Gamification Approach in Cloud-Based Corporate Training ^†

Abstract

This paper presents a corporate training approach that relies on cloud infrastructure and business process models to improve employee development. It introduces a cloud-based corporate hierarchy model that forms the basis for designing and implementing training materials and courses to achieve corporate strategy goals. The approach is based on business processes designed as BPMN diagrams to provide clarity of the process execution structure in the organization. The training course is also modelled using BPMN diagrams, which allows for a systematic and consistent presentation of the training content in all processes in which employees participate. The paper describes an experiment of simulated collaborative corporate training conducted during the learning process at one Bulgarian university. Within the experiment, gamification was integrated using game elements, game techniques, and competitive challenges, which stimulated the engagement of the learners and strengthened their motivation for active participation in corporate training.

1. Introduction

Nowadays, every organization needs to prioritize the training and development of its employees. Investing in training programs not only improves individual working abilities but also promotes overall growth within the company. Corporate training is a term that refers to the process of training and developing human resources in an organization [1]. Corporate training helps employees develop skills and improve their performance at work while supporting the company’s goals. Many organizations apply gamification to make this training more engaging, effective, and efficient. According to [2], gamification uses game techniques, aesthetics, and game thinking to engage people, motivate actions, promote learning, and solve problems. Gamification is the integration of game elements and game thinking into non-game activities [3]. This approach helps employees stay motivated and learn new skills more easily. Adding game elements and techniques makes training enjoyable and helps employees understand and apply what they learn.

This paper shows how gamification can be applied in cloud-based corporate training. It introduces an approach to design and implement such training in a cloud environment, integrating game elements and techniques and making learning at work more engaging and motivating. The presented approach of corporate training combines gamification with the usage of BPMN diagrams to show business processes in the organization and to create learning materials/courses through them. These materials/courses not only are clear and organized but also encourage employees to participate actively.

Section 2 presents the existing approaches for implementing corporate training using gamification. Section 3 reveals a gamified approach for implementing a corporate learning environment using cloud infrastructure and learning materials/courses based on BPMN diagrams of business processes. Section 4 presents the conducted experiment and discussion. Finally, the conclusion systematizes the contributions.

2. State of the Art

Investing in corporate employee training is a smart move for companies looking to stay competitive in a rapidly changing business world. It lets companies keep their teams updated on industry trends and adapt effectively to new challenges. Ref. [4] lists several benefits of employee training and development: improving employee satisfaction and engagement, increasing employee productivity, increasing employees’ chances of promotion, reducing accidents and errors, and reducing the need for control by the employer. Ref. [5] analyzes something very important, arguing that when organizations effectively use the full potential of employee training and development initiatives, they can optimize the return on their efforts in maintaining their most valuable resource, i.e., human capital.

Nowadays, integrating cloud platforms into training programs is a major advancement. Cloud-based platforms offer flexibility, allowing training to be accessible anywhere and anytime. This is a huge advantage in today’s fast-paced business world. By moving to cloud-based corporate training, companies can reduce costs and create an engaging, interactive learning environment tailored to the needs of their employees. A study [6] describes cloud technologies and cloud-based learning management systems (LMSs), including examples of platforms that use them, like WizIQ, Docebo, Litmos, TalentLMS, etc.

For companies, business process modelling is an important step towards improving management and information systems, but they often face challenges in how to implement it effectively. BPMN offers a standardized graphical method for describing the activities and relationships in processes, which facilitates their visualization, analysis, and optimization. The application of BPMN diagrams improves communication between departments, reduces costs and errors, and increases efficiency and productivity in organizations [7].

Cloud-based corporate training can be enriched by adding gamification elements to make the training process more effective. As mentioned above, gamification is using game elements and techniques in non-game contexts to increase the engagement and motivation of the participants. The goal of gamification is to inspire and motivate users to complete a task by engaging them in certain activities and increasing their interest [8]. In the scientific literature, there are various theories related to gamification to strengthen the connection between user motivation and engagement. The most popular are the self-determination theory, flow theory, and goal-setting theory [9]. The self-determination theory emphasizes elements that promote an individual’s sense of autonomy, capability, and connection to the training programs [10]. The flow theory [11] suggests that learners find motivation in stimulating environments that challenge them, fostering a state of flow that drives continued learning. The third theory [12], known as the goal-setting theory, focuses on the elements that drive learners to fulfil their learning objectives. Ref. [13], in addition to examining the three theories, mentions that gamification has also been studied by many authors through the lens of cognitive evaluation theory, behavioral reinforcement theory, social comparison theory, rational choice theory, self-efficacy theory, constructivist learning theory, and the technology-enhanced learning effectiveness model.

