Exploring the impact of gamification on employee training and development: a comprehensive literature review

Although the public sector has only recently begun exploring gamification in corporate training, the concept has long existed (Buheji et al., 2019). Many organisations now integrate game mechanisms and design techniques in their activities. Deterding et al. (2011) defined gamification as the use of game elements in non-game contexts. While this remains the most widely cited definition, alternative interpretations have emerged, highlighting the need for standardisation.

As a research field, gamification aims to increase engagement and motivation in learning. Werbach and Hunter (2012) describe it as applying game elements to non-game contexts to influence behaviour. Similarly, Zhan et al. (2022) view gamification as a structured learning process where learners solve problems in game-based environments to achieve desired outcomes. Gamification ranges from simple elements such as badges, points and leaderboards (Bodnar et al., 2016) to complex virtual simulations (Zhan et al., 2022). Game-based learning has consistently been shown to enhance motivation, learning and competence.

More recent definitions emphasise experiential quality over mechanical elements. Hamari et al.(2019) and Xi and Hamari (2019) argue that gamification involves providing active, playful experiences rather than focusing solely on badges or scores. Thus, gamification encompasses both the design of motivational systems and the lived experience of playful learning. Gamification uses design elements such as scores, prizes, rankings, levels, progress bars, challenges and feedback mechanisms (Vassileva et al., 2012; Spanellis et al., 2016). While classifications differ, most studies agree that gamification enhances engagement and improves outcomes when thoughtfully integrated into organisational learning.

Gamification has roots in the late 18th century with loyalty programmes that rewarded repeat customers, effectively gamifying shopping experiences (Suh et al., 2016). While games have long been used to motivate behaviour, the digital era accelerated their application. The term gamification was coined in 2002 by Nick Pelling to describe applying game mechanics in non-game contexts (Werbach and Hunter, 2012). By the mid-2000s, companies like Foursquare and Nike popularised badges, leaderboards and points to influence consumer behaviour (Zichermann and Linder, 2010). Jane McGonigal’s Reality is Broken (2011) further advanced the movement, framing games as tools for solving real-world problems.

Since then, gamification has spread across education, healthcare, marketing and workplace training. Platforms like Duolingo use gamification to enhance language learning, while health apps such as Fitbit encourage physical activity (Seaborn and Fels, 2015). In education, tools like Kahoot and Classcraft use quizzes, points and rewards to make learning interactive (Stott and Neustaedter, 2013). In the workplace, Microsoft and Salesforce apply gamified systems to improve sales performance and platforms like Slack use badges and leaderboards to support collaboration (Hamari et al., 2014).

Technological advances have driven this growth. Smartphones and social media enable real-time tracking, feedback and personalisation (Deterding et al., 2011). Emerging technologies such as augmented reality/virtual reality offer immersive experiences, while blockchain ensures secure ecosystems (Koivisto and Hamari, 2019). Artificial intelligence now plays a key role in tailoring experiences, predicting behaviours and enhancing engagement (Sailer et al., 2017). Research highlights gamification’s potential to improve productivity, collaboration and innovation in organisations (Reeves and Read, 2009; Blohm and Leimeister, 2013). Overall, gamification has evolved from loyalty schemes to AI-driven immersive systems, with applications that continue to expand across industries.

In today’s digital age, gamification is transforming employee training by integrating game design elements to enhance engagement, motivation and knowledge retention. Organisations increasingly adopt this approach to prepare employees for digital environments, making learning interactive and rewarding through points, badges, leaderboards and challenges. Rooted in psychological principles of reward and competition, gamification improves performance and fosters new ways of working. The term “gamification,” coined by Nick Pelling in 2002 (Pelling et al., 2011), refers to applying game elements in non-game contexts. Since 2010, research has expanded, with widely accepted definitions highlighting its use of game mechanics such as levels, quests and rewards to increase user engagement (Zicherman and Cunningham, 2011; Deterding et al., 2011; Burke et al., 2012; Werbach and Hunter, 2012; Cascella et al., 2023). Unlike serious games, which are designed as educational video games, gamification strategically enhances systems and processes by replicating the motivational dynamics of play (Hamari et al., 2019; Robson et al., 2015).

