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The motivation to participate in crowdsourcing (CS) platforms is an emerging challenge. Although researchers and practitioners have focused on crowd motivation in the past, the results obtained through such practices have not been satisfactory. Researchers have left unexplored research areas related to CS pillars, such as the evolution of the crowd’s primary motivations, seekers applying effective policies and incentives, platform design challenges and addressing task complexity using the synchronicity of the crowd. Researchers are now more inclined to address these issues by focusing on sustaining the crowd’s motivation; however, sustaining the crowd’s motivation has many challenges.

To fill this gap, this study conducted a systematic literature review (SLR) to investigate and map the challenges and factors affecting sustained motivation during CS with the overcoming implications. Studies that satisfied the inclusion criteria were published between 2010 and 2021.

Important sustainable factors are extracted using the grounded theory that has sustained participation and the factors' cohesion leads to the identification of challenges that the pillars of CS face. Crowds being the most vital part of CS contests face the challenge of engagement. The results reported the factors that affect the crowd’s primary and post-intentions, perceived value of incentives and social and communal interaction. Seekers face the challenge of knowledge and understanding; the results identify the reason behind the crowd’s demotivation and the impact of theories and factors on the crowd's psychological needs which helped in sustaining participation. Similarly, the platforms face the challenge of being successful and demanding, the results identify the latest technologies, designs and features that seekers proclaim and need the platforms designer's attention. The identified task challenges are completion and achievement; the authors have identified the impact of trait of task and solving mechanisms that have sustained participation.

The study identifies, explores and summarizes the challenges on CS pillars researchers are facing now to sustain contributions by keeping participants motivated during online campaigns. Similarly, the study highlights the implication to overcome the challenges by identifying and prioritizing the areas concerning sustainability through the adoption of innovative methods or policies that can guarantee sustained participation.

The frequency and sophistication of cybercrimes are increasing. These cybercrimes are impacting government and private organizations as well as individuals. One of the countermeasures is to improve the cyber hygiene of the end-users. Serious games or game-based learning has emerged as a promising approach for implementing security education, training and awareness program. In this paper, the researchers propose a tabletop card game called Cyber Suraksha to increase threat awareness and motivate users to adopt recommended security controls for smartphone users. Cyber Suraksha provides an active learning environment for the players. This paper aims to provide the details of the design and evaluation of the game using a between-subjects design.

The researchers have used constructive learning theory and the Fogg behaviour model (FBM) to design a tabletop card game called Cyber Suraksha. The researchers evaluated the game using a between-subjects design. The participants' responses in the control and intervention groups were collected using the risk behaviour diagnosis scale. Pearson’s Chi-Square test with a 5% significance level was used to test the hypotheses.

The results indicate that the game is enjoyable and fun. Cyber Suraksha game effectively motivates users to adopt the recommended security control for the targeted behaviour. The results indicate that the participants in the intervention group are 2.65 times more likely to adopt recommended behaviour. The findings of this study provide evidence for the effectiveness of hope and fear appeals in improving cybersecurity awareness.

The generalizability of the study is limited because the sample size is small compared to the total number of smartphone users in India, and only students from computer/IT UG programs in India are used as participants in this study.

This study uses hope and a fear appeal to design an effective serious game. It also demonstrates using the FBM and constructive learning principles for effective serious game design. Cyber Suraksha is effective for the student group and may be tested with other age groups.

To the researchers' knowledge, there are no serious games for cybersecurity awareness focusing on the threats faced by smartphone users based on FBM and constructive learning theory. This research used hope along with a fear appeal to motivate smartphone users to adopt recommended security controls.

This study aims to examine how brands can leverage on advergames as an interactive marketing tool to foster prosumer culture and build a sacred brand. Drawing from game theory, this research scrutinizes how advergame format (cooperative vs noncooperative) influences consumers’ perceived brand sacredness by harnessing positive brand relationship quality (BRQ) and intention to prosume. It also examines how reward types moderate the relationship between advergame format and advergamers’ BRQ.

Three different studies were conducted. Study 1 develops a measure to capture advergamers’ intention to prosume. Study 2 uses survey to collect data from brand-controlled gaming community platform. Study 3 is an experiment that uses 2 (game format: cooperative vs noncooperative) × 2 (reward type: hedonic vs utilitarian) between-subject format.

Study 1 provides a reliable and valid measure to capture “intention to prosume.” The results of Study 2 elucidate that (non) cooperative advergame format generates strong cold (hot) BRQ, leading to intention to prosume, which, in turn, drives brand sacredness. The results of Study 3 elucidate that using (utilitarian) hedonic rewards strengthens the impact of (non) cooperative advergame format on (cold) hot BRQ.

