Bridging Motivation and Performance ‒ Integrating Gamification Strategies from Higher Education to the Workplace
Bridging Motivation and Performance ‒ Integrating Gamification Strategies from Higher Education to the Workplace

Summary/Abstract: This paper examines how motivational mechanisms derived from higher education gamification can explain behavioural outcomes observed in workplace training systems. Using a comparative conceptual analysis of empirical studies, the paper evaluates the effects of gamification on theoretical knowledge, practical skill development, and long-term engagement. The findings show that workplace gamification mirrors activation patterns predicted by Self-Determination Theory (SDT) and Flow Theory, despite rarely citing these frameworks. Gamification does not reliably enhance theoretical knowledge, but it supports rapid procedural learning and sustained behavioural participation when feedback, autonomy, and competence cues are embedded. The study proposes a unified motivational model demonstrating that the connection between higher education and workplace practice is psychological rather than procedural.

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