While serious games require significant design resources and often face commercial and practical limitations, gamification offers greater flexibility by embedding contests, rewards and social interaction into daily activities without the constraints of devices or fixed playtimes (Johnson et al., 2016). It enables learners to actively construct knowledge through simulated experiences, thereby fostering motivation, creativity and achievement (McGonigal, cited in Cascella et al., 2023; Sardi et al., 2017).

Ultimately, training and development provide the framework for building employee capability, but their success lies in shaping performance outcomes. Gamification, as noted in recent studies (e.g. strengthens this link by aligning organisational training initiatives with employee engagement and effectiveness.

Training and development are essential for organisational performance, as they equip employees with the knowledge, skills and attitudes required to meet current and future demands (Taye and Zewdu, 2023). Training is generally defined as a planned effort to help employees acquire job-related knowledge, skills and behaviours (Aguinis and Kraiger, 2009; Abdullahi et al., 2018). Development, on the other hand, is broader and continuous, preparing individuals and organisations for higher levels of performance and future roles (Karim et al., 2019). Collectively, training and development foster technical, human, conceptual and managerial competencies, thereby supporting both individual growth and organisational effectiveness (Oribabor et al., 2000; Akinpeju et al., 1999).

The effectiveness of training depends on how closely it is aligned with organisational strategy (Jeremiah et al., 2014). Training needs are typically identified through analysis at the organisational, task and individual levels (Van Eerde et al., 2008; Amoah-Mensah and Darkwa, 2016). A gap analysis highlights differences between current and required capabilities, informing training priorities (Murtiningsih et al., 2020). Methods such as coaching, mentoring, job rotation, apprenticeships and increasingly gamification are widely used to close these gaps (Bafaneli and Setibi, 2015).

Research shows that training improves productivity, management skills and innovation while reducing costs and driving profitability (Yassin and Yimam, 2022). Gamification, in particular, offers a flexible approach to training, either as a standalone method or in combination with simulations, workshops and case studies (Gómez-Trigueros et al., 2019; Ali et al., 2021; Kobner et al., 2021). However, its implementation can face challenges such as learner resistance, resource limitations and lack of expertise (Chen and Hoffman, 2017; Hanghoj et al., 2018).

In summary, training and development provide the framework for building employee capability, but their value lies in effectively transferring knowledge into practice. Gamification aligns closely with these principles by embedding motivation, feedback and practice into learning, making it a strategic extension of traditional training approaches.

Employee training and development aim to improve job performance, prepare employees for future roles and contribute to overall organisational growth (Kumar and Siddika, 2017; Taye and Zewdu, 2023). Gamification plays a pivotal role in these contexts by bridging the gap between learning objectives and learner engagement. Through gamified experiences, employees can actively construct knowledge, practise new skills in safe environments and receive continuous feedback, which enhances competency development.

Keyways gamification supports training and development include:

• Motivation for continuous learning: by introducing rewards, levels and progress tracking, gamification encourages employees to engage in lifelong learning.

• Simulation of real-world tasks: gamified modules can replicate job scenarios, allowing employees to practise decision-making, problem-solving and technical skills without real-world consequences (Cascella et al., 2023; Bridges et al., 2019).

• Personalised learning paths: AI-driven gamified systems adapt to individual learner needs, offering tailored challenges and feedback to maximise skill acquisition (Sailer et al., 2017).

• Reinforcement of organisational goals: game elements can be aligned with key performance indicators, ensuring that learning outcomes contribute directly to organisational objectives (Hamari et al., 2014).

In practice, gamification in training has been applied across industries, including corporate, healthcare and education, providing evidence of improved engagement, productivity and performance outcomes (Ali et al., 2021; Johnson et al., 2016; Gómez-Trigueros et al., 2019). While implementation challenges exist, such as varying learner attitudes, resource constraints and gaps in facilitator knowledge, careful design and integration of gamified elements can significantly enhance the effectiveness of training and development initiatives (Chen and Hoffman, 2017; Hanghoj et al., 2018).

The specific objective for reviewing research trends in studying the effectiveness of gamification in employee training and development was to examine the existing literature on gamification in this context to identify key trends. The study’s second aim is to determine whether gamification in employee training can enhance employee engagement, motivation and learning outcomes in training programmes. Finally, the study aims to provide recommendations for future implementation, directions and implications for practitioners seeking to leverage gamification to enhance employee training and development initiatives. By addressing these objectives, the review aims to highlight the existing body of knowledge on the effectiveness of gamification in employee training and development, inform best practices in designing gamified training programmes and guide organisations in maximising the potential benefits of incorporating gamification into their learning strategies.

