Keywords
How to Cite
Share
Abstract
The digital transformation has caused more organizations to choose outsourced corporate training (OCT) which now implements serious games (SGs) as contemporary employee development solutions. Research studies have studied SGs through their operational methods and application patterns and performance results in different business sectors but they have not fully explored the organizational elements that affect their worth. The review combines previous studies to demonstrate how serious games affect participant involvement and knowledge sharing and team work during training sessions. The research shows that there is no existing information about digital games which scholars and practitioners need to understand their potential for improving extended learning approaches.
References
Ain, N., Kaur, K., & Waheed, M. (2016). The influence of learning value on learning management system use: An extension of UTAUT2. Information Development, 32(5), 1306–1321. https://doi.org/10.1177/0266666915597546
Alvelos, R., Ferreira, A., & Teixeira, C. (2015). Technology adoption in corporate training: Behavioral intention and organizational readiness. Journal of Workplace Learning, 27(6), 442–457.
Azam, A., Qureshi, M. A., & Qureshi, M. A. (2019). Adoption of learning management systems: Extending UTAUT2 with trust. International Journal of Advanced Computer Science and Applications, 10(5), 136–144. https://doi.org/10.14569/IJACSA.2019.0100519
Azizi, S. M., Roozbahani, N., & Khatony, A. (2020). Factors affecting the acceptance of e-learning in medical education: Application of UTAUT2 model. Education and Information Technologies, 25(6), 5437–5452. https://doi.org/10.1007/s10639-020-10216-2
Bagozzi, R. P. (2007). The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8(4), 244–254. https://doi.org/10.17705/1jais.00122
Baker, Z. (2024). 10 Highly Effective Corporate Training Games for 2025. Edstellar.
Bekmanova, G., Tsoy, D., & Kenzhebekova, S. (2021). Personalized training models in corporate learning. Education and Information Technologies, 26(5), 5123–5138.
Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies – Students’ behavior. Computers in Human Behavior, 72, 612–620. https://doi.org/10.1016/j.chb.2016.05.027
Calza‑Perez, M., Martínez‑Climent, C., & Agulló‑Marco, A. (2024). Navigating serious games in corporate learning: An overview. ESIC Business & Marketing School.
Clochard, B., & Westerman, G. (2020). Biases in corporate training participation: Managerial perspectives. MIT Sloan Management Review, 62(1), 1–8.
Clochard, B., & Westerman, G. (2020). Biases in corporate training participation: Managerial perspectives. MIT Sloan Management Review, 62(1), 1–8.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
de Kervenoael, R., Bajde, D., Schwob, A., & Godefroit-Winkel, D. (2020). From gaming to working: Gamification and serious games in the workplace. Journal of Business Research, 106, 377–391. https://doi.org/10.1016/j.jbusres.2018.10.030
Derks, D., van Mierlo, H., & Schmitz, E. B. (2016). A diary study on work-related smartphone use, psychological detachment and exhaustion: Examining the role of the perceived segmentation norm. Journal of Occupational Health Psychology, 21(1), 120–131. https://doi.org/10.1037/a0038660
Dezso, C. L., Ross, D. G., & Uribe, J. (2016). Is there an implicit quota on women in top management? Strategic Management Journal, 37(1), 98–115. https://doi.org/10.1002/smj.2450
Dias, M, Leitão, R., Batista, R., Medeiros, D. (2022) Writing the Deal: Statistical Analysis of Brazilian Business Negotiations on Intangible Assets. European Journal of Business and Management Research, 7(1), 61-65; https://doi.org/ 10.24018/ejbmr.2022.7.1.1233
Dias, M. (2020) The Four-Type Negotiation Matrix: A Model for Assessing Negotiation Processes. British Journal of Education, 8(5), 40-57. https://doi.org/10.37745/bje/vol8.no5.p40-57.2020
Dias, M. Navarro, R. (2020). Three-Strategy Level Negotiation Model and Four-Type Negotiation Matrix Applied to Brazilian Government Negotiation Cases. British Journal of Management and Marketing Studies, 3(3), 50-66. https://doi.org/ 10.6084/m9.figshare.12479861
Dias, M., (2023) Teaching Materials on Warehouse Construction Negotiation. International Journal of Business Management, 6(9), 89-102, https://doi.org. 10.5281/zenodo.8396647
Dias, M., Lopes, R., Cavalcanti, G., Golfetto, V. (2020) Role-Play Simulation on Software Contract Negotiation. Global Scientific Journals, 8(6), 1-10. https://doi.org/ 10.11216/gsj.2020.06.40176
