The emerging impact of gamification in the field of education has generated several possible avenues for enhancing learning outcomes and raised a large number of as-yet unanswered questions as to the effectiveness of different gamification techniques in different contexts. This quantitative survey study examines the impact of gamification on workplace cybersecurity training, utilizing the framework of self-determination theory (SDT) and Cognitive load Theory (CLT) to connect user desire for gamified elements to the likely effectiveness of the training. Survey data was gathered using a Likert-type scale and analyzed using the Wilcoxon Signed-Rank Test. Participants were presented with offerings for a hypothetical required workplace learning in forms either including or excluding a specific gamified element. Findings indicated a significant decrease in learner desire to take courses when gamified elements were added, particularly the inclusion of both competitive (p=0.003) and cooperative (p=0.044) leaderboards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]