Effect of Gamified Learning and Emotional Intelligence on Adaptive Performance in Digital Workplace Environments

Abstract

This study focuses on the application of gamified learning to adaptive performance in the digital workplace and specifically examines the mediating and moderating roles of emotional intelligence. A cross-sectional survey design was used to conduct quantitative research with an explanatory empirical design. Data were collected from 250–400 employees across digitally enabled organizations using structured questionnaires. The constructs were measured using validated Likert-scale instruments. Structural equation modeling (SEM) was applied to test direct, mediating, and moderating relationships. The reliability and validity were checked by use of Cronbach's alpha (0.87-0.90), Composite Reliability (0.90-0.92), and AVE (0.61-0.66). The result indicated that gamified learning (3.87), emotional intelligence (3.92), and adaptive performance (4.01) had high mean values. Correlation analysis showed significant positive relationships among variables (r = 0.56–0.65, p < 0.01). Structural results indicated that gamified learning significantly influences adaptive performance (β = 0.34) and emotional intelligence (β = 0.56), while emotional intelligence also affects adaptive performance (β = 0.41). The effect was found to be significant as mediated (β = 0.23) and moderated (β = 0.19). The explanation of adaptive performance had a model variance of 58% (R² = 0.58). Control variables were deemed not to be significant (p > 0.05). The study concludes that gamified learning is a major strategy to facilitate adaptive performance both directly and indirectly through the emotional intelligence aspect. This relationship is reinforced and elaborated through emotional intelligence, which is dual-potent. The results highlight the necessity of combining gamification with emotional skill formation to enhance adaptability on the Internet.