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1 – 10 of 101Maria Giovina Pasca, Maria Francesca Renzi, Laura Di Pietro and Roberta Guglielmetti Mugion
The present study aims to synthesize and conceptualize, through a systematic literature review (SLR), the current state of gamification knowledge in the tourism and hospitality…
Abstract
Purpose
The present study aims to synthesize and conceptualize, through a systematic literature review (SLR), the current state of gamification knowledge in the tourism and hospitality (T&H) sector, providing a roadmap for future research recommendations for service research and practice.
Design/methodology/approach
The research is based on a systematic literature review and adopts a systematic quantitative approach to summarize existing evidence on gamification usage in the T&H sector, focusing on relevant service literature on gamification. The authors analyze 36 papers published between 2011 and 2019.
Findings
The authors synthesize existing knowledge into five themes describing gamification's role in T&H (Edutainment, Sustainable behavior, Engagement factors, Service provider-generated content and User-generated reviews). Then, a cross-analysis of the five themes reveals the pivotal elements (affordances, behavioral and psychological outcomes, and benefits) generated by gamification mechanics in T&H, simultaneously highlighting potential implications and relevant insights for service literature. The review identifies critical issues affecting gamification research and provides a future research agenda, considering opportunities for T&H and service research.
Originality/value
The study provides the first SLR investigating gamification in T&H. The findings present potential implications and relevant insights for T&H contributing to the construction of a more holistic understanding of gamification adoption in service research.
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This paper aims to show how an illegal repository of literature, the Z-library, relates to and influences its users and how this relation is unique due to the illegal nature of…
Abstract
Purpose
This paper aims to show how an illegal repository of literature, the Z-library, relates to and influences its users and how this relation is unique due to the illegal nature of the platform. The paper utilizes the idea of gamification to exemplify how to motivate users to contribute to a large shadow library in order to create the “world's largest e-book library,” sans “librarians.”
Design/methodology/approach
The study makes use of an ethnographic approach. It interrogates the functions of the website through intensive use—a close reading of sorts. The data provide a foundation for illustrating how illegal text repositories function at a surface level and how their design appeals to their user-base.
Findings
The paper provides a thorough and non-biased overview of how a “black open access” or “shadow library” site provides its users with pirated literature. It suggests that the lynchpin sustaining their functionality is a gamification of piracy designed to motivate a fragmented collective of individuals who work primarily for personal reward, rather than altruistic goals.
Research limitations/implications
Due to the design of the study, the findings are not universal or applicable to all illegal repositories of text. Readers and researchers are encouraged to apply the concept introduced here to other cases.
Social implications
This paper includes implication on the perception of literature piracy, how pirated literature is distributed and who performs the labor required to sustain illicit text repositories.
Originality/value
This paper provides a novel conceptual basis to study literature piracy.
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Salma Habachi, Jorge Matute and Ramon Palau-Saumell
This study aims to examine the impact of the gameful experience on behavioural outcomes. Drawing from stimulus–organism–response theory, it proposes and tests a new model that…
Abstract
Purpose
This study aims to examine the impact of the gameful experience on behavioural outcomes. Drawing from stimulus–organism–response theory, it proposes and tests a new model that investigates the relationship between the gameful experience, brand loyalty and intention to use gamified branded applications in the sports context. In addition, it explores the mediating role of customer–brand engagement (CBE) and the moderating role of self-image congruity (SIC).
Design/methodology/approach
A sample of 436 active users of sport-related branded gamified applications was used to test the model. Data was collected from online sports forums, brands’ Facebook communities and during sporting events.
Findings
Results indicate that the gameful experience positively and directly impacts behavioural intentions but does not directly influence brand loyalty. This relationship becomes partially significant when mediated by CBE. In addition, results show that users with high levels of SIC are more likely to continue using the gamified application, whereas users with low levels are more likely to engage with the brand.
Originality/value
This study expands the gamification literature in the sports sector by revealing the importance of the gameful experience in driving loyalty, behavioural intentions and CBE. It proposes a new model that sheds light on the emotional aspect of the interaction between a user and a gamified system and the importance of exploring the effects of moderators, such as SIC, in these relationships.
