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1 – 3 of 3Neerja Kashive and Sayali Mohite
This study aims to look at the integration of gamification in an e-learning model based on the technology acceptance model. The data was collected from respondents residing in…
Abstract
Purpose
This study aims to look at the integration of gamification in an e-learning model based on the technology acceptance model. The data was collected from respondents residing in India and elements of gamification (achievement, immersion and social) and personal characteristics of learners (self-efficacy, computer anxiety and enjoyment) and their impact on perceived ease of use (PEOU) and perceived usefulness (PU) were tested.
Design/methodology/approach
The data were collected from students and professionals who have ever played games during learning while using an e-learning module. Structural equation modeling using smart partial least square was used to create a model.
Findings
The findings showed that enjoyment affected both PEOU and PU and attitude toward e-learning. Achievement and social elements impacted attitude and the immersion element moderated the relation between enjoyment and PEOU and PU. These finally impact attitude and satisfaction, leading to higher intention to use e-learning platforms.
Research limitations/implications
Because this study is very specific to the Indian context, a broad generalization requires further exploration in other cultural contexts. The absence of this exploration is one of the limitations of this study.
Originality/value
This study tested the GAMEFULQUEST suggested by Högberg et al. (2019) based on self-determination theory and its impact on the overall e-learning experience. The moderation of immersion has come out to be significant and achievement and social elements impacted attitude.
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Jorge H.O. Silva, Glauco H.S. Mendes, Jorge G. Teixeira and Daniel Braatz
While academics and practitioners increasingly recognize the impacts of gamification on customer experience (CX), its role in the customer journey remains undeveloped. This…
Abstract
Purpose
While academics and practitioners increasingly recognize the impacts of gamification on customer experience (CX), its role in the customer journey remains undeveloped. This article aims to identify how gamification can leverage each customer journey stage, integrate the findings into a conceptual model and propose future research opportunities.
Design/methodology/approach
Since CX and customer journey are interrelated concepts, the authors rely on CX research to identify research themes that provide insights to propose the conceptual model. A systematic review of 154 articles on the interplay between gamification and CX research published from 2013 to 2022 was performed and analyzed by thematic content analysis. The authors interpreted the results according to the service customer journey stages and the taxonomy of digital engagement practices.
Findings
This article identified five main thematic categories that shape the conceptual model (design, customer journey stages, customer, technology and context). Gamification design can support customer value creation at any customer journey stage. While gamification can leverage brand engagement at the pre-service stage by enhancing customer motivation and information search, it can leverage service and brand engagement at the core and post-service stages by enhancing customer participation and brand relationships. Moreover, customer-, technology- and context-related factors influence the gamified service experience in the customer journey.
Originality/value
This article contributes to a conceptual integration between gamification and customer journey. Additionally, it provides opportunities for future research from a customer journey perspective.
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Gentjan Çera, Ina Pagria, Khurram Ajaz Khan and Lindita Muaremi
The extended unified theory of acceptance and use of technology (UTAUT2) model has been adapted and applied by scholars to gain insight into mobile banking (m-banking) usage. By…
Abstract
Purpose
The extended unified theory of acceptance and use of technology (UTAUT2) model has been adapted and applied by scholars to gain insight into mobile banking (m-banking) usage. By combining three perspectives, UTAUT2, gamification (GM) and generational cohort theory, this study aims to investigate the factors which impact m-banking usage and examine the moderating effect of generations Y and Z on the relationship between GM and intention to use m-banking.
Design/methodology/approach
The adopted model was tested in a quantitative study by using partial least square structural equation modelling. A total of 380 valid questionnaires from a transition country, Albania, have been examined.
Findings
In the study, scientific evidence concerning the UTAUT2 model and GM elements are provided. Thus, facilitation conditions, habit and hedonic motivation were found to be significant determinants of GM. Moreover, the results revealed that age moderates the relationship between GM and behavioural intention (BI). Compared to generation Z, individuals born prior to 1996 (generation Y), exhibited a much stronger relationship.
Research limitations/implications
Although Albania bears similarities with other transition countries in terms of regional, economic and political environments, the generalisation of these results to another context is rather limited.
Practical implications
This paper offers a model integrating UTAUT2, GM and generational cohorts in the context of a transition country. The findings can be applied in the form of guidelines for a number of financial institutions.
Originality/value
Besides identifying the determinants of m-banking adoption and GM, this study notably reveals the importance of generational cohorts because it governs the effect of GM on m-banking BI.
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