This study used a methodological review of qualitative research to provide evidence-based outcomes addressing the research questions. Unlike traditional or narrative reviews, a methodological review offers a structured approach to analysing how research is conducted in a field, enabling a rigorous synthesis of knowledge. Defined as a form of systematic secondary research, it examines, summarises and evaluates methodological practices in a given domain (Chong and Reinders, 2021). This approach was appropriate for assessing trends, quality and rigour in studies on gamification in employee training and development.

To ensure transparency and credibility, the review followed a structured protocol outlining search strategies, inclusion and exclusion criteria and systematic selection and analysis procedures (Tranfield et al., 2003). This process minimised bias, enhanced validity and created a clear audit trail for deriving conclusions.

The following sections detail the search strategy, inclusion and exclusion criteria and step-by-step selection process that yielded the final set of studies. Procedures for data extraction and qualitative synthesis are also described, demonstrating how the evidence base was consolidated and interpreted. These methodological steps strengthen transparency, replicability and the potential for future research on gamification in employee training and development.

A systematic literature search was conducted to identify studies examining the use of gamification in employee training, workplace learning and employee development. To ensure a thorough, high-quality and multidisciplinary selection, three leading academic databases were used: Web of Science, Scopus and Google Scholar. These databases were selected for their comprehensive coverage of peer-reviewed publications, extensive repositories of empirical research across disciplines and high relevance to topics related to organisational learning, training effectiveness and gamification implementation. The combination of these databases allowed the review to capture a wide range of studies, including high-impact journals, conference proceedings and grey literature relevant to workplace learning.

The search strategy used a carefully constructed combination of keywords and Boolean operators to capture studies that specifically addressed gamification in workplace contexts. The primary search terms included:

• “Gamification AND employee training”.

• “Gamification AND workplace learning”.

• “Gamification AND employee development”.

• “Gamification AND (motivation OR knowledge retention)”.

• “Game-based learning AND workplace training”.

These keywords were designed to target studies examining the impact of gamification on employee learning outcomes, including engagement, motivation, knowledge retentions and skill development. The use of Boolean operators (AND, OR) allowed for flexible and inclusive searches, capturing studies that addressed multiple aspects of gamification simultaneously.

The search was restricted to studies focusing on workplace settings to maintain relevance. While gamification research in traditional education, healthcare or entertainment domains exists, these studies were only included if their findings were transferable to workplace contexts, particularly in terms of learning outcomes and engagement strategies (Hamari et al., 2014). This approach ensured that the review remained focused on practical applications of gamification for employee training rather than general gamification theory.

Additionally, the search process included manual screening of reference lists of selected papers to identify any further relevant studies not captured by the database searches. This step helped to mitigate potential gaps and improve the comprehensiveness of the review.

To ensure that the review captured high-quality, relevant and actionable studies, specific inclusion and exclusion criteria were applied. These criteria guided the selection process and maintained the focus on empirical research in workplace gamification.

Inclusion criteria:

• Publication date: studies published between January 2014 and June 2024 were included to capture recent developments and emerging trends in gamification for employee training.

• Focus on workplace learning: only studies explicitly examining gamification within employee training, workplace learning or employee development were included. This focus ensured that findings were directly relevant to organisational learning and performance improvement.

• Empirical methodology: studies employing quantitative, qualitative or mixed-methods approaches were prioritised to ensure evidence-based findings. Empirical data allowed the review to evaluate the effectiveness, engagement outcomes and practical impacts of gamification interventions.

• Language: only studies published in English were included to ensure consistency and accuracy in the analysis.

Exclusion criteria:

• Non-workplace settings: studies conducted in educational, healthcare or entertainment contexts were excluded unless findings were transferable to workplace learning.

• Non-empirical studies: purely theoretical, conceptual or opinion-based papers were excluded to focus on data-driven insights.

• Redundant studies: duplicate publications or studies presenting overlapping data were removed to avoid redundancy.