Based on a literature review on gamification, we can highlight that gamification offers many benefits, especially in the context of corporate training (see Figure 1):

• Increasing engagement: game elements and techniques make the process enjoyable and encourage the participants to participate actively;
• Improving motivation: rewards, badges, rankings, levels, challenges, etc., motivate the participants to strive for higher results in the training and in professional growth;
• Developing skills: gamification helps the participants obtain and develop new work skills;
• Receiving feedback: evaluation systems (points, bonuses, badges, rankings, etc.) provide feedback that shows the progress of the participants in obtaining corporate knowledge and skills;
• Stimulating competition: rankings encourage competition, which can lead to better results in corporate training;
• Simulating a real environment: gamification allows for the practical application of knowledge in simulated environments.

Figure 1. Benefits of gamification in corporate training.

Figure 1. Benefits of gamification in corporate training.

Well-designed gamification can connect with the employee’s potential to increase productivity and allow employees to participate in ways that can lead to exponential returns. This aspect of gamification is successful because it benefits both employees and businesses [14].

The analysis of various scientific studies on gamification in corporate training confirmed its important role in building effective learning strategies. The main conclusion from these studies is that the competitive element acts not only as a motivator but also as a catalyst for the development of communication and collaboration skills, which are essential for the effective functioning of a corporate environment. Gamification creates a stimulating environment that increases challenges and the interaction between learners, in line with the theories of self-determination, flow, and goal setting. As a result, this approach leads to deeper learning and the development of key skills applicable in a real business context.

3. Gamified Corporate Training

Nowadays, gamification finds application in many areas of education. Gamification in employee training is becoming increasingly popular for companies. Gamified corporate training and development programs must be tailored to the company’s and employees’ needs.

3.1. Cloud-Based Corporate Training

In a previous paper [15], a cloud-based approach to corporate training integrating business process models was proposed. A cloud-based model of corporate hierarchy and an approach for designing and implementing corporate training were presented. The training was built based on the business processes in the organization, for the visualization of which BPMN diagrams were used. According to this model, training is conducted in two directions: horizontal and vertical. Horizontal training is suitable for newly hired employees, as it aims to develop knowledge and skills in employees enabling them to perform their tasks by the corporate strategy in their current role. Vertical training is aimed at employees who have the potential to grow in the corporate hierarchy. It prepares them for their next role. Learning resources corresponding to the higher level role for which the employee needs to be trained are added to the current learning resources.

The practical implementation of the proposed approach is realized based on the analogy of the tree-like corporate hierarchy with the hierarchy of folders and files in the cloud space (see Figure 2). The learning resources are organized in a file hierarchy corresponding to the corporate one, with access and management rights defined according to roles and levels in the organization (each manager develops learning resources for the employees in the lower level of the hierarchy; each employee only has access to learning resources at their level and down the hierarchy). The managers create and update the learning resources for business processes to ensure compliance with the corporate strategy.

To achieve the set learning objectives and for clarity of the business processes, BPMN diagrams are used. They are a standardized way to describe business processes and are easy to understand by users, not only by IT specialists. Corporate business processes are presented as BPMN diagrams. Each role in the organization can participate in one or more business processes. Each BPMN diagram represents the sequence of activities of a given role, including in cooperation with other roles within or outside the organization. Thus, for each role in the organizational structure, a set of process diagrams (including subprocesses) is offered, which are interpreted as training materials. The learning resources for each role in the organization are structured into a learning path, which represents a complete training course. This course is visualized again through a BPMN diagram that shows the logical sequence for learning these business processes. BPMN diagrams can be used for training in both static and dynamic modes. The static mode presents diagrams as visual images without interactivity, while the dynamic mode uses software that integrates interactivity into the workflow of the diagrams. The study used the bpmn.io tool, which allows for the creation, editing, and simulation of BPMN diagrams, with the possibility to integrate them into other web tools, ensuring employees’ easy adaptability to changes in the company’s activities.

