Game-changing the way to teach professional maintenance in company-specific production systems

Purpose Effective knowledge transfer in multi-site organizations using a company-specific production system (XPS) in environments with pervasive digital technologies relies on understanding diverse learning preferences. This study examines the integration of mobile micro-learning and gamified elements into the professional maintenance (PM) education framework of a Scandinavian automotive company, aiming to address limited instructor availability and improve engagement. Design/methodology/approach A sequential mixed-method approach was conducted in three phases. The first phase involved a pre-study with interviews to gather maintenance directors’ strategic perspectives, complemented by questionnaires from maintenance blue-collar (technicians and engineers) and white-collar (managers) staff to identify current challenges in maintenance education. In the second phase, a questionnaire collected key inputs for designing an application, which was validated through a proof of concept. The third and final phase evaluated user engagement, training usefulness and satisfaction, using performance metrics for assessment. Findings Gamified elements enhance employee engagement by creating a competitive and interactive learning environment, leading to higher user satisfaction. The platform’s flexibility supports self-paced learning for a global workforce and addresses translation issues. The study concludes that mobile learning should complement classroom training, as it improves overall training effectiveness by providing continuous learning opportunities and standardized, engaging solutions, filling gaps in industrial maintenance departments. Originality/value While E-learning, mobile compatibility, gamification, microlearning, spaced repetition, interactivity and collaboration are commonly discussed in corporate education, their combined integration into PM education and training for XPS has not been addressed.