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Article
Publication date: 21 November 2016

Regina Maria Cunha Leite, Dayana Bastos Costa, Hugo Meijon Morêda Neto and Frederico Araújo Durão

The purpose of this paper is to evaluate the impacts of using gamification techniques to improve transparency of production assignments and worker performance and to…

Abstract

Purpose

The purpose of this paper is to evaluate the impacts of using gamification techniques to improve transparency of production assignments and worker performance and to increase the engagement of construction workers.

Design/methodology/approach

The research strategy is based on design science research. A web tool called Gamified Construction Project System was designed, implemented and evaluated through empirical studies.

Findings

The effectiveness of game mechanics used in the GamifiedSystem, such as the point system, the badge, the leaderboard and the feedbacks loops, improved the communication of weekly tasks, rules and policies through better information transparency; the system also motivated the workers to be more engaged and to improve their performance to win the game.

Originality/value

The main contribution of this study is the incorporation of gamification techniques in the visual management construction field and the adherence of the workforce to production tasks and rules.

Details

Engineering, Construction and Architectural Management, vol. 23 no. 6
Type: Research Article
ISSN: 0969-9988

Keywords

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Article
Publication date: 25 September 2019

Fakhroddin Noorbehbahani, Fereshteh Salehi and Reza Jafar Zadeh

Today, marketing has evolved due to the emergence of new electronic technologies and has shifted to e-marketing. Meanwhile, the gamification and gamified systems is an…

Abstract

Purpose

Today, marketing has evolved due to the emergence of new electronic technologies and has shifted to e-marketing. Meanwhile, the gamification and gamified systems is an up-to-date research topic that has attracted the attention of many researchers in recent years. As one of the main goals of marketing is to increase customer engagement and loyalty by persuading and motivating them to participate, the gamification has a great potential for e-marketing. Although much research has been done on the gamification subject in e-marketing, there has not yet been a comprehensive review of these studies. This paper aims to provide a comprehensive overview of the scientific and practical research on gamification applied to e-marketing using the systematic mapping study methodology.

Design/methodology/approach

Because considerable research has been devoted to gamification since 2011, and the number of papers published in this area has grown steadily from 2011, the paper reviews the publications over the period 2011-2018. The research method includes developing research questions, designing the research process and filtering the findings based on the specified criteria.

Findings

The findings of this study show the main applications of gamification in e-marketing, the technologies used and the proven benefits of applying this technique in e-marketing. It also provides a classification of the studies in this area.

Practical implications

This paper helps other researchers to understand the main areas of research in gamification within the marketing discipline and enables them to find the fields needed for future studies.

Originality/value

The proposed classification can give a comprehensive overview of the scientific and practical actions taken on gamification applied to e-marketing for academics and practitioners. It also enables the readers to find main areas of research and motivates them to apply gamification in e-marketing.

Details

Journal of Research in Interactive Marketing, vol. 13 no. 3
Type: Research Article
ISSN: 2040-7122

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Article
Publication date: 28 December 2020

Nirma Sadamali Jayawardena

The purpose of this theoretical paper is to introduce a conceptual model to investigate e-learning persuasion through gamification elements using the social psychology…

Abstract

Purpose

The purpose of this theoretical paper is to introduce a conceptual model to investigate e-learning persuasion through gamification elements using the social psychology theory of elaboration likelihood model (ELM).

Design/methodology/approach

The author systematically reviewed several theoretical and empirical papers which applied the ELM in various settings. Based on the literature, the author identified six research prepositions which facilitate to investigate e-learning persuasion through gamification.

Findings

This study contributes to the existing literature by identifying an ELM-based conceptual model which can be used to empirically investigate the e-learning persuasion using gamification elements. Accordingly, the central route persuasion could be conducted through argument quality, demographic differences and technology context facilitated through gamification elements. The peripheral route persuasion could be conducted through variables such as source credibility, social presence and message content.

Practical implications

This study contributes important findings to the e-learning research by introducing a conceptual model–based on the social psychology theory of ELM. Thereby, this study introduces a method for the future researchers, to investigate the e-learning persuasion using gamification elements. Further, future researchers can use this model to investigate the e-learning persuasion through gamification in different contexts including primary, secondary and tertiary educational levels.

Originality/value

To the best of the author’s knowledge, this study can be considered as the first theoretical paper which developed an ELM-based conceptual model to investigate the e-learning persuasion through gamification in education context.

Details

Young Consumers, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1747-3616

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Book part
Publication date: 11 June 2021

Abstract

Details

Information Technology in Organisations and Societies: Multidisciplinary Perspectives from AI to Technostress
Type: Book
ISBN: 978-1-83909-812-3

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Article
Publication date: 25 November 2020

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…

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.

