This study contributes to the comparative analysis of outcomes between gamified and traditional training systems in the banking sector. On‐the‐job training is a vital aspect of the process of enhancing work performance within organizations. Thus, by employing a case‐based asymmetric configural approach rooted in nonlinear and contrarian case analysis, this research investigates the impact of gamified training on human resource development. A global empirical survey of 388 banking employees revealed that a combination of complexity theory and configural analysis provides valuable insights into the outcomes of both gamified and conventional training methods. In the face of increasing competition, banks are compelled to enhance their professionalism by boosting employee motivation. It becomes apparent that there is no straightforward, necessary and sufficient path available to guarantee high levels of engagement and job satisfaction. Notably, some of these results challenge the expectations of self‐determination theory (SDT), which posits the satisfaction of three basic psychological needs during training. These findings contribute to an enriched understanding of the nuanced application of complexity theory in the context of SDT research, particularly regarding the training and development of gamified systems for banking organizations and other service‐oriented sectors that can benefit from such innovative training approaches.