Examining the Differences in Motivational Levels of Corporate Employees Who Participate in One of Three Different Gamified Trainings: Leaderboards, Badges, and Storylines

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dc.contributor.advisor Irvine, Christine S.
dc.contributor.advisor Paek, Seungoh
dc.contributor.author Iwao, Kimberly Koide
dc.contributor.department Learning Design and Technology
dc.date.accessioned 2023-07-11T00:20:09Z
dc.date.available 2023-07-11T00:20:09Z
dc.date.issued 2023
dc.description.degree Ph.D.
dc.identifier.uri https://hdl.handle.net/10125/105059
dc.subject Educational technology
dc.subject Gamification
dc.subject Gamified trainings
dc.subject Leaderboards badges and storylines
dc.subject Motivational levels
dc.subject Online corporate training
dc.subject Self-determination theory
dc.title Examining the Differences in Motivational Levels of Corporate Employees Who Participate in One of Three Different Gamified Trainings: Leaderboards, Badges, and Storylines
dc.type Thesis
dcterms.abstract Gamification in the corporate world is a multi-billion-dollar industry and is being applied to employee training with the intention of increasing learner performance, engagement, and motivation. There is no set formula for incorporating gamification elements into the corporate environment, as the success of utilizing them depends on the context and the needs of the individual learner. The purpose of this concurrent nested mixed-methods research study was to examine the differences in motivational levels of corporate employees who participated in one of three different gamified trainings (leaderboards, storylines, and badges), as well as the perceptions of such employees about how the gamification elements influenced their motivational levels, if at all. 88 corporate employees at a Hawai‘i corporation participated in the study and were randomly assigned to one of the three treatment groups. Each employee participated in the five week online asynchronous training which consisted of five modules on various leadership topics, including emotional intelligence, how to conduct meetings, writing like a boss, effective presentation skills, and how to build highly effective teams. Data were collected through an online motivational assessment administered to all corporate employees and semi-structured interviews with participants. Responses from the post-training motivational assessment revealed no statistically significant differences in motivational levels amongst the participants in the three different treatment groups. Based on the qualitative data, three different themes emerged as follows: (1) public display of scores can have a positive or negative effect on motivational levels; (2) badges can provide a sense of accomplishment or completion on an individual basis; and (3) an embedded storyline may be fun, rewarding, and engaging, but it may not be as motivating as a leaderboard. The findings in this study may be used by corporations and their training departments to improve their corporate training delivered to employees. Additional research is suggested for an improved understanding of whether increased motivational levels influence employee learning performance.
dcterms.language en
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:11791
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Ph.D. - Learning Design and Technology