Gilad Ravid

Organizations actively seek methods for increasing employee engagement by incorporating game elements in core systems and processes, in an effort to increase their perceived playfulness. However, little is known about the actual impact of these elements on perceived playfulness. This study includes results from three repeated experiments performed during a gamified academic course. The relationships between enjoyment of specific game elements, the way they increase perceived playfulness, and gender moderations of these relations were examined. All three experiments show that badges had a positive relation with perceived playfulness and were more enjoyable to women. Surprisingly, the results showed that when men were the majority of subjects in the group, the relations between the game elements and perceived playfulness were different from when men were a minority. These results provide important insight into what possibly influences perceived playfulness in gamified solutions.