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This research paper examines the use of contextual learning in designing serious games for compliance learning. We examine the challenges of implementing learning programs in compliance learning in financial services. The population of this research consisted of 4000 bankers in 5 banks in Romania required to complete a continuous learning program in MiFID II. The population was split in two groups, with a similar structure and size (age, level of experience). The experimental group (2000 bankers) was required to complete a learning program in MiFID II that was built using gamification and serious games based on the roles of the bankers in the group, as well as the BrainHex player archetypes. The control group was required to complete the same learning program, but without any gamification elements. Both programs have been delivered using the same LMS and the elements of the learning programs, including the games, have been individually tagged and monitored automatically by the learning software. The results of the experiment reveal that: (1) 78% of the users completed the requirements of the mandatory learning program in the experimental group and 49% in the control group, a 59% increase indicating that the contextual learning approach using role based serious games significantly increases the learning progress, (2) the users in the experimental group have, on average, 92% more time spent in the platform than the 15 hours required by the regulators and 50% of that time is spent playing games. The results clearly indicate that by suing role-based serious games an organization can not only engage their staff to be compliant but also achieve the expected behavioural change. [ABSTRACT FROM AUTHOR]

In this paper, we discuss about the possibilities of gamification in public and academic libraries. The concept of gamification and its different forms are analyzed based on the previous literature. Gamification can be understood in different ways and used in different forms depending on the target group (e.g. students, children etc.) and the goals we have. These possibilities and types of gamification are introduced in this article by using examples from different libraries. Our main research questions are: 1) How can the concept of gamification be defined? 2) What kind of barriers there is against the gamification in libraries? 3) What are the possibilities and advantages of gamification for libraries The article is based on previous studies made about gamification and interviews made with librarians in Finnish and Romanian libraries. Also different cases how gamification is used to teach e.g. library use and information retrieval is introduced in this article. The example vary from escape rooms in libraries to gamification in electronic solutions. Authors compare the situation in Finland and Romania. The theoretical framework of this article is based on Mihály Csíkszentmihályi's Flow theory. Flow can be understood as the state of concentration and engagement that can be achieved when completing a task that challenges one's skills. In libraries gamification makes it possible to get the customers interested in e.g. improving their skills in information retrieval. Gamification improves motivation and makes learning more effective. The results show that the older librarians are more prejudiced towards the gamification and having games in the library collection. Especially younger customers find the gamification interesting and helpful while learning information retrieval in Finnish libraries. [ABSTRACT FROM AUTHOR]