Leveraging learning with gamification: An experimental case study with bank managers

Abstract

Gamification has attracted the attention of academics and practitioners as a promising tool for promoting behavioral change. This paper is an experimental case study investigating the effects of gamification on the learning outcomes when used as an instructional procedure for training managers in a Brazilian bank. High-order cognitive learning was assessed with situational tests before and after the training events. Data were collected in a quasi-experimental design involving three groups, two groups in training events and one untrained control group. The results show that gamification had a positive effect on learning but with results similar to training that used an instructional design without gamification. Gamification facilitated learning even with less time available for conceptual explanations and discussions. Competitive game elements were shown to be effective as an aspect of instructional design, especially when a digital feedback system was used as an assessment tool in training. This study innovatively collected data in a Brazilian bank and developed an instrument to measure high-order cognitive skills. Further investigation is required using other game elements that promote cooperation, autonomy, and personalization.