Exploring the effectiveness of gamification in adult education: A learner-centric qualitative case study in a dubai training context

Abstract

Purpose

This study explores the effectiveness of gamification in adult education within a private training company in Dubai. It examines how gamified elements such as points, badges, leaderboards, and narrative-based activities impact motivation, engagement, and learning outcomes. The research is grounded in Self-Determination Theory (SDT) and Knowles' Andragogy Theory, providing a theoretical lens to understand how gamification aligns with adult learners' needs for autonomy, competence, and relatedness in a multicultural and professional training context.

Methodology

A qualitative case study approach was adopted, using semi-structured interviews with seven adult learners who participated in gamified training programs. Participants represented diverse professional backgrounds, offering insights into their experiences with gamified learning strategies. Data were analysed thematically to identify patterns in learner perceptions, focusing on three themes: perceptions of gamification, its impact on motivation, and its role in engagement.

Findings

The study reveals that gamification enhances motivation by fostering a sense of achievement and engagement through interactive and collaborative activities. Participants highlighted the effectiveness of gamified elements in making learning enjoyable and relevant. However, challenges such as gamification fatigue and demotivation from poorly designed competitive elements were also noted, emphasizing the need for thoughtful and adaptive implementation.

Implications

The findings offer actionable insights for educators and trainers to design culturally responsive and learner-centric gamified interventions. By addressing design challenges, the study informs best practices for sustaining motivation, engagement, and learning outcomes in diverse adult education settings.

Originality/ value

This research contributes to the limited body of knowledge on gamification in adult education within Dubai's professional training context. It bridges the gap between gamification theory and practice, providing valuable recommendations for optimizing gamified learning strategies.