Dias, M., Lopes, R., Duzert, Y. (2020) Mapping the Game: Situational versus Structured Negotiations. Saudi Journal of Economics and Finance, 4(6): 271-275. https://doi.org/ 10.36348/sjef.2020.v04i06.012
Dias, M., Lopes, R., Teles, A., Castro, A., Pereira, A. (2020) Teaching Materials on Extrajudicial Settlement Negotiation. Global Scientific Journals, 8(5), 1529-1539. https://doi.org/ 10.11216/gsj.2020.05.39996
Dias, M., Nascimento, C.; Lima, M.; Santos, A.; Duarte, M.; Rocha, M.; Martins, M.; Mendes, F.; Filho, R.; Marques, L.; Filho, C.C. (2021) Role-Play Simulation on Contract Bidding Negotiation. GSJ, 9(9), 486-499.https://doi.org/10.11216/gsj.2021.09.54036
Dias, M., Pereira, L., Teles, A. Lafraia, J. (2023) Show Me Your Hands: A Moderator Effect Analysis on Nonverbal Behavior at the Bargaining Table. EJTAS, 1(2), 119-127 https://doi.org/10.59324/ejtas.2023.1(2).12
Dias, M., Pereira, L., Vieira, P., Barbosa, L., Quintão, H., Lafraia, J. (2023) Mediation & Dispute Board Resolution: A Systematic Literature Review. GPH-International Journal of Social Science and Humanities Research,6(5), https://doi.org/10.5281/zenodo.7952719
Dias, M., Toledo, R., Silva, A., Santos,M. , Aragão, M, Junior, M., Rocha, C., Silva,G., Marques Filho, C. (2022) Buyer-Seller Negotiation: Military Cargo Jet Acquisition. GSJ, 10(10), 2481-90.https://doi.org/10.11216/gsj.2022.10.78649
Dias, M.; Almeida, F.; Silva; Russo, J.; Machado, V.; Costa, J.; Barbosa, M.; Jornada, F.; Filho, C. (2022) Role-Play Simulation on Vehicle Acquisition: Buyer-Seller Negotiation. GSJ (10)8, 1817-28; https://doi.org/ 10.11216/gsj.2022.08.77291
Dias, M.; Andrade, S.; Silva, M. R.; Teles, G.; Mello, B.; Moura, R.; Salazar, A.; Sotoriva, L.M.; Mariotti, A; Filho, C. (2021) Role-play Simulation on Buyer-Seller Knowledge Transfer. GSJ, 9(8), 2340-52.https://doi.org/ 10.11216/gsj.2021.08.53672
Dias, M.; Duzert, Y.; Lopes, R. (2021) Perspectiva Epistêmica do Processo de Negociação. International Journal of Development Research, 11(7), 48803-10. https://doi.org/ 10.37118/ijdr.22463.07.2021
Dias, M.; Lopes, R. (2021). A Confiança transformativa em negociações. International Journal of Development Research, 11(6), pp. 48178-82. https://doi.org/ 10.37118/ijdr.22261.06.2021
Dias, M.; Lopes, R. (2021). O dilema da confiança aplicado à negociação de escopo em gerenciamentos projetos. International Journal of Development Research, 11(8), pp. 49225-30. https://doi.org/ https://doi.org/10.37118/ijdr.22676.08.2021
Dias, M.; Lopes, R.; Teles, A. (2020) Nonparametric Analysis on Structured Brazilian Business Negotiations. Global Scientific Journal 8(6), 1511-22. https://doi.org/10.13140/RG.2.2.13318.60482
Fadzil, M. (2018). Factors influencing students’ acceptance of mobile learning: A study using UTAUT2. International Journal of Interactive Mobile Technologies, 12(4), 112–123. https://doi.org/10.3991/ijim.v12i4.9205
Farooq, M. S., Salam, M., Fayolle, A., Jaafar, N., & Ayupp, K. (2017). Impact of service quality on customer satisfaction in higher education. International Journal of Quality and Service Sciences, 9(3/4), 381–399. https://doi.org/10.1108/IJQSS-02-2017-0014
Fuller, J., Raman, M., & Hester, L. (2021). Hidden workers: Untapped talent. Harvard Business School Publishing.
Gegenfurtner, A., Festner, D., Gallenberger, W., Lehtinen, E., & Gruber, H. (2014). Predicting training transfer: Meta-analysis of the UTAUT framework. International Journal of Training and Development, 18(1), 1–24.
Georganta, K., & Montgomery, A. (2019). Workplace fun and employee well-being: A systematic review. International Journal of Workplace Health Management, 12(3), 205–223. https://doi.org/10.1108/IJWHM-07-2018-0083
Giannakos, M., Divitini, M., & Jaccheri, L. (2021). Serious games in corporate training: Engagement and performance. Computers in Human Behavior, 115, 106595.
Global Market Insights (GMI). (2020). E-learning market size report. Retrieved from https://www.gminsights.com
Gunasinghe, A., Hamid, J. A., Khatibi, A., & Azam, S. M. F. (2020). The impact of e-learning system on students’ learning outcomes: A study based on UTAUT2 model. International Journal of Instruction, 13(2), 1–16. https://doi.org/10.29333/iji.2020.1321a
Hannola, L., Richter, A., & Stocker, A. (2018). Learning-intensive organizations and competitive advantage. Knowledge Management Research & Practice, 16(2), 155–165.
