Gamification in higher education administration: a conceptual model for enhancing faculty and staff engagement

This study investigates the influence of gamification, job satisfaction, and organizational culture on faculty and staff engagement within higher education administration in China. A conceptual model was developed to explore these relationships, employing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to ensure the constructs' reliability and validity. The sample featured a diverse representation of faculty and administrative staff, encompassing various genders, age groups, and professional experiences. The findings indicate that gamification significantly enhances engagement, demonstrating its effectiveness in making administrative tasks more engaging and motivating. Job satisfaction emerged as a crucial factor, positively impacting engagement and mediating the relationship between gamification and engagement. The results further highlight the essential role of organizational culture, showing that a supportive and collaborative work environment can foster higher levels of engagement and job satisfaction. The study underscores the interconnected nature of these constructs, suggesting that higher education institutions should consider incorporating gamification and promoting a positive organizational culture to improve overall engagement. The research provides important theoretical insights and practical recommendations, emphasizing a comprehensive approach to employee engagement and highlighting directions for future studies, such as exploring demographic influences and long-term impacts.