Effects of gamification in the banking industry: A comparison analysis between gamified and non-gamified training
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Authors
Sereno, Marcelo Rodrigues Magioli
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Degree
Master of Applied Management
Grantor
Southern Institute of Technology (SIT)
Date
2021
Supervisors
Ang, Andy
Type
Masters Dissertation
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
banks
employees
employee motivation
employee engagement
training
motivation
engagement
gamification
fuzzy set qualitative comparative analysis (fs/QCA)
human resources management (HRM)
employees
employee motivation
employee engagement
training
motivation
engagement
gamification
fuzzy set qualitative comparative analysis (fs/QCA)
human resources management (HRM)
ANZSRC Field of Research Code (2020)
Citation
Sereno, M. R. M. (2021). Effects of gamification in the banking industry: A comparison analysis between gamified and non-gamified training. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Applied Management). Southern Institute of Technology (SIT), New Zealand. https://hdl.handle.net/10652/5477
Abstract
RESEARCH QUESTIONS:
1. Identify if there is a significant difference between the motivation perceived by the bank employee who participated in gamified training in the work environment of the one who did not.
2. To assess the difference in bank employees' level of engagement after gamified training of those who had non-gamified training.
3 To assess the difference in bank employees' level of engagement after gamified training of those who had non-gamified training.
ABSTRACT:
in the banking sector increases, banks strive to maintain professionals in their workforce who can make a difference in this scenario. While gamification has emerged as a solution to increase employee motivation and engagement, many companies still view it with fear, due to the lack of scientific proof of its results and standardisation. This research seeks to discover gamified training outcomes in the banking sector, comparing them with traditional training outcomes. The outcomes analysed were competence, autonomy, relatedness, engagement, and job satisfaction. The fuzzy-set analysis provided an in-depth investigation since it also considers non-linear and asymmetric results. The findings support that gamification applied in banking training results in job satisfaction at levels higher than traditional training. However, it was not supported that there is a significant difference in relation to competence, relatedness and engagement. Autonomy, on the other hand, was not found as an outcome in both gamified and non-gamified training. This work contributes to the field of research on gamification, for companies in the banking industry and those that can benefit from gamified training, such as training and service companies.
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Attribution-NonCommercial 4.0 International