Paper Type
Short
Paper Number
1836
Description
Amidst substantial organizational investments in gamified learning management systems (LMS) augmented with Virtual Reality (VR), this paper proposes to examine the overlooked consequences of integrating experiential and mechanistic gamification affordances on employee learning behaviors. Despite the prevailing optimism surrounding gamification's potential to enhance learning motivation and organizational commitment, our investigation reveals a paradox: these affordances may simultaneously trigger employee deviance in the form of cyberslacking. Employing the Affective Events Theory and the Technological Affordances paradigm, we propose a nuanced research model that examines the mediating role of emotions in the intricate relationship between gamification design and learning behaviors. This study aims to unveil the complex dynamics at play, contribute to a comprehensive understanding of how organizations can effectively design and integrate VR into enterprise-gamified learning systems to reduce employee deviant behaviors and encourage their motivation toward learning.
Recommended Citation
Dharanikota, Spurthy and Rathi, Manisha, "Gamified Learning Systems: A Dual- Affordance Perspective on Emotional and Behavioral Outcomes" (2024). PACIS 2024 Proceedings. 23.
https://aisel.aisnet.org/pacis2024/track19_userbeh/track19_userbeh/23
Gamified Learning Systems: A Dual- Affordance Perspective on Emotional and Behavioral Outcomes
Amidst substantial organizational investments in gamified learning management systems (LMS) augmented with Virtual Reality (VR), this paper proposes to examine the overlooked consequences of integrating experiential and mechanistic gamification affordances on employee learning behaviors. Despite the prevailing optimism surrounding gamification's potential to enhance learning motivation and organizational commitment, our investigation reveals a paradox: these affordances may simultaneously trigger employee deviance in the form of cyberslacking. Employing the Affective Events Theory and the Technological Affordances paradigm, we propose a nuanced research model that examines the mediating role of emotions in the intricate relationship between gamification design and learning behaviors. This study aims to unveil the complex dynamics at play, contribute to a comprehensive understanding of how organizations can effectively design and integrate VR into enterprise-gamified learning systems to reduce employee deviant behaviors and encourage their motivation toward learning.
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