An empirical study on the impact of learning theory on gamification-based training programs

Abstract

Purpose This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates the self-determination theory, game elements and learning outcomes in gamified training programs to derive insights. Design/methodology/approach Data is sourced from software development companies operating in the city of Bangalore in India. It applies the partial least square structural equation modeling to investigate the relationship between the self-determination learning theory and game elements and the impact it has on learning outcomes. Findings As a precursor to the development of a game-like learning ecosystem, the authors study the perception of trainers and human resource managers toward game-based training programs in the organization. The authors find that game-based learning makes training more engaging, immersive and contextual for the learners. Research limitations/implications The study is based on a specific sector, i.e. software development companies, and so the results may lack in generalizability. Future research, therefore, may consider other industrial sectors such as manufacturing, banking and telecom to understand the relationship between the constructs. Practical implications This study provides insights for the trainers, human resource managers and academicians on the effectiveness of gamification-based training programs. It also provides information on how the learning theory can be leveraged to understand gamification-based training programs. Social implications This work fulfills an identified need of the training industry to understand new methods of training with an aim to improve the learning outcomes among the learners. Originality/value This study provides a deep understanding on the effectiveness of training tools such as gamified training programs in enhancing and improving the learning outcomes among the learners.

Multiplying success: the power of multiple simulations with graduated weighting and coordinated sequencing for learner engagement

“…As mentioned, the findings recognized in the case example support notions from SDT (Kulkarni et al , 2022) in that multiple simulations can help student learners’ sense of autonomy, competence and their ability to relate to the program, as well as elements from BRT (Tani et al , 2021) such as values, global motives and intention that can be connected to the multisimulation efforts. Overall, using multiple simulations for experiential learning in management education courses can provide a number of benefits that help students better understand and apply the concepts they are learning, while also developing valuable workplace skills such as problem-solving, communications and teamwork.…”

“…Tani et al (2021) found that BRT is a good model to predict student engagement and the reasons have a direct effect on engagement. Kulkarni et al (2022) state that self-determination theory (SDT) is a commonly used learning theory in gamification for disciplines such as education, psychology, neuroscience (Kulkarni et al , 2022), as well as human resource management (Gupta and Gomathi, 2017; Zimmerling et al , 2019). SDT focuses on factors that help to improve an individual’s (such as student learners) sense of autonomy, competence and their ability to relate to training programs.…”

Gamification and Serious Games for Cybersecurity Awareness and First Responders Training: An overview

“…Gamification has also been examined using cognitive evaluation theory, behavior reinforcement theory, social comparison theory, rational choice theory, self efficacy theory, constructivist learning theory, and the technology-enhanced training effectiveness model. The most widely utilized theories are the self-determination theory, the low theory, and the goal-setting theory [8].…”

Using Gamification in Teaching Physical Education: A survey review

“…However, the normative charging of PA for all students' children and young has been critically discussed in sport pedagogy (Sortwell et al, 2022;Syrmpas et al, 2017). In this sense, gamification strategies seems to emerge, according to independent factors, such as age, sex and applications contexts (e.g., PE and/or sports games) (Fulton, 2019;Kulkarni et al, 2022;Pozo et al, 2018;Quintas et al, 2020).…”

“…These strategies leverage the motivational aspects of games to promote active participation, increase student motivation, and foster a deeper understanding of the subject matter. More important, gamification strategies have demonstrated short-term benefits (motivation and engagement in PE classes) and the long-term benefits (lifelong maintenance of PA, exercise and sports concepts) for children and youth (Kulkarni et al, 2022). It is important to note that gamification strategies should be thoughtfully designed, aligning with the learning goals and objectives of the educational context (Fulton, 2019;Kulkarni et al, 2022).…”