeness, validity, and understanding.

Both qualitative and quantitative findings showed similarities in the emphasis on personalization, progress tracking, social interaction, gamification, differences in specific feature preferences, and nuanced recommendations, highlighting the importance of a comprehensive and user-centric development approach.

The study design and sample size might constrain the statistical power and generalizability of the results. The study used a convenience sample of students from one school.

The synthesis of findings suggests the need for a comprehensive development strategy that incorporates both the commonalities and nuanced recommendations from qualitative and quantitative data. Combining the strengths of both findings, a holistic user-centric approach that integrates personalization, progress tracking, social interaction, and gamification is crucial for effective app development. Recognizing that individual preferences may vary, developers should consider tailoring features to accommodate a range of user needs, as indicated by qualitative and quantitative insights.

This comprehensive approach contributes to advancing knowledge in AI-driven mobile applications and their impact on student motivation and reading comprehension in the Philippine context. Also, it provides valuable insights for designers and developers, contributing to creating engaging and user-friendly platforms that enhance reading comprehension skills.

With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.

We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.

This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.

The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.

The purpose of this paper is to explore how gamification may be used for project stakeholder engagement.

The paper presents the results of a systematic literature review of extant research concerning the gamification of projects. Based on this, an agenda for future studies is outlined.

Extant research on the gamification of projects is scarce and scattered among various disciplines, but the engineering fields dominate. The research performed does indicate that gamification may be used for involving stakeholders in projects, primarily by promoting learning, but also by engaging them, motivating action and solving problems.

In several cases, extant research display poor quality in research design and a lack in cross-disciplinary perspectives, which means that more research is needed. The users’ perspective is often lacking. Furthermore, the ideas gamification might be “hidden” within other technologies.

The findings of this research may assist project management practitioners in the endeavor of adopting gamification principles to better involve stakeholders.

The study fills a gap in summarizing the research on how gamification may be used to promote project stakeholder engagement. Based on this, it proposes a research agenda for future research on the use of gamification to promote project stakeholder engagement.

The purpose of this manuscript is to highlight how gamification is transforming recruitment, retention and training to resolve employee engagement challenges in the ever-changing workplace. In collaborating with game industry experts and designers, the authors taught students team leadership skills by demonstrating how to design and play their own original cooperative strategy games. In doing so, students learn what gamification is and how it can be used to train our multigenerational workforce; how designing board games teaches team leadership skills (e.g. communication, conflict management, power, decision-making); and how to develop cooperative strategy game elements (player characters, roles and actions) that motivate engaging gameplay with successful learning outcomes.

In this paper, the authors discuss the practical implications of a three-phase semester-long experiential learning experience, where game design demonstrates to students how employees can work collaboratively together in teams. Students’ developed storylines (i.e. strategic objectives) including motivation challenges, social media communication breakdowns, sabotage, global sustainability and other real-world challenges. In Phase 1, students learn about how companies are using gamification in training high-performing teams. In Phase 2, students play a cooperative strategy game Forbidden Island with their student teams. In Phase 3, students design (and play) their original cooperative strategy game, instructions booklet and build a facilitation guide.

Approximately, 400 students developed 48 original cooperative strategy games that can be used to teach team leadership skills. These student teams designed cooperative strategy board games – in which the entire team either wins or loses based on their control of valued resources and player actions as key decision-making points. The data and feedback indicate that the learning experience helped them practically consider team interdependence in making effective decisions, and in creating creative self-efficacy, resilience and self-confidence in their own leadership voice. In this manuscript, the authors focus on providing an overview and implementation plan for our semester-long experiential learning exercise.

This experiential exercise was implemented from 2019 to 2023 in different learning modalities (face-to-face, hybrid, 100% synchronous online learning) and during challenging times (prepandemic, pandemic and postpandemic learning environments). These varying experiences provided them with a challenge to persevere and learn about their own interpersonal skills and resilience in a creative engaging way with limited resources. Students developed 26 original games during 100% synchronous remote learning due to COVID. To the best of the authors’ knowledge, no other business school is working with gaming industry experts and game designers to teach team leadership to this degree during pre- and postpandemic environments.

The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical reflexivity.

Research design detailed herein consists of one complete cycle of action and reflection. Methods used include: journaling into four territories of experience, free-form journaling, individual and joint reflection using four parts of speech and extended ways of knowing.

Action inquiry and critical reflexivity have shown themselves to be a potent means of improving the learning outcomes of remote Playing Lean workshops. Drawing on early insight, the author suggests several venues for further inquiry.

This paper contributes a novel combination of action research practices that can be used for improving other learning initiatives as well, and an example of how to question the veracity of qualitative findings.