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Article
Publication date: 1 June 2021

Caroline S.L. Tan

The purpose of this study is to examine consumer attitude toward gamification in the context of over-the-top (OTT) media service. The particular focus of this paper is on…

Abstract

Purpose

The purpose of this study is to examine consumer attitude toward gamification in the context of over-the-top (OTT) media service. The particular focus of this paper is on game mechanics from the mechanics-dynamics-aesthetics framework and its effects on consumer attitude toward both gamification and OTT media service provider brand.

Design/methodology/approach

A 2 × 2 × 2 between-subjects factorial experiment to examine the three core elements of game mechanics – components, controls and courses on consumer attitude, which was operationalized in eight vignettes with a sample size of 296.

Findings

It was found that the three elements in game mechanics demonstrated a multiplicative effect. The different combinations of elements in game mechanics would result in eliciting different consumer attitudes toward gamification and brand. Despite one combination that attained a high positive consumer attitude toward gamification in OTT, that same combination was not effective in creating a high positive attitude toward the OTT provider brand. The findings demonstrate the need for OTT providers to be clear of their gamification objectives before selecting the combination of game mechanics.

Research limitations/implications

This study adds to the body of knowledge on consumer attitude toward gamification, especially in the OTT market where there is still literature is limited.

Practical implications

OTT providers should determine their objectives for using gamification and design the game mechanics according to the optimal combination of elements – components, controls and courses.

Originality/value

According to the author’s knowledge, this is the first paper to examine consumer attitude toward gamification and OTT provider based on game mechanics. It provides an understanding on the interaction of elements in game mechanics and shows that different element combinations can be used to meet different goals.

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Article
Publication date: 7 June 2021

Shilpa Chauhan, Asif Akhtar and Ashish Gupta

The objective of this paper is to explore and extend the existing literature on the use of gamification in banking.

Abstract

Purpose

The objective of this paper is to explore and extend the existing literature on the use of gamification in banking.

Design/methodology/approach

Gamification is a new concept, further its application in banking is in a nascent stage both from the perspective of research and application. To systematise the limited literature and to draw the future research prospects, studies are presented based on theories, characteristics, context and methodologies framework.

Findings

The synthesis of the literature on gamification opened to a spectrum of areas to determine the future of gamification in the banking industry. The study emphasises the use of social and psychological theory building in the banking industry. Further, the research on game elements is an underexplored area in the banking domain, while they have well exploited in other contexts. Banking context needs more literature evidence, empirically tested and validated research methods to understand the personality traits and customer behaviour arising from the use of gamification.

Practical implications

For bank management, this study lays the impact of gamification in this era of digital banking. With the right mix of hedonic and utilitarian elements, bank management shall be able to boost financial literacy, improve saving habits, simplify banking products and strengthen knowledge updates among bank employees. Understanding the key elements and present status of research on gamification and their impact on customer behaviour development is crucial for the bank in building strategic advantage.

Originality/value

This study on gamification applied explicitly to the banking sector. With no clear application of the elements and mechanics of technology used in gamification, this study presents past literature in a systematised manner and draws the future research agenda of gamification in banking services.

Details

Young Consumers, vol. 22 no. 3
Type: Research Article
ISSN: 1747-3616

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Article
Publication date: 18 June 2021

Rory Francis Mulcahy, Ryan McAndrew, Rebekah Russell-Bennett and Dawn Iacobucci

Marketers have begun to investigate the potential of gamification for influencing consumer behavior by using game design elements in realms varying from branding, retail…

Abstract

Purpose

Marketers have begun to investigate the potential of gamification for influencing consumer behavior by using game design elements in realms varying from branding, retail, sales and health services. Marketers have also begun to explore consumer behavior in sustainability. This paper aims to provide contributions to build on both literatures.

Design/methodology/approach

This research tests gamification principles in a large field study on real consumers that includes data from pre-post surveys, gamified app analytics and household energy meters. The data are analyzed using ANOVA’s and structural equation modeling.

Findings

The findings demonstrate: gamification significantly enhanced consumers’ knowledge, attitudes, behavioral intentions and realized bill savings compared to a control group; reward-based game design elements including points, badges and other rewards contribute to enhancing sustainable behavior outcomes.

Research limitations/implications

Future research in settings outside of sustainability may extend upon the findings of the current research to further understanding the impact of reward-based game design elements in marketing.

Practical implications

The findings have important practical implications for how organizations might use serious games to promote sustainable and other desirable behavior. In particular, how reward-based game design elements, points, trophies and badges, can be used to create a chain of relationships that leads to reduced electricity consumption.

Originality/value

This paper fulfills the need to understand if the impact of gamification extends outside of controlled environments and into the field. Further, it demonstrates how reward-based game design elements contribute to consumers changing their behavior, a relationship that is not yet thoroughly understood in the marketing literature.