Hastwell, C. (2021). The future of work: Employee expectations and engagement. Deloitte Insights.
Lawler, E. E., & Benson, G. S. (2022). The new employment relationship: Human resources in the 21st century. Stanford University Press.
Li, L. (2020). Simplifying technology acceptance: Revisiting TAM and UTAUT. Information Systems Frontiers, 22(2), 647–660. https://doi.org/10.1007/s10796-019-09909-3
Lichy, J., & Merle, A. (2020). Serious games and social transformation in organizations. European Journal of Training and Development, 44(6/7), 635–652. https://doi.org/10.1108/EJTD-12-2019-0205
Lössbroek, J., & Radl, J. (2019). Teaching older workers new tricks: Workplace training in Europe. Ageing & Society, 39(2), 373–404. https://doi.org/10.1017/S0144686X17000994
Martinez, A., & Gómez, M. (2013). Training visibility and organizational politics: Impacts on employee participation. Journal of Workplace Learning, 25(6), 370–384. https://doi.org/10.1108/JWL-01-2013-0004
McBride, A., Hebson, G., & Holgate, J. (2006). Training for diversity and equality in the workplace. Industrial Relations Journal, 37(4), 386–402. https://doi.org/10.1111/j.1468-2338.2006.00409.x
Mehra, A., Kilduff, M., & Brass, D. J. (2014). Social networks and organizational learning. Academy of Management Review, 39(4), 432–452.
Moritz, M. (2020). Workforce dynamics in the digital era. McKinsey & Company.
Morris, M. G., Venkatesh, V., & Ackerman, P. L. (2003). Gender and age differences in employee decisions about new technology: An extension to the UTAUT model. IEEE Transactions on Engineering Management, 50(1), 13–28. https://doi.org/10.1109/TEM.2002.808236
Nawaz, A., & Mohamed, E. (2020). Serious games in higher education: A systematic review. Education and Information Technologies, 25(6), 5291–5318. https://doi.org/10.1007/s10639-020-10205-5
Oliveira, M. F. (2024). Evaluation of serious games in corporate education: A case study in the automotive industry. Universidade Estadual Paulista (Unesp).
Pearson, R. (2009). Training and inequality in the workplace. Routledge.
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Saha, S. (2025). Serious Game Market Size, Trends & Forecast 2025–2035. Future Market Insights.
Santos, M. and Dias, M. (2024) The Seven Forces That Shape Trust in Virtual Negotiation: A Qualitative Study. Open Journal of Business and Management, 12, 2208-2223. doi: 10.4236/ojbm.2024.124113.
Santos, M.; Dias, M. (2024). Best Practices for Building Trust in Virtual Business Negotiations. British Journal of Multidisciplinary and Advanced Studies, 5(2),45-66; https://doi.org/10.37745/bjmas.2022.0450
Saunders, M.; Lewis, P.; Thornhill, A. (2009). Research Methods for Business Students. Prentice Hall, 5th edition.
Shields, M. A., & Price, S. W. (2003). Racial and gender differences in the returns to training: Evidence from Britain. Economica, 70(277), 509–531. https://doi.org/10.1111/1468-0335.t01-1-00291
Siala, H., Wang, Y., & Watts, L. (2020). Social influence and technology adoption in organizations. Information Technology & People, 33(3), 913–933. https://doi.org/10.1108/ITP-11-2018-0532
Stroh, L. K., & Treehuhoff, J. (2003). Outsourcing corporate training: Strategic implications. Human Resource Planning, 26(3), 12–21.
Suh, A., Cheung, C. M. K., & Lim, K. H. (2017). Technology adoption in organizations: Extending UTAUT2 with contextual factors. Computers in Human Behavior, 72, 315–328. https://doi.org/10.1016/j.chb.2017.02.045
Trevor, J., & McCracken, M. (2009). Institutionalizing training frameworks for competitive advantage. Human Resource Development International, 12(4), 385–400.
Tseng, F. C., Cheng, T. C. E., & Yu, P. L. (2019). Examining the continuance intention of mobile learning apps: A perspective from UTAUT2. Interactive Learning Environments, 27(2), 239–254. https://doi.org/10.1080/10494820.2018.1467462
Tseng, F. C., Cheng, T. C. E., & Yu, P. L. (2022). Hedonic motivation and mobile learning adoption: Revisiting UTAUT2. Computers & Education, 182, 104463. https://doi.org/10.1016/j.compedu.2022.104463
van Raaij, E. M., & Schepers, J. J. L. (2008). The acceptance and use of a virtual learning environment in China. Computers & Education, 50(3), 838–852. https://doi.org/10.1016/j.compedu.2006.09.001
Velada, R., & Caetano, A. (2007). Training transfer: The mediating role of motivation. Journal of European Industrial Training, 31(4), 282–296.
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending UTAUT2. MIS Quarterly, 36(1), 157–178.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 International Journal of Developmental Issues in Education and Humanities
