Abstract
Gamification is an emerging area in research and practice that has sparked considerable interest in management studies. The attention to gamification is amplified by the ubiquitous nature of digital technologies and augmented reality which touches on how people work and learn socially. Consequently, gamified tools’ affordances affect situated learning in working environments through their implications on human relations in practice. However, the dynamics between gamification and situated learning have not been considered in the literature. Thus, drawing on the synthesis of gamification and situated learning literatures, we offer a model of gamifying situated learning in organisations. Thereby, our discussion explains the role of gamified affordances and their socio-material characteristics, which blend with situated learning as people indwell on such tools in their work. Moreover, gamified tools can afford the technological support of community-building and networking in organisations. Such gamified communities and networks, in turn, can be seen to existing within a gamified altered reality as part of which the physical distance and proximity of situated learning activities become inevitably bridged and joined together.
Highlights
Gamification is an increasingly popular trend in management and organisation research and practice, which has sparked a considerable number of publications on the subject (Deterding, 2019; Management Learning 00(0)Roth et al, 2015; Vesa et al, 2017)
Concerning the noted problematisation of the field, this paper aims to improve the understanding of gamification’s implications on the concept of situated learning which is a form of learning that entails an investment of identity and a social formation of a person (Bechky, 2003; Lave and Wenger, 1991; Macpherson and Clark, 2009)
For the gamification researchers, our model provides a theoretical link between gamification seen as a performative accomplishment and situated learning activities happening in practice, thereby serving as a point of reference for future empirical studies
Summary
Gamification is an increasingly popular trend in management and organisation research and practice, which has sparked a considerable number of publications on the subject (Deterding, 2019; Management Learning 00(0)Roth et al, 2015; Vesa et al, 2017). Gamification is an increasingly popular trend in management and organisation research and practice, which has sparked a considerable number of publications on the subject (Deterding, 2019; Management Learning 00(0). The relationship between gamification and knowledge and learning in organisations appears to offer a promising direction for research (Hutter et al, 2011; Jorge and Sutton, 2017; Landers, 2014). Gamification and its affordances are ever more present in today’s organisations and inevitably affect how people work, learn, act and think in professional settings. A performative view (Orlikowski and Scott, 2008, 2015) of gamification as socio-materiality, which blends learning, thinking and doing in organisational practices, is currently limited in the literature. A significant limitation of the current literature’s potential for offering theoretical explanations of the emerging, gamified reality of work and new forms of social interactions which it entails can be observed
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