Details

Journal of Systems and Information Technology, vol. 12 no. 3
Type: Research Article
ISSN: 1328-7265

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Article
Publication date: 21 February 2020

Helen S. Du, Xiaobo Ke and Christian Wagner

This research draws on goal framing theory and gamification affordance to understand how gamification design encourages users' continuous usage of information systems (IS…

Abstract

Purpose

This research draws on goal framing theory and gamification affordance to understand how gamification design encourages users' continuous usage of information systems (IS) to perform proenvironmental behaviors.

Design/methodology/approach

Survey data (N = 307) were collected from users of a gamified IS designed for environmental protection. The research model was examined with structural equation modeling.

Findings

Satisfying users' demand on green effectiveness, enjoyment, and social gain directly/indirectly predicts users' intention to continue to utilize the gamified IS for proenvironmental behaviors. Moreover, gamification affordance of autonomy support, visibility of achievement, competition, and interactivity influences the satisfaction of the users' relevant demands.

Originality/value

This research contributes to the IS research for environmental sustainability at the individual level. Specifically, this research extends the understanding of users' decision-making on continuance and the role of gamification design in the context of gamified IS developed for environmental conservation.

Details

Industrial Management & Data Systems, vol. 120 no. 4
Type: Research Article
ISSN: 0263-5577

Keywords

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Book part
Publication date: 25 November 2019

Nathan Hulsey

Abstract

Details

Games in Everyday Life: For Play
Type: Book
ISBN: 978-1-83867-937-8

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Article
Publication date: 29 April 2020

Nayomi Kankanamge, Tan Yigitcanlar, Ashantha Goonetilleke and Md. Kamruzzaman

The purpose of this paper is to investigate the role of gamification as a novel technique in motivating community engagement in disaster-related activities in order to…

Abstract

Purpose

The purpose of this paper is to investigate the role of gamification as a novel technique in motivating community engagement in disaster-related activities in order to address the question of how gamification can be incorporated into disaster emergency planning.

Design/methodology/approach

This study conducts a systematic literature review and explores available gamified applications for disaster emergency planning and their purpose of use. In total, 51 scholarly articles on the topic and 35 disaster-related gamified applications are reviewed.

Findings

The findings reveal the following: (a) gamified applications (n = 35) are used for education, research and intervention purposes; (b) gamified applications create new opportunities for community engagement and raise disaster awareness among the community in virtual environments; and (c) gamified applications help shape a new culture – i.e. gamified culture – that supports smart disaster emergency planning practice.

Originality/value

During the recent years, utilisation of game elements in non-game contexts – i.e., gamification – has become a popular approach in motivating people in various actions. Increasing research highlighted the benefits of gamification in enhancing community engagement, creating interactive environments, providing better behavioural outcomes and influencing democratic processes. Despite some of the applications indicating the potential of gamification in disaster emergency planning, the use of gamification technique in this discipline is an understudied area. This study reveals gamification can be incorporated into disaster emergency planning.

Details

International Journal of Disaster Resilience in the Built Environment, vol. 11 no. 4
Type: Research Article
ISSN: 1759-5908

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Article
Publication date: 7 August 2019

Samir Garbaya, Daniela M. Romano and Gunjeet Hattar

The purpose of this paper is to study the effect of the gamification of virtual assembly planning on the user performance, user experience and engagement.

Abstract

Purpose

The purpose of this paper is to study the effect of the gamification of virtual assembly planning on the user performance, user experience and engagement.

Design/methodology/approach

A multi-touch table was used to manipulate virtual parts and gamification features were integrated into the virtual assembly environment. An experiment was conducted in two conditions: a gamified and a non-gamified virtual environment. Subjects had to assemble a virtual pump. The user performance was evaluated in terms of the number of errors, the feasibility of the generated assembly sequence and the user feedback.

Findings

The gamification reduced the number of errors and increased the score representing the number of right decisions. The results of the subjective and objective analysis showed that the number of errors decreased with engagement in the gamified assembly. The increase in the overall user experience reduced the number of errors. The subjective evaluation showed a significant difference between the gamified and the non-gamified assembly in terms of the level of engagement, the learning usability and the overall experience.

Research limitations/implications

The effective learning retention after training has not been tested, and longitudinal studies are necessary. The effect of the used gamification elements has been evaluated as a whole; further work could isolate the most beneficial features and add other elements that might be more beneficial for learning.

Originality/value

The research reported in this paper provides valuable insights into the gamification of virtual assembly using a low-cost multi-touch interface. The results are promising for training operators to assemble a product at the design stage.

Details

Assembly Automation, vol. 39 no. 5
Type: Research Article
ISSN: 0144-5154

Keywords

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Article
Publication date: 2 April 2021

Hussein Haruna, Asad Abbas, Zamzami Zainuddin, Xiao Hu, Robin R. Mellecker and Samira Hosseini

This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were…

Abstract

Purpose

This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition.

Design/methodology/approach

This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis.

Findings

The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions.

Research limitations/implications

As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses.

Originality/value

The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.

Details

Information and Learning Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-5348

Keywords

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