Abstract

Gamification provides a promising avenue to improve training effectiveness, but its psychological and cognitive mechanisms remain underexplored as yet. Psychological mechanisms include employees’ intrinsic motivation through self-determination needs of autonomy, competence, and relatedness and cognitive mechanisms include cognitive load induced by cybersecurity training complexity (intrinsic load), training clarity (extraneous load), and training engagement effort (germane load). In this study, we use the twin lenses of self-determination Theory (SDT) and cognitive load theory (CLT) to investigate the impact of these two mechanisms on cybersecurity training effectiveness (CTE) and how gamification moderate these relationships. We also look at how nudges moderate these psychological needs. To test our model, we will employ a randomized controlled trial where employees are assigned to either a gamified or a traditional training module. Our work contributes to both theory and practice by extending the work on gamification in IS research and organizational training.

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