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Stefano Torresan and Andreas Hinterhuber
This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars…
Abstract
Purpose
This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars to develop new theories and methodologies to enhance the understanding and application of gamification in workplace learning. It provides guidance for managers to use gamification to enhance learning and engagement. Ultimately, this review presents gamification as a promising field of study to increase individual and organizational performance.
Design/methodology/approach
Literature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023.
Findings
This article examines the impact of gamification beyond formal learning and its potential to enhance employee productivity and well-being in the workplace. While there has been extensive research on gamification in formal learning contexts, little is known about its impact on informal learning. The study argues that the context of gamification is crucial to extending its effects and discusses the role, antecedents and consequences of game design elements in the workplace. The article also explores how the learning context relates to employee learning during work. Further research is necessary to investigate the impact of individual characteristics on work experience and performance.
Research limitations/implications
Intended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context.
Practical implications
For practicing managers, this paper shows how to use gamification to increase workplace learning and employee engagement, not just in the context of formal learning—as some companies already do today—but also systematically, in the context of informal learning.
Originality/value
This study explores the impact of gamification on informal workplace learning and emphasizes the significance of the context of gamification in extending its effects to improve individual and organizational performance.
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Antara Mahanta Barua and Sruti Sruba Bharali
The purpose of the case study is to investigate the perception of computer science learners at Krishna Kanta Handiqui State Open University (KKHSOU) regarding the use of…
Abstract
Purpose
The purpose of the case study is to investigate the perception of computer science learners at Krishna Kanta Handiqui State Open University (KKHSOU) regarding the use of gamification and to identify the challenges in implementing gamified teaching-learning processes in open and distance learning (ODL) institutions.
Design/methodology/approach
The case study was carried out by observing the views of the learners on the use of gamification in distance learning and studying the participation level of computer science learners before and after the gamification environment was added to a specific topic through the learning management system (LMS). The pre-game and post-game effects on learners' participation against various factors using t-tests were also investigated in this study.
Findings
The study reveals that gamification had a positive and highly significant influence on the learners' participation and engagement in the e-content provided via the LMS. The post-gamification mean score (5.62) was higher than the pre-gamification mean score (2.36), and the overall paired t-test (5.301) value was significant at the 1% level of significance. Some of the challenges faced during the study were communication with the learner, lack of technical skills of the learner, duration of study, etc.
Originality/value
This study will help in understanding the perception and effect of gamification on computer science learners in ODL mode in India. The study succeeded in demonstrating that the use of gamified elements results in increased learner participation.
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Richard N. Landers, Elena M. Auer and Joseph D. Abraham
Assessment gamification, which refers to the addition of game elements to existing assessments, is commonly implemented to improved applicant reactions to existing psychometric…
Abstract
Purpose
Assessment gamification, which refers to the addition of game elements to existing assessments, is commonly implemented to improved applicant reactions to existing psychometric measures. This study aims to understand the effects of gamification on applicant reactions to and measurement quality of situational judgment tests.
Design/methodology/approach
In a 2 × 4 between-subjects experiment, this study randomly assigned 315 people to experience different versions of a gamified situational judgment test, crossing immersive game elements (text, audio, still pictures, video) with control game elements (high and low), measuring applicant reactions and assessing differences in convergent validity between conditions.
Findings
The use of immersive game elements improved perceptions of organizational technological sophistication, but no other reactions outcomes (test attitudes, procedural justice, organizational attractiveness). Convergent validity with cognitive ability was not affected by gamification.
Originality/value
This is the first study to experimentally examine applicant reactions and measurement quality to SJTs based upon the implementation of specific game elements. It demonstrates that small-scale efforts to gamify assessments are likely to lead to only small-scale gains. However, it also demonstrates that such modifications can be done without harming the measurement qualities of the test, making gamification a potentially useful marketing tool for assessment specialists. Thus, this study concludes that utility should be considered carefully and explicitly for any attempt to gamify assessment.
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C. Neerupa, R. Naveen Kumar, R. Pavithra and A. John William
The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural…
Abstract
Purpose
The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.
Design/methodology/approach
This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.
Findings
It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).
Research limitations/implications
The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.
Practical implications
The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.
Social implications
The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.
Originality/value
In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.
