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Hospitality and tourism research lags in using experimental designs. This study aims to reveal prestigious scholars’ opinions and suggestions on how to effectively design and execute experimental research.

The authors conducted an open-ended survey on 187 editors and editorial board members from 22 top hospitality and tourism journals. Their answers were coded following an inductive method of coding, and a list of themes and categories was synthesized.

The results summarize common problems of this method and indicate significant barriers to making experimental studies publishable. The review criteria for experimental studies are presented from four aspects: overall design, stimuli and manipulations, data collection and reporting results.

The results provide valuable suggestions for researchers interested in experimental design in the hospitality and tourism field. The study contributes to a shift toward well-designed and well-executed experimental research in hospitality and tourism.

To the best of the authors’ knowledge, the study is the first to survey editorial board members of impactful hospitality and tourism journals to reveal their insights into the experimental methodology. The study makes significant theoretical and methodological contributions by addressing calls to understand common problems and barriers to experimental research in our field.

This paper aims to uncover the insights derived from past experimental studies in promoting sustainable tourism. It also advocates for leveraging future experimental designs to position tourism as a catalyst for positive change toward sustainable development goals.

A review of previous literature examines the contributions of experimental design in both tourist studies and employee studies within the tourism fields.

Previous experimental studies have explored effective methods shaping tourists’ sustainable behaviors and management strategies contributing to employees’ decent work. The importance of integrating digital technology in these interventions is highlighted. A future research agenda encompassing three dimensions – technological progress, theory development and practical implications and research design – is proposed to leverage experimental studies for fostering sustainable development within the tourism industry.

This study, through a comprehensive review, highlights the significant impacts of previous experimental studies on encouraging responsible consumption among tourists and championing improved working conditions for employees. It underscores the necessity for enhanced experimental design, which should integrate theoretical frameworks and prioritize technological innovations to address real-world challenges. These improvements are crucial for advancing the tourism industry toward greater sustainability.

The purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases.

The research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis.

The study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject.

The study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences.

This study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers.

The originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literature by showing the effectiveness of JLSICS in improving students’ achievements and attitudes towards acid and base topics. It also emphasizes the importance of fostering positive attitudes towards chemistry to enhance students’ overall achievement in the subject.

In the realm of education, there has been an increasing emphasis on developing analytical thinking (AT) in the past few years. This systematic review focuses on an analysis of journal publications that have explored AT within the context of science, technology, engineering and mathematics (STEM) education. This analysis investigated four primary issues: (1) the operational definition that was used; (2) the types of theories that were used; (3) the interventions that were implemented to enhance AT skills; and (4) the research designs that were used.

To ensure a comprehensive and thorough review, we used the guidelines of preferred reporting items for systematic reviews and meta-analysis.

A comprehensive review of 28 pertinent scholarly articles reveals that scholars frequently rely on the concepts proposed by Anderson (2002), Marzano and Kendall (2008), Rodrangsee and Tuntiwongwanich (2021) and Suyatman et al. (2021) to establish a framework for delineating the competencies associated with analytical thinking (AT). Quasi-experimental designs were the most frequently used research designs in the studies analysed, followed by research and development approaches and then correlational designs. Most researchers have focused on investigating the effectiveness of problem-based learning as an intervention for improving AT skills. However, most research indicates that the theories or theoretical frameworks used to guide the research must be evident.

To the extent the authors know, this study represents the initial comprehensive examination of analytical thinking in STEM education. It presents a consolidated summary of the available evidence, assessing its quality and bringing it together in a single resource.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings.

This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration).

No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious.

Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.

Business process training is a crucial activity in the business process management lifecycle, performed whenever an organization needs to train workers about how to carry out their activities according to defined processes, after significant process changes, or whenever new workers come on board. Due to their motivational character, serious games have been understood as an unconventional alternative to support training in organizational processes. Still, methodologies to design serious digital games specifically for business process training are missing in the literature. This research paper presents a method – Play Your Process for Training (PYP4Training) – for designing digital games for business process training.

The research is guided by design science research methodologies and comprises the adaptation of Play Your Process (PYP), a method for designing business process-based digital games (BPBDG). PYP activities and supporting tools were shaped to cope with the specific requirements of BPBDG design for process training purposes, bringing to light a new method: PYP4Training.

PYP4Training was evaluated by designing a BPBDG for training a heavy equipment maintenance process in a multinational mining company. The game was evaluated by process owners and actors who reported a positive perception of the game as an option for process training. However, there is still space for improving trainees' engagement.

The research proposes an innovative way for business process training using digital games. Nevertheless, literature shows a lack of systematic procedures to build such games and results about their use.

This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.

From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.

The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.

Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.

Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.

The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.

This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.

The purpose of the quantitative correlational research study was to determine the relationship, if any, between the predictor variable, cosmeceutical business service quality, and the outcome variable, cosmeceutical client satisfaction, in the southeast region of the United States of America. Cosmeceuticals were cosmetics and medications administered by estheticians.

Literature on business service quality and client satisfaction theories was synthesized after extensive review. Quantitative research data were collected and statistically analyzed on the following subscales of consumer satisfaction: general satisfaction, technical quality, interpersonal manner, communication, financial aspects, time spent with professionals and accessibility/convenience. The hypotheses addressed the research question (RQ) of whether cosmeceutical business service quality affects client satisfaction. The Cosmeceutical Client Satisfaction Questionnaire 18 (CCSQ-18), a web-based research instrument, had strong reliability with a Cronbach’s alpha of 0.84. The target population (N = 50) included randomly selected female cosmeceutical consumers in the southeast region of the United States of America. The researcher did not digress from the detailed research protocol, instrumentation, data collection or data analyses. Through the Likelihood Ratio (LR) chi-squared statistic (18) = 65.35 and its associated probability, Prob > chi-squared = 0.000, the researcher determined the predictor variable cohesively has a statistically significant effect on the outcome variable.

Research results concluded that a significant relationship exists between cosmeceutical business service quality and cosmeceutical client satisfaction in the southeast region of the United States of America.

The findings detailed in the results complimented the argument that, generally, business service quality is important to consider, because good business is based on client satisfaction.

This paper aims to investigate the influence of sustainable enterprise resource planning (S-ERPs) systems implementation on sustainability performance.

A 1 × 2 experiment was conducted, involving a sample of 72 professional accountants enrolled in MPA, MBA and DBA programs at two prominent Egyptian universities. Simple linear regression was used to analyze the data.

The results reveal positive relationships between the implementation of S-ERPs and economic, environmental and social sustainability performance.

Considering the research methodology used, which relies on a laboratory experiment design; nevertheless, empirical data derived from a quasi-experiment conducted in a real-world context would offer valuable insights into the existing literature.

For manufacturing sector managers, the results offer value as organizations can benefit from S-ERP adoption in the internal and external integration of sustainability functions. The findings also provide decision-makers in the manufacturing context, particularly in emerging countries, with tangible reasons to consider S-ERP adoption for holistic sustainability benefits including waste management, resource consumption reduction and management of sustainable supply chain complexities. Further, the findings provide valuable insights for ERP vendors on how they can develop their ERP packages to align with software sustainability criteria.

This study is among the few that experimentally investigates the influence of S-ERPs implementation on sustainability performance within the manufacturing sector, especially in an emerging context such as Egypt. This unique contribution provides valuable insights into the complex connection between technology adoption and sustainability outcomes.