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This study used an integrated model that incorporates the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) to empirically investigate how eco-gamification stimulates users' sustainability knowledge and, consequently, their pro-sustainable intentions through the mediating roles of sustainable knowledge and psychological and social norms. Thus, the study aims to examine users'’ experiences with the JouleBug app, which is designed to encourage users to complete at least one daily green task.

After a trial period of two weeks, a total of 360 participants completed the post-game survey during the research process.

The findings from the structural equation modeling and data analysis indicated a good fit for the model. The findings demonstrate that usefulness, ease of use and enjoyment of eco-gamification enrich users' sustainability knowledge, which, in turn, strongly influences their pro-sustainable intentions. According to the findings, the three factors of TPB have a significant impact on users' pro-sustainability intentions. Both sustainable knowledge and social cues play mediating roles in such relationships.

This study advocates that eco-gamification can be used as a platform to modify tourists’ pro-sustainability intentions in emerging tourism and technology destinations such as Egypt. Hence, this study offers significant information to tourism planners and other stakeholders on tourists’ behavioural intentions.

This study examined the effectiveness of an integrated model of TAM and TBP in predicting tourists’ intentions to use eco-gamification to improve the sustainability of tourist destinations.

本研究采用结合技术接受模型（TAM）和计划行为理论（TPB）的综合模型, 旨在探究生态游戏化如何提升用户对可持续性的认知, 从而影响他们支持环保行为的意愿。通过研究可持续性知识以及心理和社会规范在其中的中介作用来实现这一目标。因此, 本研究调查了用户使用JouleBug应用程序的体验, 该应用程序旨在鼓励用户每天完成至少一个环保任务。

在为期两周的试验期后, 共有360名参与者在研究过程中完成了后测问卷调查。

通过结构方程模型和数据分析, 研究结果表明模型拟合良好。研究发现, 生态游戏化的实用性、易用性和乐趣能够丰富用户的可持续性知识, 从而强烈影响他们支持可持续性的意愿。研究结果还显示, 计划行为理论（TPB）的三个因素对用户的支持可持续性意愿有显著影响。可持续性知识和社会提示在这些关系中发挥着中介作用。

本研究主张, 生态游戏化可以作为一个平台, 用于引导游客在埃及等新兴旅游和科技目的地中支持可持续性的意愿。因此, 该研究为旅游规划者和其他利益相关者提供了有关游客行为意向的重要信息。

本研究考察了TAM和TPB综合模型在预测游客使用生态游戏化改善旅游目的地可持续性意愿方面的有效性。

Este estudio utilizó un modelo integrado que combina el Modelo de Aceptación Tecnológica (TAM) y la Teoría del Comportamiento Planificado (TPB) para investigar cómo la eco-gamificación aumenta el conocimiento de los usuarios sobre la sostenibilidad y, en consecuencia, sus intenciones para actuar favorablemente en el medio ambiente. Esto se logró analizando cómo el conocimiento sostenible y las normas psicológicas y sociales actuaban como mediadores. Para ello, la investigación examina las experiencias de los usuarios con la aplicación JouleBug, diseñada para fomentar que los usuarios realicen al menos una tarea verde diaria.

Tras un período de prueba de dos semanas, un total de 360 participantes completaron la encuesta posterior al juego durante el proceso de investigación.

Los resultados del modelo de ecuaciones estructurales y análisis de datos indicaron un buen ajuste del modelo. Los resultaros evidencian que la utilidad, facilidad de uso y disfrute de la eco-gamificación enriquecen el conocimiento de sostenibilidad de los usuarios y, a su vez, influye significativamente en sus intenciones pro-sostenibilidad. Conforme a los resultados, los tres factores de la TPB tienen un impacto significativo en las intenciones pro-sostenibilidad de los usuarios. Tanto el conocimiento sostenible como las señales sociales desempeñan roles mediadores en estas relaciones.

