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Abstract: Most medium and large commercial organisations utilise training and learning programs which have a blend of classroom, face to face, and online web-based elements. However, there are currently several problems with corporate learning delivery. Employee motivation is rarely considered when these courses are being designed, resulting in e-learning which is not very engaging. This is reflected by recent surveys which show that the majority of employees remain disengaged at work. The aim of the present study is to investigate whether game elements can be applied to corporate e-learning in order to increase learner engagement. Evidence indicates that gamification is a promising approach to this problem. We have identified an appropriate method for designing courses with an emphasis on user engagement, by utilising a user-centered design process. We have interviewed a sample of corporate learners in order to ascertain their individual motivations and needs while partaking in corporate training, and are now prototyping a gamified corporate e-learning course
Keywords: Gamification, corporate training, user-centered design, intrinisic motivation, flow
1. Introduction
Corporate training is used by companies to reduce costs, improve quality, increase production, and reduce employee turnover rates (Strother, 2002). In 2013, more than $130 billion was spent on corporate training worldwide (O' Leonard, 2014). Despite this, in the same year, Gallup's employee engagement survey found that 87% of employees worldwide were either "not engaged" or "actively disengaged" (Crabtree, 2013). This disparity suggests that current corporate e-learning courses are largely ineffective at motivating or engaging the employees who undertake them.
Training courses are developed in compliance with industry standards (ex. SCORM; Rustici Software, 2016). Unfortunately, many standards are extremely rigid and leave little room for variation in course design, further compounding the issue of disengagement. It should be noted that most corporate e-learning courses are quite short compared to e-learning in other fields; a typical corporate e-learning course can be completed in approximately one hour.
Within Self Determination Theory (SDT; Deci and Ryan, 1985) is the concept of intrinsic motivation, which refers to doing something because it is "inherently interesting or enjoyable." Intrinsic motivation is underlaid by the needs for competence (a desire for mastery), autonomy (a sense of volition), and relatedness (a sense of connectedness with other people or ideologies). Games fulfil these...