Investigating Effects of Gamification, Assembly Complexity, and Individual Differences on Virtual Training Performance

This study examines the impact of gamification elements, task complexity, and individual differences on cognitive responses and performance during virtual assembly training. The interaction between cognitive and emotional responses and gamification during virtual assembly training remains underexplored. Eleven male participants, with a mean age of 20 ± 1.35 years, completed engine assembly tasks using ARCarEngine, a custom-built assembly simulator, in a 2x2x2 factorial design that varied the presence of points, badges, and task complexity. Performance was assessed using assembly time, assembly score, response time, and error rate. Results indicated that higher task complexity was associated with elevated cognitive load and lower cognitive engagement, yet was also associated with shorter assembly times, likely reflecting task familiarity or learning effects. The combination of points and badges was linked to improved both speed and accuracy, whereas badges alone were associated with lower performance. Cognitive load was negatively associated with performance; however, higher cognitive and emotional engagement unexpectedly correlated with slower response times and more errors. Rather than a decline in interest, this likely reflects a trade-off where high engagement manifests as cautious behavior, distinct from the efficiency gains achieved through repetitive practice. Individual differences, particularly game preferences and personality traits, were associated with cognitive-emotional responses and performance. These findings highlight the value of personalized gamification approaches and suggest that incorporating task complexity and adaptive task sequencing may enhance the effectiveness of virtual assembly training.