Este estudio aboga por el uso de la eco-gamificación como una plataforma para modificar las intenciones pro-sostenibilidad de los turistas en destinos emergentes de turismo y tecnología, como Egipto. Por tanto, esta investigación proporciona información significativa para los planificadores de turismo y otros interesados en las intenciones conductuales de los turistas.

Este estudio examinó la eficacia de un modelo integrado de TAM y TPB para predecir las intenciones de los turistas de utilizar la eco-gamificación para mejorar la sostenibilidad de los destinos turísticos.

The purpose of this paper is to review studies on the use of virtual reality (VR) and gamification to engage students in higher education for marketing issues to identify the research topics, the research gaps and to prepare a future research agenda.

A literature review is performed based on two search terms applied to Web of Science, resulting in a final pool of 115 articles. A text-mining approach is used to conduct a full-text analysis of papers related to VR and gamification in higher education. The authors also compare the salient characteristics presented in the articles.

From this analysis, five major research topics are found and analysed, namely, teaching methodologies and education, experience and motivation, student engagement, applied theories in VR and gamification. Based on this and following the theory concept characteristics methodology framework, the paper provides directions for future research.

There is no comprehensive review exploring the topics, theories, constructs and methods used in prior studies concerning VR and gamification applied to higher education services based on all the articles published in well-regarded academic journals. This review seeks to provide deeper insights, to help scholars contribute to the development of this research field.

En este documento se revisan los estudios sobre el uso de la realidad virtual (RV) y la Gamificación para involucrar a los estudiantes en la educación superior en marketing, se identifican los principales temas de investigación tratados, las lagunas de investigación y se sugiere una agenda futura de investigación.

Una revisión de la literatura basada en dos búsquedas en Web of Science (WOS) permitió identificar 115 artículos. La minería de textos se utilizó para realizar un análisis de texto completo de los artículos relacionados con RV y gamificación en la educación superior. Los autores también compararon las características más destacadas de los artículos.

A partir de este análisis, se encuentran y analizan cinco grandes temas de investigación: metodologías de enseñanza y educación, experiencia y motivación, compromiso de los estudiantes, aplicadas a la RV y la gamificación. Basándose en esto y siguiendo el marco del TCCM, el artículo proporciona una agenda futura de investigación.

No hay una revisión exhaustiva que explore los temas, las teorías, construcciones y métodos utilizados en estudios anteriores relativos a RV y gamificación aplicados a servicios de educación superior basados en todos los artículos publicados en revistas académicas. Esta revisión proporciona una panorámica más detallada y sugiere a los académicos nuevas líneas de trabajo para seguir desarrollando este campo de investigación.

本文的目的是回顾为了提高学生参与高等教育而使用虚拟现实(VR)和游戏化的营销方面的研究，以确定它们的研究主题，研究差距，并以此准备未来的研究议程。

本文的文献综述是基于Web of Science的两个搜索词进行的，最终搜索出115篇文章。本文采用文本挖掘方法，对与高等教育中的虚拟现实和游戏化相关的论文进行全文分析。作者还比较了这些文章中呈现的显著特征。

从这一调查中，我们发现并分析了五大研究主题，即教学方法与教育、体验与动机、学生参与、虚拟现实应用理论和游戏化。在此基础上，遵循理论概念、特征、方法论框架，为今后的研究提供了方向。

目前，在权威学术期刊上发表的所有文章，都没有对以往关于虚拟现实和游戏化应用于高等教育服务的研究的主题、理论、结构和方法进行全面的综述。本文旨在提供更深刻的见解，以帮助学者们为这一研究领域的发展做出贡献。

Integrating the theory of consumption value into the stimulus-organism-response framework, this study aims to analyse the influence of external and internal factors on the customers’ perceptions of utilitarian, hedonic, social and epistemic values as drivers of the overall perceived value and customers’ continuance use of mobile banking (m-banking).

An online survey was conducted with 252 actual m-banking users, and the partial least squares structural equations modelling was applied to analyse the data.

