Gamified learning module – the experiment on motivation, retention, and willingness to learn

An approach to learning that has been gaining increasing attention is the Gamifica-tion of learning materials. Gamification can be defined by the usage of game elements in a non-game context. This master thesis compares the effectiveness of learning about a new technical tool in a larger company, through traditional methodology versus a gamified methodology. The conducted experiment aimed to investigate the engagement, learning performance, and medium-term retention of knowledge of the different groups to evaluate how the learning materials should be structured and developed to improve effectiveness in the future. This thesis explores the concept of Gamification, its elements, and its effect on motivation, performance, retention of knowledge and Gamification in employee training. The experiment to determine the effects of Gamification, gathered a sample of data which was tested through One-way ANCOVA (Analysis of Covariance), to determine the propo-nent's statistical treatment. The data demonstrates that there is generally a higher mean, and thus effectiveness, in the gamified module compared to the traditional module. However, the results did not vary significantly between the two modules. Furthermore, the experiment showed that the employees/participants are general-ly motivated and engaged in learning new topics. Further research is required to test the different game elements and their effect and the motivation and performance as well as the effect on the duration of a training.