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Gamification is a booming motivational approach in information systems. Leaderboards play a key role in gamification; however, there are mixed findings regarding the heterogeneous motivational impacts of leaderboard positions. This study aims to clarify the motivational effects of high and low leaderboard positions by assembling diverse behavioral measures and self-reports. The measures used in this study shed a light on the quantitative and qualitative dynamics of motivation facilitated by leaderboard positions. The authors inspect motivation in relation to satisfaction and frustration of competence need.

The authors conducted an online experiment set in a crowdsourcing context, asking the participants to compete in an image tagging game. Participants' leaderboard positions were manipulated to be either high or low for five consecutive rounds. The number of clicks, tags, duration of tagging and persistence on the task were measured as indicators of motivation.

High ranks on leaderboards induced complacent behaviors choosing easy ways to maintain their positions, while low ranks led the participants to stick to the right process of the task with intensified motivation round after round. However, neither of the motivations seemed to be of intrinsic nature.

The present study provides conclusive evidence on the varying motivational impact of leaderboard positions. The authors also demonstrate how the “needs-as-motive” model (Sheldon and Gunz, 2009) applies to gamification. Its implications in self-determination theory and gamification literature are discussed.

With the development of e-commerce, loyalty programmes (LPs) are gradually being adopted in the online retailing environment to improve consumer loyalty. This article determines the factors that affect consumers' LP participation intention on mobile e-commerce platforms to help these platforms improve their performance.

This article focusses on LP reward types and divides them into self-oriented rewards or altruistic rewards. Two experiments are conducted to test the proposed hypotheses. After online data collection, data analysis is performed.

LP participation intention with altruistic rewards is significantly stronger than that with self-oriented rewards. Perceived value plays a complete mediating role in the impact of reward type on participation intention, while a point leaderboard plays a positive moderating role in the impact of reward type on perceived value.

This study’s findings can improve the design of LPs by mobile e-commerce platforms.

This article focusses on LPs in the online environment, a stream of research that is limited. The results also have implications for prosocial relationship marketing programmes.

This study examines how contributors with different achievement goals participate under the influence of two common motivators/demotivators on crowdsourcing platforms, namely system design features and task nature.

A free simulation experiment was conducted among undergraduate students with the use of a crowdsourcing platform for two weeks.

The results indicate that contributors with a strong performance-approach goal get better scores and participate in more crowdsourcing tasks. Contributors with a strong mastery-avoidance goal participate in fewer heterogeneous tasks.

Contributors with different achievement goals participate in crowdsourcing tasks to different extents under the influence of the two motivators/demotivators. The inclusion of the approach-avoidance dimension in the performance-mastery dichotomy enables demonstrating the influence of motivators/demotivators more specifically. This article highlights differentiation between the quality and the quantity of heterogeneous crowdsourcing tasks.

Management is advised to approach performance-approach people if a leaderboard and a point system are incorporated into their crowdsourcing platforms. Also, management should avoid offering heterogeneous tasks to mastery-avoidance contributors. System developers should take users' motivational goals into consideration when designing the motivators in their systems.

The study sheds light on habitual achievement goals, which are relatively stable in comparison to contributors' motives and states. The relationships between achievement goals and motivators/demotivators are more persistent across time. This study informs system designers' decisions to include appropriate motivators for sustained contributor participation.

Online services are increasingly utilizing gamification techniques to encourage consumer loyalty and engagement. However, the majority of the gamified services fail to be financially sustainable. Existing freemium and gamified services literature provides scant knowledge on behavioral predictors of in-app purchases in freemium gamified services. The research examines highly interactive consumers' in-app behaviors using competition-based motivational affordances, daily usage behavior and social competition motivation that convert them into super engagers.

The authors applied a multimethod approach by using Multivariate Logistic Regression (n = 685) to analyze in-app behavioral data and Qualitative Comparative Analysis (n = 94) to examine survey and in-app behavioral data of highly interactive consumers of a freemium gamified service to explain paying behaviors.

Results reveal highly interactive consumers that elicit heavy daily usage of the application or excel at in-app challenges are less likely to convert to super engagers. Among super engagers, some are socially competitive, and their inability to advance in the leaderboard corresponds to in-app purchases, while non-socially competitive consumers make purchases to collect extrinsic rewards. Additionally, highly interactive consumers who possess more knowledge about the gamified service become super engagers to increase their chances to be socially competitive.

