Game principle: enhancing learner engagement with gamification to improve learning outcomes

Abstract

Purpose This study aims to examine how incorporating gamification elements into an offline training program influences learner engagement and learning outcomes in a non-academic, organizational setting. Design/methodology/approach A randomized pretest–posttest control group experiment was designed to investigate participants’ levels of affective, behavioral and cognitive engagement (learner engagement), as well as their scores on a knowledge and skills assessment (learning outcomes) under two training conditions – traditional instructional strategy (TI) and gamification instructional strategy (GL). Training content, which was the same in both groups, included disease-related information, diagnostic expertise and product operational assistance. Participants (N = 98) were medical sales representatives from a multinational company. Findings Participants in the treatment group had higher levels of learner engagement in comparison to those in the control group. Additionally, participants in the GL group had outperformed their counterparts in the control group on the knowledge and skills assessment. Originality/value This is one of the first studies demonstrating how incorporating gamification elements into corporate training can improve medical sales representatives' learner engagement and learning outcomes.

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