The results reveal that ubiquity and gamification positively influence the perceived usefulness and entertainment, that is the utilitarian and hedonic perceived values. Furthermore, users’ self-congruence and innovativeness affect subjective norms and novelty-seeking, representing social and epistemic values. Except for the hedonic value, each value element impacts the overall perceived value, which in turn incites clients’ intention to continue using m-banking services.

By exploring the simultaneous effect of service-related and personal factors (stimuli) on different elements of perceived value (organism), this study contributes to the existing knowledge of consumption reactions (response) in the context of m-banking. The research of the Macedonian m-banking offers a closer insight into Western Balkan mobile commerce.

Integrando la Teoría del Valor de Consumo (TCV) en el marco Estímulo-Organismo-Respuesta (S-O-R), este estudio pretende analizar la influencia de factores externos e internos en las percepciones de valor utilitario, hedónico, social y epistémico de los clientes, como impulsores del valor percibido global y del uso continuado del m-banking por parte de los clientes.

Se realizó una encuesta en línea a 252 usuarios reales de banca móvil y se aplicó el modelo de ecuaciones estructurales por mínimos cuadrados parciales (PLS-SEM) para analizar los datos.

Los resultados revelan que la ubicuidad y la gamificación influyen positivamente en la utilidad y el entretenimiento percibidos, es decir, en los valores utilitarios y hedónicos percibidos. Además, la autocongruencia y la capacidad de innovación de los usuarios afectan a las normas subjetivas y a la búsqueda de novedades, que representan el valor social y epistémico. A excepción del valor hedónico, cada elemento de valor influye en el valor percibido global, que a su vez incita a los clientes a seguir utilizando los servicios de banca móvil.

Al explorar el efecto simultáneo de factores personales y relacionados con el servicio (estímulos) sobre diferentes elementos del valor percibido (organismo), contribuimos al conocimiento existente sobre las reacciones de consumo (respuesta) en el contexto del m-banking. La investigación del m-banking macedonio ofrece una visión más cercana del comercio móvil de los Balcanes Occidentales.

本研究将消费价值理论（TCV）纳入刺激-组织-反应（S-O-R）框架, 旨在分析外部和内部因素对客户感知功利价值、享乐价值、社会价值和认识价值的影响, 这些因素是客户整体感知价值和持续使用移动银行的驱动因素。

对 252 名实际移动银行用户进行了在线调查, 并采用偏最小二乘法结构方程模型（PLS-SEM）分析数据。

结果表明, 普遍性和游戏化对用户的有用性和娱乐性感知, 即功利性和享乐性感知价值有积极影响。此外, 用户的自我一致性和创新性也会影响主观规范和新奇寻求, 这代表了社会价值和认识价值。除享乐价值外, 每个价值要素都会影响整体感知价值, 进而激发客户继续使用移动银行服务的意愿。

通过探索服务相关因素和个人因素（刺激）对感知价值不同要素（有机体）的同时影响, 我们为现有的有关移动银行背景下消费反应（响应）的知识做出了贡献。通过对马其顿移动银行的研究, 我们可以更深入地了解西巴尔干移动商务。

Despite the significance of knowledge sharing for competitive advantage in networked businesses like franchising systems, there is a lack of comprehensive understanding regarding the strategic value of knowledge sharing in the context of franchising. In particular, the specific contribution of information and communication technologies (ICTs) in facilitating interorganizational knowledge exchange among franchising members remains inadequately understood, particularly in emerging economies. Therefore, this study aims to explore the mechanisms involved in the knowledge-sharing process facilitated by a virtual learning environment (VLE) within franchising networks and examine the role of VLEs in facilitating knowledge.

This study uses a multiple-case study approach involving 24 franchisees and the franchisor within a Brazilian franchising network operating in the furniture market to examine the role played by a VLE.

The results of the study reveal that the introduction of a VLE has played a significant role in fostering enhancements in the knowledge-sharing process among the franchisor and franchisees in the network. Moreover, the results indicate that VLEs play a significant role in overcoming geographical obstacles, thereby enabling efficient knowledge sharing between franchisees and franchisors operating in extensive territorial contexts. Finally, findings indicate that intracommercial competition acts as a prominent barrier, leading to low levels of cooperation and knowledge-sharing intent among franchisees within the network.