This research examines in-app behaviors of highly interactive consumers of a freemium gamified service that lead to in-app purchases following varying levels of daily usage behavior and social competition motivation. The authors contribute to the previous literature by defining and examining a new consumer segment – super engagers – that is financially beneficial for freemium services because of their in-app purchases. The authors provide insight on in-app behaviors that convert highly interactive consumers to super engagers and demonstrate that the reason for highly interactive consumers to make in-app purchases is a function of acquiring specific internal and external rewards based on their level of social competition.

Gamification, the integration of game mechanics to influence behavior and engagement, is a much-touted method of improving participant action. Characteristics of online video games (e.g., World of Warcraft, Farmville, The Sims) have been shown to improve motivation, sustain learner engagement, and increase satisfaction. Gamification is used in websites, businesses, medicine, law enforcement, and increasingly in education. However, gamification is only beneficial to an activity if the relationship between the activity and the final goal are understood. This chapter looks at the gamification in education, in particular second language acquisition, and examines seven basic game mechanics: achievement, appointment, rewards, leaderboards, privacy, social engagement loops (or viral mechanics), and modifiers. The discussion describes implementation of game mechanics and potential pitfalls of gamification.

This study aims to analyze the construction of gamification service in university libraries in China and to help university libraries improve service and user experience.

This study took 147 university libraries in China as research object, analyzed the gamification services announced by these libraries on official websites, Weibo, WeChat and other platforms during the period from July 1, 2021 to August 20, 2022, and investigated the gamification services from the four aspects of functions, forms, game elements and mechanisms.

The results show that the gamification service of university library in China is often used in the popularization of scientific and cultural knowledge, information literacy education, reading promotion, library service promotion and library entrance education. Questions and answers, points contests, passing the game level and treasure hunting are common forms of games. At the same time, many gamification services combine game elements such as points, leaderboards and grades with the game mechanism to enhance readers’ participation.

This study investigates gamification services of university libraries in China and provides suggestions for optimizing gamification services, which can provide reference for libraries in China and other countries.

The purpose of this paper is to design and incorporate gamebased pedagogy grounded in self-determination theory (SDT) for a higher education course in a business school program.

The study evaluates the learning outcomes of students from higher education in gamified and non-gamified contexts. The study was conducted over a period of two years in a management institute in the National Capital Region of India. The participants of the gamification study were the students in the age group 22–25 years with 0–3 years of work experience.

In general, findings of this study suggest that the group that underwent the course with the game-based pedagogy had better learning outcomes. In the game design, this study found that the addition of “meaningfulness” to the game elements improved the engagement with the gamification process for the learners. Consequently, this study found that “meaningfulness” played an important role in engaging the students, thereby, leading to improved learning outcomes.

The study suggests that when the game design is rooted in theory, it is likely that the desired results from gamification will be achieved. The evaluation of the courses was done by the researcher themselves. An external evaluation is required to confirm the results of the gamification elements used in the course as enumerated in the paper.

All the game elements used in the game design were underpinned by SDT which suggests that if the three innate needs of competence, relatedness and autonomy in individuals are met, the desired learning outcomes is likely to follow.

Due to the use of an online environment for the conduct of the evaluations, the study permitted the students to receive and have access to constant feedback enabling them to improve and enhance their learning.

Existing research shows inconsistent results with the use of gamification in the learning process. This study suggests that by grounding the gamification design in learning theory is more likely to achieve favourable results. In addition, if the game elements provide meaningfulness to the participants, the gamification process is more likely to succeed.

This study aims to provide empirically generated insights into a gamification approach to online customer engagement and behavior (CE and CEB). There is a substantive discrepancy between popular coverage and empirically based research as to the effectiveness of virtual brand gamification in engaging customers.

Using Samsung Nation as a unit of analysis, a mixed-methods research design using netnography and participant observation is adopted to address the research aim.

Taken holistically, the findings identify key processes and outcomes of CE and CEB within virtual gamified platforms. Additionally, insights are provided into implementation flaws deriving from gamification that may potentially impact the CE experience.

The contribution of this paper is twofold. First and from a theoretical perspective, it offers both a conceptual foundation and empirical-based evaluation of CE and CEB through a gamified brand platform. Second and from a pragmatic perspective, the conceptual model derived from this research may aid practitioners in developing more robust gamified CE strategies.