Gamification is an emerging area in research and practice that has sparked considerable interest in management studies. The attention to gamification is amplified by the ubiquitous nature of digital technologies and augmented reality which touches on how people work and learn socially. Consequently, gamified tools’ affordances affect situated learning in working environments through their implications on human relations in practice. However, the dynamics between gamification and situated learning have not been considered in the literature. Thus, drawing on the synthesis of gamification and situated learning literatures, we offer a model of gamifying situated learning in organisations. Thereby, our discussion explains the role of gamified affordances and their socio-material characteristics, which blend with situated learning as people indwell on such tools in their work. Moreover, gamified tools can afford the technological support of community-building and networking in organisations. Such gamified communities and networks, in turn, can be seen to existing within a gamified altered reality as part of which the physical distance and proximity of situated learning activities become inevitably bridged and joined together.

游戏化是研究和实践中的一个新兴领域，引起了对管理研究的极大兴趣。数字技术和增强现实的无处不在的性质放大了对游戏化的关注，这涉及人们如何在社交上工作​​和学习。因此，游戏化工具的可供性通过其对实践中人际关系的影响来影响工作环境中的情境学习。然而，文献中并未考虑游戏化和情境学习之间的动态关系。因此，利用游戏化和情境学习文献的综合，我们提供了一个在组织中游戏化情境学习的模型。因此，我们的讨论解释了游戏化可供性的作用及其社会物质特征，当人们在工作中使用这些工具时，它与情境学习相融合。此外，游戏化工具可以为组织中的社区建设和网络提供技术支持。反过来，这种游戏化的社区和网络可以被视为存在于一个游戏化的改变现实中，作为其中的一部分，情境学习活动的物理距离和接近性不可避免地桥接在一起。