• Foundational pre-2014 studies: while foundational works (e.g. Deterding et al., 2011; Werbach and Hunter, 2012) were cited for theoretical context, they were not included in the primary empirical analysis to maintain a focus on recent evidence.

These inclusion and exclusion criteria ensured that the review was rigorous, targeted and relevant, capturing studies that provided actionable insights into the implementation and outcomes of gamified employee training. By applying these standards, the review was able to synthesise empirical evidence regarding gamification’s impact on engagement, motivation, knowledge retention and organisational performance, while filtering out studies that lacked direct relevance or empirical validation.

The screening and selection process was carried out in multiple stages to ensure that only the most relevant and high-quality studies were included in this review. The process followed the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, which provide a structured approach to literature selection and reporting (Page et al., 2021).

Stage 1: identification.

An initial search was conducted across Web of Science, Scopus and Google Scholar using the defined keywords and Boolean operators outlined in Section 5.1. This yielded a total of 1,246 records. An additional 38 studies were identified through manual screening of reference lists and citation chaining, bringing the total to 1,284 records.

Stage 2: screening.

All identified records were imported into EndNote reference management software to remove duplicates. A total of 412 duplicate studies were excluded, leaving 872 unique records for further screening. Titles and abstracts of these records were then screened against the inclusion and exclusion criteria (Section 5.2). At this stage, 621 studies were excluded because they did not focus on gamification in workplace learning or lacked empirical evidence.

Stage 3: eligibility.

The remaining 251 studies were retrieved in full text for detailed review. Each study was assessed for methodological quality, relevance to workplace training and alignment with the research objectives. During this stage, 202 studies were excluded for reasons such as:

• Focus on non-workplace contexts (e.g. higher education, healthcare or entertainment) without clear transferability (n = 115).

• Non-empirical nature (conceptual or theoretical papers) (n = 54).

• Insufficient methodological rigour or lack of data to support claims (n = 33).

Stage 4: inclusion.

Following the full-text review, 49 studies were deemed eligible and included in the final analysis. These studies represent a diverse range of empirical evidence, including quantitative, qualitative and mixed-methods research designs and provide comprehensive insights into the impact of gamification on employee training, workplace learning and performance outcomes.

The initial literature search yielded 68 peer-reviewed papers published between January 2014 and June 2024 that met the predefined inclusion criteria. These studies represented a broad range of empirical investigations into gamification in the context of workplace learning, employee training and professional development. Each paper was carefully assessed against the inclusion and exclusion criteria, with particular attention given to the methodological robustness, relevance to workplace applications and the degree to which findings could be generalised across organisational contexts.

Following a detailed screening and quality appraisal process, 49 papers were retained for the final analysis, while the remaining 19 papers were excluded. The exclusions were primarily due to two reasons:

1. Lack of full-text availability – several studies were only accessible as abstracts, conference posters or short communications, making it impossible to conduct a thorough evaluation of their findings.

2. Insufficient empirical evidence – some papers did not provide adequate methodological detail or presented anecdotal rather than data-driven insights, thus failing to meet the review’s requirement for empirical rigour (Huotari and Hamari, 2017).

In addition to these contemporary studies, several foundational works published before 2014 were cited for their theoretical significance, including Werbach and Hunter (2012), Deterding et al. (2011), Domínguez et al. (2013) and Pelling et al. (2011). These earlier contributions have been instrumental in shaping the conceptual and definitional landscape of gamification, introducing key constructs such as game elements, motivational affordances and player experience. However, as these works were either conceptual, exploratory or outside the review’s defined publication window, they were not included in the core empirical analysis of 49 studies. Instead, they serve as a theoretical foundation against which the findings of the included empirical studies are contextualised.

Overall, this selection process ensured that the final body of literature was both empirically rigorous and contextually relevant, offering a robust basis for examining how gamification has been applied, evaluated and theorised within organisational training and workplace learning over the past decade.

This section presents the results of the reviewed studies and discusses the key themes that emerge regarding the use of gamification in employee training. The analysis highlights common gamified elements, such as points, badges, leaderboards and rewards and evaluates their impact on motivation, engagement and learning outcomes. By synthesising findings across multiple studies, the discussion also identifies patterns of effectiveness as well as areas where results remain mixed or inconclusive.