This study contributes to the existing knowledge by enhancing the understanding of how ICTs can facilitate knowledge sharing in organizations operating within franchising systems. Furthermore, this paper advances the comprehension of the role of networking franchising configuration and governance in supporting organizational improvements. Additional actionable insights are provided.

The purpose of this study is to investigate the factors influencing intention to continue using and spreading the word of mouth for e-commerce applications in the gamification context.

Using primary data from an online questionnaire, 219 users of e-commerce applications who played games on e-commerce platforms were gathered as the sample of the research and analysed using structural equation modelling.

The results showed that network exposure from gamification significantly influenced social influence, recognition and reciprocal benefit. However, only social influence and utilitarian shaped attitudes, leading to the intention to continue using the e-commerce platform and spread word of mouth. Recognition, reciprocal benefit and hedonic shopping motivation were not found to significantly influence attitude.

This study provides practical recommendations for e-commerce applications in implementing gamification into their platforms.

This study delivers a better understanding of the implementation of gamification in e-commerce by examining the in-game social interactions and the shopping behaviour in e-commerce to continue using the platform and spread the word of mouth about the gamification method.

The main goal of this investigation is to analyze the implementation of a forced blended-learning program in social sciences higher education in a post-pandemic COVID-19 context. To reach that target, the authors suggest two specific objectives (S.O.): S.O.1 To analyze the motivation, the resources and the learning effectiveness of the program. S.O.2 To establish the differences emerged between the participants.

The blended-learning program selected was based on the flipped-classroom model (Krasulia, 2017). The implementation consisted of a 20-min flipped classroom to flexibly follow the theoretical contents through self-elaborated videos uploaded on YouTube and adapted to all kinds of devices, two online theoretical hours driven by the teacher on the Zoom application per week with the whole group to augment explanations and solve doubts and two hours of face-to-face interaction to work cooperatively in small groups of 4–5 students per week. During these practical lessons, the students completed exercises, research reports, oral presentations and a gamification quiz developed each week through the Socrative application to keep the students engaged.

All the participants agree in very positively valuating the small-group seminars and the teacher's role in the process. This is surely caused because of the pandemic fatigue and the restrictions (Mali and Lim, 2021) that were running during the fall semester of year 2020/2021 when in Spain lived the in-between of the second and third wave of SARS-CoV2. So, as educators and investigators, the authors encourage teachers to incorporate face-to-face interaction elements in forced blended-learning programs, to include seminars in small groups to work cooperatively and to provide the students support and a quick resolution of doubts.

This study provides a significant value in support of a number of studies cited in the study. The study highlights the need for a standardised application of active methods in a standardised way.

This study aims to demonstrate that gamification applied to an environmental behavior can create a habit. For this, it is necessary to determine the connection between traveler satisfaction and the different kinds of stimulus (extrinsic, intrinsic and internalized extrinsic).

Survey data was gathered from gamers invited to answer a questionnaire after using an app in field experimentation in pilot cities in France, Spain and Portugal designated by the UrbanWaste committee (European Project). All data were studied using path equation modeling in AMOS software to test the study's dimensions and proposed research model.

This study showed that, although gamification tools may be necessary to generate a habit in the first phase, these tools are superfluous when this habit is internalized.

This study's originality lies in the relationship between traveler satisfaction with gamification and the generation of an environmental practice that also contributes to forming a positive image of the host destination.

