Identifying and Modeling Factors Affecting Success or Failure of Gamification in Organizational Training

Vahidi-Asl, Mojtaba, Jaafari-Far, Zohre, Aghazadeh-Par, Faezeh and Haji Zeinolabedini, Mohsen Identifying and Modeling Factors Affecting Success or Failure of Gamification in Organizational Training. International Journal of Digital Content Management, 2020, vol. 1, n. 1, pp. 55-84. [Journal article (Paginated)]

[thumbnail of DCM_Volume 1_Issue 1_Pages 55-84.pdf]
Preview
 Text
DCM_Volume 1_Issue 1_Pages 55-84.pdf
Download (930kB) | Preview

English abstract

The importance of training in organizations cannot be overlooked. This has motivated organizational decision-makers to look for new ways for achieving proper training in order to reach their organizational goals. Nowadays, one of new approaches to realize the training and gaining an effective output is gamification. Many factors can influence the use of this new approach in organizational training. Therefore, the present research seeks to identify and model the factors affecting on success and failure of gamification in organizational training. Accordingly, qualitative research method is used in this research. Also, three processes is conducted to collect data needed to answer the research question. In the first step, semi-structured interview is used to identify the factors affecting on gamification of organizational training. In the second step, the Interactive Management (IM) method is used to identify and extract the most important factors among the identified factors of the previous step. Finally, Interpretive Structural Modelling (ISM) software was used to model the factors and determine the causal relationships among them. The results demonstrate seven important factors which are respectively staff demographic characteristics, availability of infrastructure and facilities, staff information literacy, staff attitudes toward gamification, management attitudes towards gamification, gradual inclusion of gamification in the training process, and rich (learning) content. At the end, the research findings have been discussed.

Item type: Journal article (Paginated)
Keywords: Gamification, Organizational Training, Interactive Management
Subjects: B. Information use and sociology of information
G. Industry, profession and education.
Depositing user: Mr Saeed Asgharzadeh
Date deposited: 25 Dec 2023 09:46
Last modified: 25 Dec 2023 09:46
URI: http://hdl.handle.net/10760/45171

References

Alexander, G. C. (2002). Interactive management: An emancipatory methodology. Systemic Practice and Action Research, 15(2), 111-122.

Baker, S. C., Wentz, R. K., & Woods, M. (2009). Using virtual worlds in education: Second Life® as an educational tool. Teaching of Psychology, 36(1), 59-64.

Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2016). Studying student differentiation in gamified education: A long-term study. Computers in Human Behavior, vol 71, 550-585.

Barna, B., & Fodor, S. (2017). An Empirical Study on the Use of Gamification on IT Courses at Higher Education. In International Conference on Interactive Collaborative Learning, 684-692.

Buckley, P., Doyle, E., & O’Mahoney, A. (2016). Individualising Gamification: Investigating how Learning Styles Impact Upon Gamification. In 10th European Conference on Games Based Learning: ECGBL 2016. Academic Conferences and Publishing International, 82-88.

Chee, C. M., & Wong, D. H. T. (2017). Affluent Gaming Experience Could Fail Gamification in Education: A Review. IETE Technical Review, 34(6), 593-597.

Chow, C. K. W., & Tsui, W. H. K. (2017). Organizational learning, operating costs and airline consolidation policy in the Chinese airline industry. Journal of Air Transport Management, 108-118.

Craig, A. B. (2013). Understanding augmented reality: Concepts and applications. Newnes.

De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, vol 95, 99-113.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, ACM, 9-15.

Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International journal of educational technology in higher education, 14(1), 9.

Elkjaer, B. (2018). Knowledge Production as Organisational Learning: The Case of Danish Universities. In The Palgrave International Handbook on Adult and Lifelong Education and Learning. Palgrave Macmillan, London.

Elm, D., Tondello, G. F., Kappen, D. L., Ganaba, M., Stocco, M., & Nacke, L. E. (2016, October). CLEVER: A Trivia and Strategy Game for Enterprise Knowledge Learning. In Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (pp. 61-66). ACM.

Fabricatore, C., & López, X. (2014). Using gameplay patterns to gamify learning experiences”, In Proceedings of the 8th European Conference on Game Based Learning, 110-117.

Farber, M. (2016). Gamify your classroom. The Education Digest, 81(5), 37.

Fresno, J., Ortega-Arranz, H., Ortega-Arranz, A., Gonzalez-Escribano, A., & Llanos, D. R. (2017). Applying Gamification in a Parallel Programming Course. Gamification-Based E-Learning Strategies for Computer Programming Education, IGI Global, 106-130.

Hamari, J. (2013). Transforming homo economicus into homo ludens: A field experiment on gamification in a utilitarian peer-to-peer trading service. Electronic commerce research and applications, 12(4), 236-245.

Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does gamification work?--a literature review of empirical studies on gamification. System Sciences (HICSS), 2014 47th Hawaii International Conference on IEEE, 3025-3034.

Hanaysha, J. (2016). Testing the effects of employee engagement, work environment, and organizational learning on organizational commitment. Procedia-Social and Behavioral Sciences, vol 229, 289-297.

Heilbrunn, B., & Herzig, P. (2016). Providing Gamification Analytics in an Enterprise Environment. U.S. Patent Application 14/491,826.

Jerez Gómez, P., Céspedes Lorente, J., & Valle‐Cabrera, R. (2005). Organizational learning and compensation strategies: evidence from the Spanish chemical industry. Human resource management, 279-299.

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.

Kim, T. W., & Werbach, K. (2016). More than just a game: ethical issues in gamification. Ethics and Information Technology, 18(2), 157-173.

Koohborfardhaghighi, S., Lee, D. B., & Kim, J. (2016). How different connectivity patterns of individuals within an organization can speed up organizational learning. Multimedia Tools and Applications, 1-14.

