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This study aims to investigate whether gamified elements affect the use behaviour of young people (between age 12 and 25 years) on consumption-related mobile applications.

A survey was conducted on 151 young people between the ages of 12 and 25 years.

The results showed that use behaviour on consumption mobile applications was affected by gamification. Behavioural intention to use was affected by the performance expectancy (PE) and effort expectancy (EE) of mobile application designs. Mobile applications characteristics do not affect behavioural intention to use mobile applications but through the mediator mobile application designs.

This study also proposes mechanisms that explain how mobile apps characteristics affect EE and PE through app designs. Use behaviour is affected by Gamification elements. Affective need and social need link up uses and gratification (U&G) theory and unified theory of acceptance and use of technology (UTAUT)in gamification context. This study confirms the affective need affecting behavioural intention (Thongsri et al., 2018). In this regard, the mechanism between the relationship of affective need and behavioural intention was showed. Affective need through both PE and EE influencing behavioural intention.

Corporations should consider adding gamified elements into consumption-related mobile apps to increasing usage behaviour. Lucky draws, quizzes and games could be built in for mobile apps. Mobile app designs and characteristics could improve user experience by allowing consumers to perform their search and buying processes easily. Mobile app designs will not directly influence “behavioral intention to use” but use behaviour.

Practitioners need to look at the problem from technological and customer perspectives. From technological viewpoint, both mobile apps characteristics and design are important in affecting user behaviour. From customer’s perspective, it would be helpful to add gaming elements to the mobile apps and induce emotion. One may also use visual image to create an immersive experience on the development of storyline. Prospective customers might focus on what is going on in the story and pay less attention on its own logic. Thus, simply lucky draw might not have a true effect since player have its own belief working. A suitable story element could have positive effect on mobile apps use behaviour.

This study is one of the first to examine the association between gamification and use behaviour on consumption-related mobile applications. A new framework was proposed by integrating UTAUT model and U&G theory.

Preliminary study into the changing task roles of administrative support staff suggests that their training and development may be unduly and unhelpfully influenced both by management whim and by the flaws inherent in the application of conventional performance appraisal techniques. Drawing from a review of the literature, questions the reasons for undertaking performance appraisals and develops the argument that conventional appraisal methodology typically concentrates on the “summary” (or comparative) effectiveness of employees at the expense of meaningful diagnostic evaluation. Further suggests that in order to determine training and developmental needs effectively, techniques need to be devised which combine analysis at a number of different levels. Presents a conceptual model, and proposes behavioural expectation scales as tenable mechanisms for facilitating gainful diagnosis and constructive needs analysis.

The purpose of this paper is to examine the nature of the types of adjustments appropriate to university teaching practices for students with emotional and behavioural difficulties in the UK higher education (HE) sector.

A case study in a UK university was undertaken over a two‐year period.

A variety of types of adjustments may be necessary for UK university students with emotional and behavioural difficulties including adjustments to pastoral care, teaching and assessment.

The case study focussed on only three students with emotional and behavioural difficulties. However, given that the number of students entering UK universities with such difficulties is increasing, the results of this research can hopefully inform the teaching of future students.

This paper addresses what UK university teaching staff may need to do to support students with emotional and behavioural difficulties.

Although research has been conducted into the teaching of individuals with emotional and behavioural difficulties in schools, little if any research has been undertaken regarding teaching such students at university level.

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment measures. Assessment practice across school settings is greatly influenced by clinical guidelines such as the DSM-IV, which more specifically defines emotional and behavioral disorders and highlights the issue of co-morbidity. Before a student is assessed for special education eligibility under the IDEIA category of emotional disturbance, screening techniques and pre-referral interventions are needed. Positive Behavioral Supports and Response to Intervention models provide empirically supported frameworks for establishing the need for formal psychological assessment. Collaboration among members of the multidisciplinary team, including parents, helps to ensure that identification and intervention efforts have ecological validity. Tests and techniques vary considerably, but developmental histories, interviews, observations across settings, and behavioral checklists and rating scales are recommended, along with cognitive and achievement testing. While problems exist in the reliability and validity of projective techniques, they continue to be used in school-based assessment for EBD. Multitrait, multisetting, and multimethod approaches are essential for culturally fair assessment and reduction of bias in identification and placement.