本研究旨在证明游戏化在环境行为中的应用可促使环保习惯的形成。因此, 了解游客满意度和不同种类刺激 （外在的、内在的和内化的外在的）的关系十分重要。

在UrbanWaste委员会（欧洲项目）指定的法国、西班牙和葡萄牙的试点城市进行现场实验后, 研究小组从受邀答题的玩家中收集调查数据。所有数据都使用Amos软件中的路径方程建模进行研究, 以此来测试研究的维度和先前提出的研究模型。

本研究表明, 尽管游戏化工具可能在第一阶段是形成环保习惯所必需的, 但当这种习惯被内化时, 这些游戏化工具是多余的。

本研究的独创性在于了解游客游戏化满意度与环保行为产生的关系。这种环保行为同时有助于景区建立正面积极的形象。

This study aims at investigating the impact of using Lego Serious Play (LSP) on the effectiveness of teaching supply chain (SC) 4.0 in higher education by going from a traditional 2D approach to a 3D one. LSP in this study is explored as a gamification pedagogical approach that taps into the connection between hands and brain to inspire and engage students to build 3D models using metaphors and storytelling.

An empirical study was conducted among 50 students (over two terms) who were enrolled in a SC 4.0 course and used LSP in their final project that focused on digital SC design. Two questionnaires were designed (one after the standard LSP workshop and the other upon completion of the project) to solicit feedback with respect to how LSP helped students to better understand SC 4.0 topics and fulfill their project. The results were analyzed using Bloom’s taxonomy as well as other pedagogical framework to understand the positive impact of LSP at the cognitive, motivation and social levels.

Results showed that using LSP can enhance the teaching of various SC principles and technologies beyond the abstract point of view (2D) through offering the students an opportunity to apply these principles and technologies in a futuristic project using a hands-on 3D approach. The LSP approach demonstrated its ability to help students navigate through both lower order thinking skills (LOTS) and higher order thinking skills (HOTS) in a meaningful and playful manner. Finally, improving the design skills for students was clear using LSP as it unleashes imagination and taps into internal knowledge together with collective inputs.

The reliance on one case study can be a limitation regarding the generalization of the proposed results. This limitation is attenuated by the representativeness of the case study analyzed. Furthermore, the presented work should encourage future analyses as well as expanding the implementation of LSP to other SC 4.0 teaching contexts and applications.

This paper contributes to the very few literatures regarding using gamification in SC education and specifically how LSP methodology can be adopted in teaching SCM 4.0.

Diversity is one of the main characteristics of modern societies. To be teachers and trainers, it is necessary to use all the tools to respond to students with diversified needs. Therefore, the main aim of this study is to review the scientific production in Web of Science (WOS) and SCOPUS of 1996-2019 on the application of Virtual reality in people with Autism Spectrum Disoders (ASD) for the improvement of social skills.

For this purpose, two databases have been used: The Web of Science (WOS) and SCOPUS from the advanced search tab. After applying the search terms, 267 documents were obtained which were analysed according to a series of indicators.

The results indicate that the period 2016-2019 was the most productive and that SCOPUS has a focus on conferences and WOS is intended for journals. Furthermore, in SCOPUS, there are journals with higher quartiles (Q1) than in WOS. The study shows the great importance of virtual reality in people with ASD and its recent dissemination.

Currently, to the best of the authors’ knowledge, there are no studies on the use of virtual reality in people with ASD using bibliometric indicators. The study allows us to know which databases publish higher quality research. Likewise, information can be obtained about the most productive centres and the most important authors on the subject.

More and more diversity is present in our classrooms. As teachers, we must be able to respond to the different levels of learning presented by our students. Therefore, it is necessary to use the new emerging technologies as elements of response. Thus, the purpose of this paper is to develop a systematic and thematic review of the application of augmented reality (AR) in the learning of autistic students in the educational setting during the period 1996–2020 using the Web of Science and Scopus databases.

For this purpose, one of the bibliometric techniques called systematic and thematic review has been used. This technique is supported by the preferred reporting items for systematic reviews methodology, and it uses a quantitative and qualitative approach. The thematic analysis will be carried out on 28 documents based on a series of indicators, including sample size, hardware devices, way of storing the information and findings obtained in the research.

The results of the work indicate that the average size of the sample is three participants, and that the most worked area has been social skills using tablets. In addition, bookmarks are often used as an element of information storage in AR.

The main contribution of this work focuses on the establishment of a series of thematic variables that will serve for the later development of an action protocol for the creation of AR activities for autistic students.