Details

European Journal of Marketing, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0309-0566

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Article
Publication date: 2 January 2018

Raed S. Alsawaier

Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The…

Abstract

Purpose

Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The application of gamification in a pedagogical context provides some remedy for many students who find themselves alienated by traditional methods of instruction. The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today. Specifically, the college environment could benefit a lot from gamifying not only their graduate recruitment strategies, but also the college course content and curricula. This critical analysis of literature on gamification is intended to be part of a sequence on the effect of gamification on motivation and engagement. A proposed methodology in the study of gamification effect on motivation and engagement in addition to an empirical study on three college courses are being finalized to complete this trilogy. The paper aims to discuss these issues.

Design/methodology/approach

Themes covered in the literature review include: conceptualizing gamification, advantages of gamification over game-based learning, theoretical connections to gamification, motivation and engagement, connecting gamification to motivation and engagement, emotions and fun in gamification, player types and gamification features, gamification in action, and implementation guidelines.

Findings

The literature on the effect of gamification on motivation and gamification is still limited on multiple levels. There is a gap between theory and practice in the study of gamification. There is limited literature on the implementation guidelines of the gamified designs.

Practical implications

This critical analysis of literature is followed by connecting it to future research by the same author as part of a sequence on the effect of gamification on motivation and engagement. The second project, will be proposing a methodology for any successful design to provide a holistic understanding of the topic of gamification. Finally, an empirical study on the effect of gamification on students’ motivation and engagement in three college courses will be submitted to complete the trilogy.

Originality/value

This paper is a literature review, so there is a strong connection to literature on this topic. However, the synthesis of the themes and ideas are original. The literature review is extensive and covers the different aspects of the topic of gamification and its relationship to motivation and engagement.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

Content available
Article
Publication date: 14 May 2020

Paula Bitrián, Isabel Buil and Sara Catalán

Gamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or…

Abstract

Purpose

Gamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.

Design/methodology/approach

To achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.

Findings

The results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.

Practical implications

The findings of this study provide guidelines for practitioners and app developers.

Originality/value

Based on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.

目的

遊戲化在推動人們增加其體力活動方面是有極大潛能的。因此,設於流動通訊設施的運動應用程式如耐克(Nike)及Strava等都結合了遊戲的元素。唯遊戲化在這領域的功效方面的證明並不多。因此,本研究的目的,在於分析遊戲化運動應用程式內的遊戲元素,對滿足基本心理需要的影響 (即是說,能力水平、自主及關聯性)。同樣地,本研究分析這些需要對自主積極性的影響。

研究設計/方法/理念

要達到這些目標,數據以一項網上問卷調查方法取自遊戲化運動應用程式的使用者。數據並以偏最小二乘結構方程模型進行分析。

研究結果

研究結果顯示、在帶有成就相關的遊戲元素的應用程式內的互動滿足了能力水平、自主和關聯性的需要; 與社交有關的元素滿足了關聯性的需要,而與沉浸相關的元素則滿足了能力水平和自主的需要。同樣地,使用應用程式時,要能體驗自主動機、關鍵在於自主及相關性的需要得到滿足。

實務方面的含意

本研究結果為執業者及應用程式開發商提供了指引。

研究的原創性/價值

以自決理論為基礎,本研究為運動應用程式包含的遊戲元素與個人的基本心理需要和動機之間的關係提供新的見解。

Details

European Journal of Management and Business Economics, vol. 29 no. 3
Type: Research Article
ISSN: 2444-8451

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Article
Publication date: 18 September 2020

Prashant Raman

The current research has dual motives. Firstly, this study aims to evaluate the effect of gamification on the behavioural intention (BI) of the young female consumers to…

Abstract

Purpose

The current research has dual motives. Firstly, this study aims to evaluate the effect of gamification on the behavioural intention (BI) of the young female consumers to use online websites for making purchases. Secondly, it examines the role of social interaction and perceived enjoyment (PE) – two antecedents that are considered to have an impact on the female buying behaviour in e-commerce.

Design/methodology/approach

A model is developed based on the technology acceptance model. The conceptual framework is augmented with additional constructs such as gamification, PE and social interaction. Data from a survey of 898 female respondents from India was collected to assess the proposed framework. The study uses partial least squares structural equation modelling technique to empirically validate the model.

Findings

Gamification exhibits a favourable influence on BI of young female consumers. Gamification also has a favourable and an indirect influence on BI through social interaction and PE. Although, gamification has a significant influence on perceived usefulness, the latter has no impact on the BI. The BI of using an online shopping website is directly associated with the buying intention. The online retailers need to offer an enjoyable and interactive experience to the female consumers so that the influence of gamification is sustainable.

Originality/value

The current research enlarges the ambit of gamification in the e-commerce segment, an area where empirical research is sparse. It highlights the significance of social interaction and PE as mediators. To the best of the author’s knowledge, gamification’s influence on female online buying behaviour has never been analysed before and hence different segmentation and marketing strategies are required to cater to their unique needs.

