Gamification in Public Sector Training: Evidence from Ireland

Abstract

Background: Gamification has gained prominence as an instructional strategy to enhance learner engagement in educational technology. However, its effectiveness in producing measurable learning and performance outcomes remains debated, particularly within public sector training environments where traditional approaches often result in low engagement and limited skill transfer.

Aims: This study aims to evaluate the effectiveness of a simulation-based gamification approach in improving employee engagement, competency development, and task performance within Irish public sector training, based on an integrated framework proposed by Udeh (2025).

Methods: A convergent mixed-methods design was adopted, combining quantitative and qualitative data collected concurrently. The study involved 84 public sector participants who engaged in a gamified simulation intervention. Data collection included engagement surveys, competency assessments, system-generated performance metrics, and semi-structured interviews. Quantitative data were analysed using inferential statistics, while qualitative data were examined through thematic analysis.

Results: The findings reveal statistically significant improvements in learner engagement (p < .01), alongside notable gains in task accuracy and efficiency. Competency development, particularly in analytical and decision-making skills, also improved. Qualitative results highlight that contextual alignment, realism of simulation scenarios, and system usability are critical factors influencing learning effectiveness

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