Stakeholders’ design preferences for instructional gamification

Palmquist, Adam

doi:10.1080/0144929x.2023.2255905

Cited by 4 publications

(7 citation statements)

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“…workplace context) is molded and improved by the people that use the workplace and now have the effective means to do so. This perspective of gamification of the workplace could be a complementary view of the design factors described by Palmquist (2023): his work explores how the same perceived needs that gamification should satisfy through different organizational levels, while here we describe the roles they would take in such a system.…”

Section: Discussionmentioning

confidence: 99%

“…As gamers participate, they accumulate experience and share it with others, including the creators of the gamified activity. Active involvement with the gamification system allows participants of all organizational levels to address their own needs, collaborating to acquire and generate feedback through a fair medium (Idone Cassone, 2016; Zhihao and Zhonggen, 2022; Palmquist, 2023). Herein lies the potential of this role: participants can give feedback to creators, enabling a stream of improvements that will increase the gamified initiative's diffusion and popularity in the workplace.…”

Section: Another Meaning Another Contextmentioning

confidence: 99%

“…, 2014; Palaniappan and Md Noor, 2022). These simple gamification elements address the perceived need for compelling and task-oriented learning content but aren't sufficient to answer to the needs of any organizational level (Palmquist, 2023). To do so, other strategies must be added into the mix to introduce characteristics that make gamified activities engaging and entertaining (Luo, 2022; Hagedorn et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, the importance of the work environment for the learning process is already well established (Billett, 2014; Kim, 2022), and there is interest in understanding how certain elements added in a given context affect an individual's learning experience (Thomas et al. , 2022; Palmquist, 2023). Therefore, in this paper, we develop a theoretical framework that features employees and their role in sharing and using knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Often, LMS platforms make heavy use of interface design patterns such as leaderboards and achievements, with both physical and social contexts playing a prominent role in their effectiveness (Hamari et al, 2014;Palaniappan and Md Noor, 2022). These simple gamification elements address the perceived need for compelling and task-oriented learning content but aren't sufficient to answer to the needs of any organizational level (Palmquist, 2023). To do so, other strategies must be added into the mix to introduce characteristics that make gamified activities engaging and entertaining (Luo, 2022;Hagedorn et al, 2023).…”

Section: Continuous Learning At Workmentioning

confidence: 99%

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Continuous learning at work: the power of gamification

Torresan,

Hinterhuber

2023

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PurposeThis 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.Design/methodology/approachLiterature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023.FindingsThis 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.Research limitations/implicationsIntended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context.Practical implicationsFor 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.Originality/valueThis 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.

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Section: Discussionmentioning

confidence: 99%