3.2. Gamification Approach in Corporate Training

In recent years, the concept of “Gamification” has gained significant attention from academic researchers and corporate professionals. The general opinion is that it is an innovative way to enhance engagement, motivation, and productivity. Gamification engages employees through acknowledgement, feedback, enjoyment, and collaboration. It helps strengthen the corporate culture, retain key staff, and reduce turnover by making employees feel valued and essential to the team [8].

The gamified approach, proposed for corporate training and described in this study, is implemented in several steps (see Figure 3):

• Defining the corporate learning goals: what skills and knowledge need to be acquired, and what is the purpose of the training—increasing productivity, developing specific skills, becoming familiar with new business processes, etc.?
• Defining the target group: what are the specifics of the group of employees being trained, and are they newcomers or do they simply need to update their skills and knowledge in some specific business process?
• Selecting appropriate game elements and techniques: what are the valuable game elements and techniques (see elements and techniques in Figure 4) to implement to motivate the participants?
• Reward system choice: what are the valuable and motivating rewards for the target group?
• Gamification scenario creation: what are the appropriate learning paths and the points for integration of gamification?
• Monitoring training and feedback: how to track the participants’ progress, provide regular feedback, and adapt the learning process when necessary?
• Results’ analysis: how effective is gamification in measuring learning outcomes and participant feedback?

Figure 3. The process of corporate training through gamification.

Figure 3. The process of corporate training through gamification.

Figure 4. Game elements and techniques in corporate training.

Figure 4. Game elements and techniques in corporate training.

4. Results

This approach was tested with students from the Business Information Technology Bachelor’s program at the Faculty of Mathematics and Informatics of the University of Plovdiv, Bulgaria, in the “Modeling and Management of Business Processes” course. The participants were divided into six teams of 11 students during the experiment, with one teacher to advise them. The students simulated designing, developing, and conducting corporate training within a hierarchical organization, presented as a university. Each participant took on a specific role within the corporate hierarchy (different roles at the university were used). The students developed BPMN diagrams for the relevant processes for which their role was responsible (processes that were executed by the lower level in the organization). Each of them was trained using the materials designed for their respective roles within the corporate structure. The training took place in a Google cloud environment, allowing for the usage of different access rights for different roles. Gamification elements were included to increase engagement and motivation [2,8] throughout the entire process. The game elements and techniques were well selected and applied in the training. By assigning roles and responsibilities within the simulated university hierarchy, the students collaborated effectively in their teams while learning to model and study the BPMN diagrams, so that they designed and developed corporate training materials and courses and managed their study process (each team leader was responsible for this).

Usage of game elements and techniques in the experimental scenario

The game elements [16] had the following usage in the experiment:

• Avatar—It was the role in the company (rector, vice-rector, dean, etc.). The experiment simulated a realistic environment with movements in positions, emphasizing growth in the company structure. Each student began with a designated role, starting at rank 8. Every week, the employee could reach the next rank (−1) if they achieved the required performance points for the current mission from their current level or drop to a lower rank (+1) if the points were not earned. The goal was to reach rank 1 by the end;
• Level—Each learning week was a level with a mission and additional activities;
• Bonus—It was the scoring in every week in the week reports based on the work done by each team member—each team member could obtain from 0 to 2 points for their work (individual and collaborative). The weekly reports were used to report and evaluate the current work of each team member. Each 2 bonus points raised the employee’s rank. The team leader gave the points. If the points did not correspond to the work done, the teacher reset the points of the team leader and the person who had not completed the relevant work for the current week;
• Badge—One team each week received the badge “Fastest team” and obtained an additional 0.5 points per member;
• Combo—At the end of half of the period of training, the teams with at least two badges received double the badges (badge points);
• Reward—An unexpected 1 point was given to a group or person for each week according to different criteria (not known by the students in advance): the best (fully) completed week report; the best team organization; the largest number of team members participating in the week meeting; the fastest evaluation of colleagues’ diagrams; the most regular and useful meetings; the most frequent communication with the responsible teacher; and the best team leader;
• Leaderboard—It was the weekly ranking of the teams and the announcement of the week and final winners. The final winner (team) received a prize at the end;
• Team—Teams of 11 students worked in collaboration, competing with other teams;
• Resource—The teams received some documents and templates to work in the same style, and their results were comparable;
• Time—The teams had 1 week, with a mission for each level;
• Progress—The students had access to the information (in the cloud environment) to track their progress all the time;
• Status—It was the current role, rank (from 8 to 1), amount of points, badges, and awards obtained, and all information was accessible to the students in the cloud environment.

