Ready for publish
Back to the articles list |
Back to browse issues page
1- , Department of Public Administration, Faculty of Management and Economics, Lorestan University, Khorramabad, Iran. , arefnezhad.m@lu.ac.ir
2- , Department of Public Administration, Faculty of Management and Economics, Lorestan University, Khorramabad, Iran.
2- , Department of Public Administration, Faculty of Management and Economics, Lorestan University, Khorramabad, Iran.
Abstract: (19 Views)
Purpose: The present study aims to analyze the role of gamification in learning and developing soft skills of employees with a phenomenological approach.
methodology: This applied qualitative study adopted a descriptive-exploratory design and employed Diekelmann’s phenomenological approach. Data were collected through semi-structured, in-depth interviews with 15 university professors, management experts, and human resource professionals from public and private organizations who had practical experience in implementing gamification in learning and employee development processes. Participants were selected using purposive sampling based on the principle of theoretical sufficiency. Data were analyzed using Diekelmann’s phenomenological analysis method with the support of MAXQDA software.
Findings: The findings revealed that gamification plays a significant role in the sustainable development of employees’ soft skills by activating key mechanisms, including instant adaptation, mental recoding, and the social mirror.
Originality/ value: Adopting a phenomenological perspective, this study is among the first to uncover employees’ lived experiences regarding the impact of gamification on learning and soft skills development. By illuminating the underlying dimensions of this phenomenon, it contributes to both the theoretical and practical advancement of human resource management in the digital era.
Recommendations: The findings provide a foundation for designing and implementing gamification-based learning systems within organizations and for redesigning employee soft skills development programs. Furthermore, the proposed conceptual framework offers directions for developing indigenous models, empirically validating the identified components, and expanding interdisciplinary research in digital human resource management.
methodology: This applied qualitative study adopted a descriptive-exploratory design and employed Diekelmann’s phenomenological approach. Data were collected through semi-structured, in-depth interviews with 15 university professors, management experts, and human resource professionals from public and private organizations who had practical experience in implementing gamification in learning and employee development processes. Participants were selected using purposive sampling based on the principle of theoretical sufficiency. Data were analyzed using Diekelmann’s phenomenological analysis method with the support of MAXQDA software.
Findings: The findings revealed that gamification plays a significant role in the sustainable development of employees’ soft skills by activating key mechanisms, including instant adaptation, mental recoding, and the social mirror.
Originality/ value: Adopting a phenomenological perspective, this study is among the first to uncover employees’ lived experiences regarding the impact of gamification on learning and soft skills development. By illuminating the underlying dimensions of this phenomenon, it contributes to both the theoretical and practical advancement of human resource management in the digital era.
Recommendations: The findings provide a foundation for designing and implementing gamification-based learning systems within organizations and for redesigning employee soft skills development programs. Furthermore, the proposed conceptual framework offers directions for developing indigenous models, empirically validating the identified components, and expanding interdisciplinary research in digital human resource management.
Type of Study: Research |
Subject:
Public Administration Approches
Received: Oct 29 2025 | Accepted: Jul 14 2026
Received: Oct 29 2025 | Accepted: Jul 14 2026
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution 4.0 International License. |
