Firms face significant challenges in effectively training employees in adopting complex information systems, such as enterprise resource planning (ERP). Gamified training has emerged as a promising means to address these challenges. Despite this, prior research has paid little attention to the factors affecting the effective use of gamified training. This study aims to identify the determinants of the effective use of gamified training. Based on technology affordances, coping, and gamification literature, the study proposes that team-based gamification affordances (e.g. collaboration and competition affordances) affect coping responses (e.g. task-focused, emotion-focused, and avoidance coping), leading to effective use. We utilized the ERP simulation game to empirically test the research model, employing a multi-study approach comprising two studies (Study 1 = 255 participants, Study 2 = 219 participants). Structural equation modelling was used for data analysis. Our results indicate that collaboration affordance significantly affects task-focused, emotion-focused, and avoidance coping. However, competition affordance influenced only task-focused coping. We also found that task-focused and emotion-focused coping affected effective use. This study contributes to IS literature by highlighting gamification affordances and coping responses as important predictors of effective use in gamified training, leading organizations and IS scholars to design impactful and engaging gamified training programmes.

Gamification has been effectively applied in organizational and academic training to enhance motivation. Among various game elements, leaderboards are particularly popular in gamified training environments. Grounded in gamification research, self-determination theory, and job demands-resources theory, this research investigates the relationships among leaderboard affordance, perceived role importance in a team (PRIT), satisfaction of the three psychological needs (perceived autonomy, competence, and relatedness), and two types of stress (distress and eustress). Using a team-based ERP simulation game for gamified ERP training, we conducted two studies (Study 1: N = 203 and Study 2: N = 216) and employed structural equation modelling to test our hypotheses. Our findings indicate that leaderboard affordance positively influences PRIT. Additionally, the results show that leaderboard affordance and PRIT increase needs satisfaction and eustress, while the effects on distress were minimal. This study contributes to gamification IS research by highlighting the impact of leaderboard affordances and PRIT in fostering positive psychological outcomes and expanding our understanding of stress in gamified training contexts. Our findings are important for organizations seeking to maintain motivation and engagement through gamified training.

This research explores the bright side of technostress, contrasting prior studies focusing on its adverse effects. Drawing on the transactional model of stress and coping and the holistic stress model, we investigate how personal and organizational coping resources influence techno-eustress and learning performance in information technology training. Our research model is validated with a sample of 644 graduate students who completed technology-enhanced learning courses in an information systems program. Despite the positive association between personal and organizational coping resources, we find both resources are positively linked to techno-eustress and subsequent learning performance. These findings challenge existing assumptions and offer new insights into the relationship between coping resources, techno-eustress, and learning outcomes. Our study fills a literature gap, providing a better understanding of technostress effects, and discussing the theoretical and practical implications. These findings have significant implications for researchers, practitioners, and educators seeking to optimize technology use in training contexts.