Kumar, H., & Raghavendran, S. (2015). Gamification, the finer art: fostering creativity and employee engagement. Journal of Business Strategy, 3-12.

Kumar, J. (2013). Gamification at work: Designing engaging business software. In International conference of design, user experience, and usability, 528-537.

Landers, R. N., & Armstrong, M. B. (2015). Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced Training Effectiveness Model. Computers in Human Behavior, 30.

Lau, P. Y. Y., McLean, G. N., Hsu, Y. C., & Lien, B. Y. H. (2017). Learning organization, organizational culture, and affective commitment in Malaysia: A person–organization fit theory. Human Resource Development International, 20(2), 159-179.

Meske, C., Brockmann, T., Wilms, K., & Stieglitz, S. (2016). Gamify Employee Collaboration-A Critical Review of Gamification Elements in Social Software. arXiv preprint arXiv:1606.01351.

Morey, J., Gammack, J., & Thornquist, E. (2016). Gamifying Foundational STEM Skills. In Computer Science and Engineering (APWC on CSE), 2016 3rd Asia-Pacific World Congress, 164-170.

Murray, P., & Donegan, K. (2003). Empirical linkages between firm competencies and organisational learning .The Learning Organization, 51-62.

Pathak, A., & Intratat, C. (2012). Use of Semi-Structured Interviews to Investigate Teacher Perceptions of Student Collaboration. Malaysian Journal of ELT Research, 8(1), 1.

Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferrable lessons from pedagogy. The International Journal of Management Education, 14(3), 327-335.

Pineda-Corcho, A. F., & Moreno-Cadavid, J. (2017). Proposal of a gamified virtual learning environment for computer programming courses. In Global Engineering Education Conference (EDUCON), 1671-1675.

Rezaei-Zadeh, M., Hogan, M., O’Reilly, J., Cleary, B., & Murphy, E. (2014). Using Interactive Management to Identify, Rank and Model Entrepreneurial Competencies as Universities’ Entrepreneurship Curricula. Journal of Entrepreneurship, 23(1), 57-94. [In Persian]

Scaringella, L., & Burtschell, F. (2017). The challenges of radical innovation in iran: Knowledge transfer and absorptive capacity highlights—evidence from a joint venture in the construction sector. Technological Forecasting and Social Change, 151-169.

Schäfer, U. (2017). Training scrum with gamification: Lessons learned after two teaching periods. Global Engineering Education Conference (EDUCON), IEEE, 754-76.

Scheiner, C., Haas, P., Bretschneider, U., Blohm, I., & Leimeister, J. M. (2017). Obstacles and Challenges in the Use of Gamification for Virtual Idea Communities. In Gamification (pp. 65-76). Springer, Cham.

Schuldt, J., & Friedemann, S. (2017). The challenges of gamification in the age of Industry 4.0: Focusing on man in future machine-driven working environments. In Global Engineering Education Conference (EDUCON), 2017 IEEE (pp. 1622-1630).

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14-31.

Serrat, O. (2017). Building a learning organization. In Knowledge solutions, Springer, Singapore, 57-67.

Singh, M. D., & Kant, R. (2007). Knowledge management barriers: An interpretive structural modeling approach. International Journal of Management Science and Engineering Management, 3(2), 141-150.

Singh, M. D., Shankar, R., Narain, R., & Agarwal, A. (2003). An interpretive structural modeling of knowledge management in engineering industries. Journal of Advances in Management Research, 1(1), 28-40.

Stanculescu, L. C., Bozzon, A., Sips, R. J., & Houben, G. J. (2016, February). Work and play: An experiment in enterprise gamification. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing ACM, 346-358.

Stansbury, J. A., & Earnest, D. R. (2016). Meaningful gamification in an industrial/organizational psychology course. Teaching of Psychology, 44(1), 38-45.

Strauss, A., and Corbin, J. (1990). Basics of qualitative research (Vol. 15), Newbury Park, CA: Sage

Vaibhav, A., & Gupta, P. (2014). Gamification of MOOCs for increasing user engagement. MOOC, Innovation and Technology in Education (MITE), IEEE International Conference. 290-295.

Veltsos, J. R. (2017). Gamification in the Business Communication Course. Business and Professional Communication Quarterly.

Wilson, D., Calongne, C., & Henderson, S. B. (2015). Gamification challenges and a case study in online learning. Internet Learning, 4(2), 8.

Yeo, R. (2003). Linking organisational learning to organisational performance and success: Singapore case studies. Leadership & Organization Development Journal, 70-83.

Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86-92.

Yumang, A. N., Paglinawan, A. C., Avendano, G. O., Paglinawan, C. C., Sejera, M. M., Aquino, N. J. J., Garvida, A. J. C. & Datu, R. J. L. (2016). Gamified teaching and learning platform for Christian Academy of Manila. In Control System, Computing and Engineering (ICCSCE), 2016 6th IEEE International Conference, 386-391.

Zhang, B., Benton, S., Pearson, W., LeMoine, J., Herbertson, N., Williams, H., & Goodman, L. (2016). Playing 3D: Digital technologies and novel 3d virtual environments to support the needs of Chinese learners in western education: Cross-cultural collaboration, gamification, well-being and social inclusion. In Virtual System & Multimedia (VSMM), 2016 22nd International Conference, 1-9.

Zichermann, G. (2011). A long engagement and a shotgun wedding: Why engagement is the power metric of the decade. communication au Gamification Summit, San Francisco, en ligne: http://goo. gl/jlaO0


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item
Contact us
Send email Sponsors
Sponsor: AIMS Sponsor: D&P Sponsor: UniNa CAB Get connected
Facebook Facebook Twitter Twitter Linkedin LinkedIn RSS RSS