This research has examined the roles of cooperative vs noncooperative game design formats and hedonic vs utilitarian reward formats. Future research may focus on other possible advergame design formats and reward types.

This research provides insights to advergame marketers toward designing appropriate hedonic or utilitarian game rewards to strengthen the impact of cooperative vs noncooperative advergame format on brand sacredness through enhancing BRQ and intention to prosume among the target advergamers.

This research applies game theory in the advergaming context to manoeuvre game format and rewards so that a sustainable prosumption culture is built, which has strong beliefs about the sacredness of the brand.

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.

This research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.

Through experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.

This study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

The aim of the paper is to present the theory and algorithms based on the methods of systems optimal control for a numerical solution of a defined mathematical model of a system as well as that of a mathematical model of game theory.

The paper brings a formulation of the mathematical model of a problem of systems optimal control with distributed parameters in Hilbert space. The mathematical model of the optimal control problem includes equations that also occur in the defined mathematical model of the theory of a two player zero‐sum game. Optimization problems of game theory have been defined for the purpose of finding a saddle point of a functional satisfying task constraints ε>0.

In order to find a saddle point of a functional and that one of a functional with a limitation, a designed algorithm of an iterative gradient method is presented. Furthermore, the paper contains a concept of algorithms designing that can be applied to a numerical solution of the defined problem of game theory. These algorithms can be realized on the basis of the methods of systems optimal control. After an adjoint state of the system is defined, a saddle point of a functional will be characterized by equations and inequalities.

The contribution of the paper lies in the formulation of the theorems which express the necessary and sufficient conditions of optimality for saddle points of a functional. Furthermore, it has been proved that algorithms of methods of systems optimal control with distributed parameters can be used for the solution of a mathematical model of game theory. The paper contains original results achieved by the authors within scientific projects.

The purpose of this paper is to design a game theory based model that not only provide theoretical basis to control brand counterfeiting, but it also provide a mechanism to enhance brand revenue.

This study used the dynamic game theory of incomplete information to understand and encounter the brand counterfeiting issues. The study analyzed the economic relationship of legitimate brand, counterfeiter and consumers using mixed strategy of the dynamic game theory of incomplete information.

The results have indicated that brands those take countermeasures to reduce counterfeiting earn maximum revenue, even when the legitimate brands and consumers are unaware from the actions of counterfeiting firms, the legitimate brands should take countermeasures to reduce counterfeiting to earn maximum revenue, and there exists optimal anti-counterfeiting cost for the legitimate brand. Further, this study provides theoretical basis where brand managers can decide to adopt or not to adopt anti-counterfeiting strategy, and also indicate the consequences of each decision.

Based upon the findings, the study put forward valuable managerial implications. The study revealed that the legitimate brand must emphasize on the significance of taking countermeasures against counterfeiter and also, brand managers should focus on making product traceable, empowering the consumer and ensuring coordination with government officials to control the counterfeiting issues.

This paper incorporates the role of legitimate brand, counterfeiter and a consumer to establish the dynamic game theory model using mixed strategy to understand and address the counterfeiting issues in the global market.

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.

This paper aims to describe how a novice to game design pushed theory about what makes a good game.

The game in question was developed in Twine for an introductory undergraduate course in interactive media.

It featured very little player agency, which ironically served to give players a richer experience.

That a novice could create something deeply personal that butted against conventional game design guidelines highlights the importance of opening game design up to as broad an audience as possible.

Set-based design (SBD) is a lean tool widely adopted for improving design processes and providing value maximization to clients. The purpose of this paper is to present the development and testing of a lean simulation game that incorporated point-based and SBD principles. The objective of the game was to enhance learning of lean design management among construction students.

After a thorough and comprehensive literature review consisting of secondary data in journal papers, books, thesis references and primary data in the form of interviews with lean practitioners, the simulation game prototype was developed. The testing of the game was carried out with a study group. Data were collected during the gameplay with the help of a questionnaire survey on a confidence scale and Likert scale and assessed using the Wilcoxon signed-rank test, histogram, one-sample t-test and false discovery rate (Benjamini–Hochberg) correction method.

The data collected both pre- and post-simulation showed an increase in average confidence in understanding from 3.33 to 3.89, a 16.7% rise. The data was further interpreted by using Wilcoxon signed-rank test, indicating that the post-simulation learning experience was significantly better than the pre-simulation one. Promising positive results were obtained for the questions on game design, engagement and understanding of point-based design and SBD concepts.

The simulation game helps bridge the gap between knowledge building and real-life by effectively imitating the process. The game facilitates a dynamic and critical approach toward developing new educational simulation games and their successful incorporation in propagating lean principles in the construction industry.