Gamification has gained considerable momentum in workplace training, with strong evidence that it improves motivation, engagement and social interaction. Across the reviewed studies, common elements such as points, badges, leaderboards and rewards are increasingly integrated into training programmes to make learning more interactive and enjoyable. These design features not only enhance knowledge retention and productivity but also reduce training-related boredom and foster stronger team cohesion.

A global forecast of game-based learning growth rates from 2019 to 2024 further illustrates the scale of this expansion. As shown in Figure 1, Western Europe is projected to experience the highest growth rate at 47.2%, followed by Eastern Europe at 42.2%, Africa at 41.3%, the Middle East at 36.2%, North America at 35.2%, Latin America at 30.1% and the Asia-Pacific region at 27% (Metaari et al., 2019). These findings underscore a significant worldwide expansion of gamified learning, with particularly pronounced growth in Western Europe and Africa, highlighting regional differences in adoption and integration.

Gamification is increasingly used in workplace training to boost engagement, motivation and learning outcomes. Common mechanics such as points, badges, leaderboards, challenges and feedback reflect motivational theory by offering clear goals, reinforcement and social comparison. Empirical studies support these benefits: Landers et al. (2015) showed that competition in e-learning improved retention and time-on-task, while Kobner et al. (2021) found gamification consistently enhanced participation and knowledge transfer when aligned with learning objectives. Industry surveys confirm these outcomes. For example, a TalentLMS survey (Apostolopoulos et al., 2019) reported that 83% of employees in gamified training felt more motivated, 49% found non-gamified training boring and productivity loss was notably lower (3% vs 12%). Employees were most interested in gamification for compliance training (30%), product/service training (18%) and skills development (16%).

These findings are shown in Figure 2, which highlights motivational and productivity impacts reported in industry surveys. While valuable, such evidence should be interpreted cautiously, as it is often based on convenience samples rather than controlled studies.

Table 1 illustrates how gamification has been deployed in practice, with cases like Microsoft and Salesforce demonstrating measurable performance gains and platforms such as Duolingo and Kahoot showing large-scale adoption. Overall, evidence suggests gamification enhances engagement and learning, but sustaining these effects remains a challenge as novelty fades and responses vary across contexts.

Section 6.1 emphasises the effectiveness of gamification in enhancing employee training and development outcomes. The results show that gamification significantly increases employee engagement compared to traditional methods. Game elements such as points, badges and leaderboards make training more interactive and enjoyable. This aligns with findings by Hamari et al. (2014), who observed that gamification enhances engagement by making tasks more motivating and fun. The current report further notes that 33% of employees prefer gamified training platforms, reinforcing the value of interactive learning experiences.

Data also indicates that 83% of employees receiving gamified training report feeling more motivated. This supports Landers et al. (2015), who found that competitive elements and a sense of progress drive motivation. By breaking training into challenges and rewarding accomplishments, gamified systems create a positive feedback loop that sustains learner involvement. In terms of productivity, the report highlights improvements of up to 50%. This is consistent with Hamari et al. (2014), who showed that gamification improves learning outcomes and provides practice opportunities, thereby enhancing efficiency. Gamification motivates employees to complete tasks faster and at higher quality, improving overall performance.

The findings also suggest that gamification strengthens knowledge retention and the practical application of skills. Landers et al. (2015) observed that employees trained with gamified systems retained knowledge better and performed more effectively in real-world contexts. Real-time feedback and rewards help learners’ correct mistakes immediately, reinforcing retention. Additionally, gamified training fosters social interaction and teamwork through leaderboards, group challenges and multiplayer simulations. Cugelman et al.(2013) emphasised the importance of these social elements, noting their ability to make learning experiences more collective and engaging.

Finally, adoption patterns vary across regions. Metaari et al.(2019) reported that Western Europe leads global growth in gamified learning, with a rate of 47.2%. These differences suggest that factors such as market maturity and technological infrastructure influence adoption speed and effectiveness.

