Abstract
Unemployment of youth in South Africa has become a huge problem and calls for a new way of training. This study examined participant perceptions of an ICT-based gamification intervention in an automotive industry sale cadet programme aimed at promoting self-directed learning. The theories that the research was based on were self-directed learning theory (Knowles, 1975) and self-determination theory (Deci & Ryan, 2000) encompassing principles of autonomy, motivation, and engagement.
The qualitative research design was implemented making use of semi-structured interviews, and performance assessments to assess the impact that the ICT-based gamification intervention called GAMEON had on the cadets’ self-directed learning skills and how these participants experienced the intervention. The researcher evaluated participants’ knowledge scores before and after the intervention. The researcher also carried out a thematic analysis of the participants’ levels of engagement and motivation. The results showed that gamification improved their knowledge retention, motivation, and self-directed learning capacity.
The leaderboards, rewards, and interactive features of GAMEON improved learning experiences, fostering autonomy and engagement among participants. The researcher recommends refining gamification features to balance competition with intrinsic motivation, integrating blended learning approaches, and exploring long-term impacts on employability.