Purpose The purpose of this paper is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organizational learning and the knowledge-based economy. The paper also provides more details and definitions of various issues around gamification. Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification as well as books, online databases, governmental reports, and statistics, etc. Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to the educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. Research limitations/implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners who understand the research implications of applying game-based learning in the classroom, as well as the workforce. Practical implications Higher educational teaching as well as corporate LTD (Learning, Training, and Development) are being significantly disrupted. The innovation taking place in teaching requires more experiential learning, the kind of learning stimulated with serious games, simulations, immersive learning environments, and gamification. This issue will help to outline disruptive approaches that work. Originality/value This paper provides a review of the emerging trends and cases where gamification, simulations, serious games, immersive learning environments, virtual reality, and augmented reality are applied to the deployment of knowledge-based initiatives.

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The article situates the challenges that higher education faces before the onset of COVID-19. A future that situates disruptive and immediate transformation for higher education curricula is described to save global universities from the ravages of the "stay-at-home" policies. The move to a totally online environment took place overnight, and most institutions of higher education were totally unprepared. Yet, a future of possibilities could be adopted in the coming five years, one, in particular, being game-based learning, an andragogy based upon experiential education. "Four thousand volumes of metaphysics will not teach us what the soul [spirit] is." Voltaire

Szmzmary A new, general, stepwise porphyrin synthesis in which tripyrrenes (2) and 1 ', 8'-dimethyl-a,c-biladienes (9) are crystalline and fully characterised intermediates is exemplified in the first total synthesis of isocoproporphyrin tetramethyl ester (1).

In the first part of this article models for productivity and the quality of working life are developed that show that there are a number of common elements, particularly those related to motivation. On the basis of a review of the published literature of case histories, as well as those cases with which we are familiar from our own experience, it seems clear that job satisfaction is the most significant sociological factor in enhancing productivity, and the quality of working life, especially for professional and management workers. In addition, it seems clear that a sense of autonomy and achievement are probably the most significant elements of job satisfaction and that, at least for this category of workers, productivity and the quality of working life are complementary objectives whose realisation may best be achieved together. We support this theme by analysing a number of case histories on the basis of the job satisfaction model. Finally, we suggest that careful attention should be paid, in the earliest stages of setting objectives, and later in planning for office automation, to identifying the types and levels of job satisfaction needs that are important for the staff to be supported with technology. It is important that management's objectives in this respect should be explicitly stated so that the technology may be specified and designed in such a way that the desired objectives are met.