While the report emphasises immediate benefits in terms of engagement and productivity, there needs to be more discussion about the long-term sustainability of these gains. Gamification could lose its appeal over time as the novelty wears off, a challenge also identified by Werbach and Hunter (2012), who argued that game mechanics must evolve continuously to sustain engagement. This echoes the concern that the extrinsic motive emphasised by rewards may not lead to long-lasting behavioural change unless adequately designed. Furthermore, the report does not extensively address how gamification affects different demographics within the workforce. Some employees may be less motivated by competitive or reward-based systems, as highlighted by Deci et al. (1999), who cautioned that external rewards could undermine intrinsic motivation. Tailoring gamification strategies to accommodate diverse employee needs and learning styles is essential for maximising its impact across different teams . Overall, the results strongly support the efficacy of gamification in enhancing employee training, particularly in terms of engagement, motivation and productivity. However, organisations should consider evolving game mechanics and personalising training approaches to cater to diverse employee groups for long-term success. Future research should explore the benefits of maximising gamification and examine how these systems can be adapted to maintain their effectiveness over time.

These critical observations highlight that while gamification shows strong potential for improving engagement and productivity, questions remain about its long-term sustainability and inclusivity (Werbach and Hunter, 2012; Deci et al., 1999). To provide a balanced perspective, the next section examines both the benefits and drawbacks identified in the literature. This dual focus helps clarify not only where gamification delivers value but also the challenges that may limit its effectiveness in practice.

The application of gamification in employee training has been widely studied, with research emphasising both its advantages and its limitations. This section reviews the main benefits identified in the literature before considering the potential drawbacks and challenges that organisations must address.

Studies have shown that gamification positively impacts organisations’ development outcomes. For example, Landers personalising found that incorporating gaming elements into training programmes increased participant engagement, motivation and knowledge retention. By introducing features such as points, badges, leaderboards and rewards, gamification creates a sense of competition, accomplishment and progress, encouraging participants to participate in the learning process actively. Furthermore, the study by Hamari et al. (2014) showed that gamification can improve learning outcomes by providing immediate feedback, facilitating practice opportunities and facilitating interactive learning experiences. Gamification improves participant knowledge acquisition, skill development and behaviour change by making training programmes more engaging and interactive.

All the papers reviewed for this study have one thing in common: gamification can improve engagement, motivation and learning outcomes for employees participating in training programmes. For example, Hamari and colleagues (2014) examined 24 studies and found a positive relationship between gamification and user engagement. Gamified training programmes can capture employee attention and encourage participation by incorporating points, badges, leaderboards and feedback mechanisms.

Additionally, research shows that games can improve information retention and transfer. Landers et al. (2015) showed that employees who received gamified training programmes retained information better and used information better in real-life situations than employees who received traditional training methods. Games allow employees to enhance their learning and transfer new knowledge and skills to the workplace by providing immediate feedback, rewards and practice opportunities.

The literature reviewed suggests that gamification can potentially train employees by offering a social learning context and developing employees’ skills. This review indicates that gamification positively impacts employee training by improving engagement, motivation and performance. The study also shows that the use of gamification in training can develop not only hard skills but also soft skills. The practical implications of integrating gamification into employee training are profound. By actively engaging employees in gamification that mirrors real-life training challenges, critical thinking and decision-making skills can be significantly enhanced. Such experiential learning reinforces theoretical knowledge and boosts employees’ motivation and retention. However, careful consideration must be given to the design and implementation of gamification elements and the specific context of the training setting.

This study provides converging evidence that gamified employee training significantly improves employees’ acceptance of it and contributes to their performance. Studies show that the benefits of gamified training are more significant if more employees are engaged with organisations and acquire knowledge aligned with organisational goals.

By incorporating game elements such as points, levels, badges and leaderboards into training programmes, employees are motivated to participate actively and consistently in the learning process. This can result in increased information retention, better application of knowledge in real-world situations and, ultimately, improved organisations. One of the key benefits of gamification in organisations is that it can help create a sense of challenge and competition, driving employees to push themselves to achieve higher goals and excel in their performance.

