Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
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All Journal Advances in Psychological Sciences and Applications Journal of Educational Technology Innovation and Applications
Saeed, Ozal
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Religion Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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The Psychology of Technology-Human Resource Interactions: Balancing Automation and Human Connection in the Digital Workplace Khan, Zafar; Niaz, Falak; Sultan, Farukh; Saeed, Ozal
Advances in Psychological Sciences and Applications Vol. 1 No. 02 (2025): Advances in Psychological Sciences and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/apsa.v1i02.1113

Abstract

In the evolving digital workplace, technology and Human Resource Management (HRM) have become increasingly intertwined, redefining traditional HR functions and relationships. This paper explores the psychological dynamics and organizational implications of integrating advanced technologies such as Artificial Intelligence (AI), machine learning, and analytics into HRM. Drawing from over 25 scholarly references, the study analyzes how technology influences recruitment, onboarding, performance evaluation, and employee development. The findings emphasize that while digital tools enhance efficiency, human-centric approaches remain indispensable in fostering engagement, motivation, and well-being. The study highlights the importance of a balanced HRM strategy that harmonizes technological efficiency with psychological and emotional human needs. The paper concludes that sustainable HRM in the digital era must be anchored in empathy, ethical judgment, and continuous learning.
Enjoyment or Mastery? A Critical Evidence-Based Analysis of Dominant Outcomes in Gamified Learning Tabassum, Nihal; Talha; Saeed, Ozal
Journal of Educational Technology Innovation and Applications Vol. 1 No. 03 (2025): Forthcoming Issue - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i03.1697

Abstract

This study investigates whether enjoyment or knowledge mastery plays a more dominant role in gamified learning environments. Using a semantic search across 138 million academic papers and systematic screening criteria, we identified empirical studies that measured both engagement-related and learning-related outcomes. Results reveal a conditional and sequential pattern rather than a single dominant effect. Enjoyment consistently drives initial engagement, supported by strong intrinsic motivation indicators and short-term affective gains. In contrast, mastery emerges more gradually and depends on the alignment of game elements with cognitive learning processes. Studies using superficial elements (e.g., points, badges) reported weaker learning effects, whereas meaningful game mechanics (challenges, feedback, narrative) fostered deeper understanding and retention. Comparative analyses show that enjoyment functions as a motivational catalyst, but mastery becomes dominant only when implementation fidelity is high and pedagogical objectives remain central. These findings highlight that effective gamification requires purposeful design that channels enjoyment into sustained learning pathways.
Co-Authors Khan, Zafar Niaz, Falak Sultan, Farukh Tabassum, Nihal Talha