Impact of Gamified eLearning on Learning Outcomes for Municipal Employees Aged 50 and Over in Ontario, Canada: An Experimental Study

The purpose of this quantitative, experimental, causal-comparative, posttest-only, control-group study is to determine if there is a difference in system enjoyment, effort expectancy, and performance expectancy for male and female employees aged 50 years or older at a corporate municipality in Ontario, Canada who participated in eLearning programs with and without game elements. The sample consisted of 38 male and 64 female employees aged 50 years or older who participated in eLearning and then completed an Extended Unified Theory of Acceptance and Use of Technology questionnaire. Data from the questionnaires was analyzed using a two-way multivariate analysis of variance. The results of the study indicated that the interaction effect between gender and eLearning type (gamified vs. non-gamified) on system enjoyment, effort expectancy, and performance expectancy was not statistically significant; the main effect of eLearning type (gamified vs. non-gamified) on system enjoyment, effort expectancy, and performance expectancy was statistically significant; and the main effect of gender on system enjoyment, effort expectancy, and performance expectancy was not statistically significant. The conclusions of the study are that gamification strategies can be applied broadly across male and female municipal employees aged 50 or older without significant variation in impact. Game elements in eLearning programs may influence user perceptions of system enjoyment, effort expectancy, and performance expectancy, but this effect does not vary significantly by gender. Future research should include using a larger sample, extending the duration of the study, and designing a mixed study with both quantitative and qualitative instruments.