Despite its usefulness, many organisations are reluctant to adopt gamification in their training programmes due to the challenges of accommodating change within organisational hierarchies and other issues like demography, ethics and a history of failed attempts at gamification (Buell et al., 2022). Studies have shown some evidence that some individuals can dismiss gamified training (Kelly et al., 2021). Gamification may be perceived as organisational work and employees may feel unsafe spending too much time playing and stop engaging in this form of training over organisational. Similarly, in social networks, employees stopped contributing to their organisation’s social networks over time as they worried that they would be perceived as shirking from doing their work (Neeley and Leonardi, 2018). Callan et al. (2015) emphasise several potential negative aspects or pitfalls of gamification that are often overlooked when its use is overly idealised. The “dark side” of gamification they discuss includes an over justification effect. This psychological phenomenon occurs when external rewards (e.g. badges and points) replace intrinsic motivation. Instead of enjoying a task for its own sake, users become motivated by external reinforcement. This is worrisome, especially when gamified incentives are removed. Users may no longer feel motivated to engage with the task, leading to disengagement once the reward system is no longer in place.

Callan et al. (2015) identify addiction and over-engagement as common issues in gamified systems, where reward-driven behaviours can lead to obsessive use, especially when elements like leaderboards or progress bars constantly push users towards new rewards. Some gamified systems exploit psychological triggers, fostering an unhealthy reliance on rewards rather than intrinsic motivation. Additionally, competitive features like leaderboards can motivate some users but may demotivate others, creating stress and a toxic environment. To avoid these pitfalls, Callan et al. (2015) emphasise designing gamification systems that foster intrinsic motivation and long-term engagement and respect diverse user preferences.

The study’s results and analysis reveal several areas for further investigation. Firstly, while the study emphasises the immediate benefits of gamification, it needs to explore the long-term sustainability of these effects. Although gamification can initially enhance engagement, the novelty may diminish over time, particularly in organisations that continuously use gamified training. Future research could focus on strategies to maintain long-term engagement, such as incorporating new game elements, regularly updating content or varying challenges.

Secondly, the study does not consider the influence of demographic factors, such as age, gender or cultural background, on responses to gamification. Existing literature suggests that individual preferences and motivation styles can vary significantly and not all employees may respond equally to game-based incentives. Future studies could examine the impact of demographic variables on the effectiveness of gamified training, employing surveys or experiments to assess how different employee groups engage with gamification.

Moreover, while the benefits of gamification are well-documented, the study needs to comprehensively explore the practical challenges organisations may encounter when implementing gamified training, such as budget constraints, technological limitations or resistance from employees and management.

The study also needs to be more specific about how the effectiveness of gamified training was measured. Future research should integrate clear metrics for evaluating training outcomes, including knowledge transfer, retention rates and job performance.

Additionally, it would be valuable to explore organisational readiness for gamification, considering factors such as organisational culture, management support and resource availability. Addressing these aspects in future studies could provide a more nuanced understanding of gamification’s broader impacts and inform its effective implementation across diverse organisational contexts.

This review has examined the role of gamification in employee training and development, highlighting its capacity to enhance engagement, motivation and knowledge retention when game elements are carefully aligned with learning objectives. Empirical evidence demonstrates that gamified approaches foster active participation, provide continuous feedback and create more interactive and collaborative learning environments. When designed effectively, these features not only improve immediate learning outcomes but also contribute to skill development across technical, cognitive and interpersonal domains.

This review has examined the role of gamification in employee training and development, highlighting its capacity to enhance engagement, motivation and knowledge retention when game elements are carefully aligned with learning objectives. Empirical evidence demonstrates that gamified approaches foster active participation, provide continuous feedback and create more interactive and collaborative learning environments. When designed effectively, these features not only improve immediate learning outcomes but also contribute to skill development across technical, cognitive and interpersonal domains.

At the organisational level, gamification can strengthen collaboration, boost confidence and reinforce a culture of recognition and achievement. However, the evidence also suggests that these benefits are not guaranteed: outcomes depend heavily on the contextual fit of game mechanics, the sustainability of design and the ability to balance extrinsic rewards with intrinsic motivation.

This study also identifies critical gaps that require further attention. Longitudinal research is needed to assess the durability of gamification’s effects beyond the initial novelty period. Future studies should also explore demographic differences in employee responses, develop clear and consistent metrics for evaluating outcomes and examine organisational readiness factors such as culture, management support and resource capacity.

In sum, while gamification offers a promising strategy for transforming workplace training, its long-term impact will depend on adaptive design, continuous evaluation and integration into broader organisational learning strategies.

The authors would like to express their deepest gratitude to Michael Adah for his invaluable support and guidance throughout the preparation of this article. His expertise and insightful feedback have significantly shaped the direction and quality of this work.