Content available
Article
Publication date: 20 July 2021

Abhishek Behl and Justin Zuopeng Zhang

Abstract

Details

Young Consumers, vol. 22 no. 3
Type: Research Article
ISSN: 1747-3616

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Article
Publication date: 12 March 2018

Michael Hitchens and Rowan Tulloch

The research described here presents an approach to gamification for the classroom. The purpose of this paper is to determine whether students would perceive the…

Abstract

Purpose

The research described here presents an approach to gamification for the classroom. The purpose of this paper is to determine whether students would perceive the gamification activities in a positive light. Previous research has contended that students need a positive mental attitude for effective learning. The core question was to examine student attitudes to gamification, not the success of the gamification itself.

Design/methodology/approach

Based on a survey of the gamification literature, and particularly drawing on the work of Groh (2012), this system is designed with three key principles in mind: relatedness, competence and autonomy. Classroom activities and associated software were designed and implemented. Almost 200 students were surveyed to determine their attitude to the gamification. The survey included both Likert-scale and qualitative responses.

Findings

A majority of the students reported that they found the gamification useful and enjoyable, only a minority of students (around 15 per cent) disagreeing with such statements. However, only a minority of students perceived a relationship between the gamification activities and games. The authors conclude that well-designed gamification systems can be well-received by students and suggest that the success of gamification projects may not lie in their ability to recreate the experience of a video game, but in the strength of the relatedness, competence and autonomy of the student experience.

Research limitations/implications

The research is limited by the nature of the participants, who were drawn from videogame and media units and who may be predisposed to game-like activities.

Originality/value

This research demonstrates that students are able to perceive value in gamification in the classroom.

Details

Interactive Technology and Smart Education, vol. 15 no. 1
Type: Research Article
ISSN: 1741-5659

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Article
Publication date: 28 June 2021

Fei Zhou, Jian Mou and Jongki Kim

This study argues that to drive users' continuance use behaviors, it is necessary to satisfy their desire for a meaningful experience when using information systems (IS)…

Abstract

Purpose

This study argues that to drive users' continuance use behaviors, it is necessary to satisfy their desire for a meaningful experience when using information systems (IS). Therefore, this research explores the influencing mechanism by which gamified IS (immersive-related interaction, achievement-related interaction, and social-related interaction) impacts users' perceived benefits and continuance intention.

Design/methodology/approach

In this research, 367 users of Ant Forest are investigated in two waves through random sampling and the use of a structural equation model with SmartPLS 3.0 software.

Findings

The research results reveal the following: (1) both achievement-related interaction and social-related interaction can affect the user's continuance intention, while the direct impact of immersive-related interaction on the user's continuance intention is not supported; (2) users' perceived self-benefits fully mediate the relationships between achievement-related interaction and social-related interaction and users' continuance intention; and (3) perceived social benefits fully mediate the relationships between achievement-related interaction and social-related interaction and users' continuance intention.

Originality/value

This study supports the retention effects of gamification design on users' continuance intention by evocating users' dual perceived benefits.

Details

Online Information Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1468-4527

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Article
Publication date: 13 March 2019

Keyonda Smith and Sandra Schamroth Abrams

The purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the…

Abstract

Purpose

The purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the American Disabilities Act (ADA) of 1990. More specifically, this paper focuses on gamification, considers the needs of all learners, including those who identify as disabled, and raises important inquiries about equity and access to technological instructional materials.

Design/methodology/approach

Juxtaposing Kapp’s (2012) nine elements of gamification with aspects of accessibility, this paper conceptualizes the challenges and possibilities associated with gamified instructional approaches.

Findings

This paper examines gamification in light of potential barriers that exist as disabled learners navigate online courses that include one or more of the following aspects of gamification – game-based, mechanics, aesthetics, game-thinking, engage, people, motivate action, promote learning, and solve problems. Notably, online courses enhanced with gamification elements present potential access barriers and challenges to learners who identify with auditory, cognitive, neurological, physical, speech, or visual disabilities.

Research limitations/implications

This paper initiates an important discussion, and as such, it incepts additional investigations into supporting differently abled learners.

Practical implications

By examining gamification through the lens of accessibility, this paper contributes yet another perspective of teaching, learning, and instructional design.

Originality/value

In addition to socio-economic factors that may preclude one from engaging in a digital play, there is a larger question of how, if at all, gamification is accessible to learners with auditory, cognitive, neurological, physical, speech, or visual disabilities or impairments. This paper raises important questions for educators, education researchers, and game and instructional designers alike to ensure ubiquitous access to gamified digital materials in general, and online, gamified materials in particular.

Details

The International Journal of Information and Learning Technology, vol. 36 no. 2
Type: Research Article
ISSN: 2056-4880

Keywords

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