The game techniques [16] had the following usage in the experiment:

• Game rules—consisted in the learning rules presented at the beginning of the training and available in a shared document;
• Time limit—there was a time limit for each mission and additional work (1 week for each task);
• Communication—each team carried out online and/or live group meetings to discuss their work.
• Feedback—consisted in recommendations and opinions from the teacher and the team leader;
• Mission/challenge/adventure—indicated specific tasks related to organizing and conducting corporate training, as well as creating learning resources and courses such as BPMN diagrams;
• Hidden treasure—the diagram assessment template was locked until the learners developed their diagram;
• Reward system—the learners were rewarded with all kinds of reward components (bonuses, badges, combos, and rewards) during the entire gamified process;
• Story/history—the game process had a specific story—corporate training was conducted in a specific organization, i.e., a university—and all students had their roles and responsibilities in the organization.

This approach improved the students’ understanding of the discipline as well as provided practical working skills and developed their soft skills in collaborative and communication activities. Competition, self-promotion, and teamwork worked out perfectly and proved once again how motivating a role gamification can be in training.

To prove the effectiveness of gamification in training, quantitative and qualitative indicators can be used. The proper quantitative indicators were:

• Percentage of successfully completed weekly tasks—associated with the received points for a completed weekly task and received bonus points according to a different criterion;
• Percentage of on-time completed tasks—the exact finishing time for each task was detected, which was also connected to some rewards;
• Percentage of engagement of the group members—the participation and engagement in the task of each learner in the group was important;
• Average grade points—the final average grade points of the course (from practical tasks and theoretical tests) were the direct measure of the knowledge and skills achieved.

As for the qualitative indicators, we can mention the following:

• Observations on interaction—the level of cooperation and interaction between students in the group was observed;
• Student peer assessment and self-assessment—the groups self-assessed their week work, one of the tasks was peer-assessed by the students from another team, and this entire assessment was approved and finally assessed by the teachers;
• Participant feedback—throughout the training, the teachers received feedback and communicated with the students regarding the weekly tasks and the final performance of the teams.

These indicators can provide a comprehensive picture of the impact of gamification on the training process.

5. Conclusions

This study presents a gamification approach to cloud-based collaborative corporate training. The organization is viewed as a set of employees, each of whom is placed in the specific context of their workplace, in a specific role. Learning paths (through diagrams) are attached to each role in the organization, which illustrate the business processes in which it participates. Business processes are described using BPMN diagrams. The proposed approach for corporate training is based on cloud infrastructure and hierarchical representation. Gamification is also used in the training, bringing many advantages. Gamification is an effective strategy for turning the workplace into a more engaging, inspiring, and productive space. Using various game elements such as points, badges, levels, or challenges in corporate training attracts the attention of employees and keeps them focused on their goals. Game techniques encourage people to stay motivated and continuously improve their performance. Gamification also helps to build strong teamwork and collaboration. At the same time, it supports the development of skills and the personal growth of employees (both in horizontal and in vertical training), contributing to their overall well-being and satisfaction in the workplace.

In the dynamic world of corporate training, gamification is proving to be an innovative method and strategic approach for engagement and motivation. The use of game elements stimulates the effort towards achievement, encouraging conscious learning, which is key to long-term success. Simulated work situations created through game mechanics provide a valuable context for the practical application of knowledge. In this way, employees develop confidence and skills that are transformed into real professional results. This emphasizes the need for a careful and targeted application of game elements and techniques, taking into account the specifics of corporate goals and the needs of the employees.

In the future, the proposed corporate training through gamification can be developed by implementing personalized game mechanics and interactive technologies such as VR (virtual reality) for more realistic learning experiences. In addition, the integration of data analysis and adaptive systems will allow for a dynamic optimization of the training process according to the needs of the employees.