This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed.

This paper seeks to draw from services marketing theory as an alternative and under-used pathway to social and behaviour change for the achievement of societal well-being. Social marketing services are an important part of social change programmes as they contribute towards service users’ health, well-being, and the fulfilment of social marketing goals. However, value destruction can occur in users’ service experiences, leading to a decline rather than improvement of their well-being. The purpose of this paper is to understand the nature of the value destruction process and identify the outcomes in social marketing services from a consumer’s perspective.

A qualitative exploratory study using a focus group (n = 4) and individual depth interview (n = 4) methods was undertaken. The discussions were guided by a semi-structured interview guide and were audio recorded and transcribed verbatim.

Thematic analysis of the data revealed two value destruction processes: incongruent resource application and misuse of firm resources. The value destruction processes suggest three types of outcomes: reduced usage of the service, termination of service and strategic behavioural actions.

This study is the first to examine value destruction processes and outcomes in social marketing services from a consumer’s perspective. This study contributes towards the small but growing body of research on value destruction in both commercial and social marketing by challenging the assumption that value creation is always positively valenced and responding to critique that there is currently insufficient focus on value destruction in service research and its impact on well-being.

Before considering the need to define behavioural objectives it is useful to consider the reasons for undertaking any form of training. The basic reason may be stated in terms of equipping the trainee with the skills, knowledge and attitudes necessary to perform a job or a task. Any training programme, therefore, should be constructed with this purpose in mind. In order to construct a programme along these lines it is essential that the relevant skills, knowledge and attitudes be expressed in such a way as to allow their measurement. Once this has been done a criterion is established whereby it becomes possible to evaluate the success or failure of the training programme. The measurable expression of the aims of training is what is referred to as the objectives. Inherent in the construction and expression of these objectives is a relationship to the evaluation of the training. It is, therefore, virtually impossible to consider objectives in the absence of evaluation. Returning to the basic purpose of training, it can be seen that the objectives must also be closely matched to the training needs in any situation. Thus, before objectives can be established, it is necessary to identify training needs and express them in terms of skill, knowledge and attitude requirements.

The purpose of this paper is first to highlight some of the social phenomena that are driving the design of people‐centred information solutions; second, to develop a broad ontology of information behaviour research that serves to identify factors that should be taken into account when designing such solutions. Finally, the author illustrates how this knowledge is being applied in the design of people‐centred inclusive information products and services.

The author draws on the information behaviour literature to highlight key drivers and to develop and illustrate the ontological framework. The significance of this framework is then demonstrated by providing examples of how this knowledge has been applied in the design of people‐centred inclusive information products and services.

This is a conceptual paper and based on the informed, subjective analysis of previous research. However, relating theory to practice does provide an indication of the validity of this conception of one's knowledge of information behaviour to people‐centred design.

The paper helps to provide an overview of information behaviour research, the nature of the domain and the levels of abstraction. The article also makes a direct link between the theoretical world of information behaviour research and the empirical world of people‐centred design. Hence, it also presents a case for the importance of the body of knowledge that people in information science refer to as information behaviour.

This paper aims to review the theory and empirical evidence of institutional investor behavioral biases in the lenses of behavioral finance paradigm. It surveys the research specifically focusing on behavioral biases among institutional investors in investment management activities worldwide.

A literature survey is done to gather and synthesize evidence on behavioral biases of institutional investors.

The survey and analysis reveal the following findings. First, the theoretical underpinning of investors’ irrational behavior has been neglected in behavioral finance research. Second, the behavioral heuristics and biases are dynamic and complex. Third, understanding behavioral biases’ origin, causes and effects requires interdisciplinary perspectives from the fields of psychology, sociology and biology.

The analysis and alternative perspectives drawn in this paper provide new insights into the field of behavioral finance and aims to suggest researchers, practitioners and regulators on the next course of actions.