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Praveen Kulkarni, Prayag Gokhale, Y.M. Satish and Basavaraj Tigadi
This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates…
Abstract
Purpose
This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates the self-determination theory, game elements and learning outcomes in gamified training programs to derive insights.
Design/methodology/approach
Data is sourced from software development companies operating in the city of Bangalore in India. It applies the partial least square structural equation modeling to investigate the relationship between the self-determination learning theory and game elements and the impact it has on learning outcomes.
Findings
As a precursor to the development of a game-like learning ecosystem, the authors study the perception of trainers and human resource managers toward game-based training programs in the organization. The authors find that game-based learning makes training more engaging, immersive and contextual for the learners.
Research limitations/implications
The study is based on a specific sector, i.e. software development companies, and so the results may lack in generalizability. Future research, therefore, may consider other industrial sectors such as manufacturing, banking and telecom to understand the relationship between the constructs.
Practical implications
This study provides insights for the trainers, human resource managers and academicians on the effectiveness of gamification-based training programs. It also provides information on how the learning theory can be leveraged to understand gamification-based training programs.
Social implications
This work fulfills an identified need of the training industry to understand new methods of training with an aim to improve the learning outcomes among the learners.
Originality/value
This study provides a deep understanding on the effectiveness of training tools such as gamified training programs in enhancing and improving the learning outcomes among the learners.
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Caroline Ingvarsson, Anette Hallin and Christof Kier
The purpose of this paper is to explore how gamification may be used for project stakeholder engagement.
Abstract
Purpose
The purpose of this paper is to explore how gamification may be used for project stakeholder engagement.
Design/methodology/approach
The paper presents the results of a systematic literature review of extant research concerning the gamification of projects. Based on this, an agenda for future studies is outlined.
Findings
Extant research on the gamification of projects is scarce and scattered among various disciplines, but the engineering fields dominate. The research performed does indicate that gamification may be used for involving stakeholders in projects, primarily by promoting learning, but also by engaging them, motivating action and solving problems.
Research limitations/implications
In several cases, extant research display poor quality in research design and a lack in cross-disciplinary perspectives, which means that more research is needed. The users’ perspective is often lacking. Furthermore, the ideas gamification might be “hidden” within other technologies.
Practical implications
The findings of this research may assist project management practitioners in the endeavor of adopting gamification principles to better involve stakeholders.
Originality/value
The study fills a gap in summarizing the research on how gamification may be used to promote project stakeholder engagement. Based on this, it proposes a research agenda for future research on the use of gamification to promote project stakeholder engagement.
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Saleem ur Rahman, Bang Nguyen-Viet, Yen Thi Hoang Nguyen and Sohail Kamran
M-wallets have emerged as one of the most important financial innovations of the 21st century, enabling users to carry digital cash by securely storing payment methods on their…
Abstract
Purpose
M-wallets have emerged as one of the most important financial innovations of the 21st century, enabling users to carry digital cash by securely storing payment methods on their mobile devices. However, the continued use of m-wallets varies among people for several reasons. This study used the technology continuation theory (TCT), gamification and trust factors to examine the variables affecting consumers' intentions to continue using mobile wallets.
Design/methodology/approach
The SmartPLS partial least squares software was used to analyze data from 431 m-wallet users in Vietnam using the structural equation modeling technique.
Findings
The data revealed that the research model can predict users' intentions to continue using mobile wallets. TCT constructs demonstrated strong exploratory power in explaining consumer satisfaction and attitudes towards m-wallets. Furthermore, the study confirmed the direct effect of the perceived effectiveness of gamification on perceived ease of use and attitude, as well as its indirect effect on consumers' continued use intentions of mobile wallets via attitude. In addition, the trust negatively influenced consumers' intentions to continue using m-wallets.
Practical implications
The findings of this study can help researchers, practitioners and policymakers improve m-wallet design, development and adoption, as well as advance financial technology and define the future of digital payments in terms of consumer attraction, engagement and financial inclusion.
Originality/value
Based on TCT theory, this study enriches m-wallet research by examining two important factors, gamification and trust, and thus provides insights into how to improve consumers’ intentions to continue using m-wallets in developing countries. This study offers timely insights into theory and practice regarding these factors. It therefore paves the way for researchers and practitioners to learn how easy, enjoyable and secure the end-user experience should be to keep users engaged with m-wallets.
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