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In light of the recent increase in the scholarly attention given to meaningful engagement with gamified information systems (IS), this research explores the definition and measurement of meaningful engagement as well as its role in predicting employees’ knowledge contributions via gamified knowledge management systems (KMSs).

The authors conducted two empirical studies. Study 1 develops a measure of meaningful engagement and evaluates its validity and reliability. Drawing on the literature on user engagement and work gamification theory, Study 2 places meaningful engagement in a nomological network and assesses the construct’s utility for predicting the quantity and quality of knowledge contributions via a gamified KMS.

The results show that meaningful engagement encompasses five specific dimensions: intense involvement, sense of meaning, self-discovery, pursuit of excellence, and personal expressiveness. The results also indicate that fostering meaningful engagement, which goes beyond hedonic and instrumental engagement, is essential to enhance the quality and quantity of knowledge contribution.

This research contributes to the literature on gamification by drawing scholarly attention to meaningful engagement as a parsimonious yet powerful construct that complements the notions of hedonic and instrumental engagement with KMSs. Although previous studies have highlighted the significance of meaningful engagement with gamified IS, little effort has been made to develop a scale to measure meaningful engagement. The scale the authors have developed will help researchers precisely measure users’ meaningful engagement and systematically examine its role in gamified systems compared to that of other forms of engagement. The study also has practical implications, as the results can inform future design strategies to enable the successful implementation of gamified KMSs that facilitate knowledge contribution in the workplace.

The development of new constructs is the starting point for theoretical development. This research responds to the call to conceptualize meaningful engagement with gamified IS.

This study examines whether job crafting is related to service-oriented task performance (i.e. performance aimed at providing high-quality services) through meaningful work and work engagement.

Data were collected from 156 employees of a Dutch unemployment agency (4 days, 531 observations). Multilevel SEM was used to analyze the data.

Results showed that job crafting was related to service-oriented task performance via meaningful work and work engagement. Specifically, seeking resources and seeking challenges were positively related to service-oriented task performance via meaningful work and work engagement, whereas reducing demands was negatively related to service-oriented task performance via meaningful work and work engagement.

The study concludes that seeking resources and seeking challenges are beneficial for service-oriented task performance.

This study aimed at examining the influence of two important elements of social supports, namely supervisor support and coworker support, on work engagement among employees in the university setting. The study also further examined the mediating potentials of meaningful work on the relationships between the former and the latter.

The sample study comprised academic and managerial staff members from a public-sector university in Malaysia. Out of the 420 distributed questionnaires, 216 were received back from which 177 were found useable and hence were taken further for final data analysis. Statistical software of SPSS and Smart PLS 2.0 M3 were used to perform data analysis.

Supervisor support and coworker support were found to be significant predictors of work engagement. Further, meaningful work was found mediating these relationships.

The findings enrich literature of social support, work engagement, and meaningful work. The study is one of the foremost empirical works examining the mediating potential of meaningful work on the relationships between two social resources (supervisor support and coworker support) and work engagement. The issue of work engagement is evident in several mainstream work sectors alongside the education sector. Hence, the research findings are worthy to help understand work engagement issues and how to tackle it in the education setting.

This paper investigates the effect and the predictive capacity of work engagement on personal and job resources, in the form of psychological capital (PsyCap) and meaningful work in the non-profit organisations (NPO)s settings.

Data were collected from 303 social workers working in New Zealand's NPOs. The hypotheses were tested using the partial least squares structural equation modelling (PLS-SEM).

Results of this study reveal that work engagement is positively related to both PsyCap and meaningful work. It shows that work engagement is instrumental in enhancing one's PsyCap at the same time improving one's perception of work. The model demonstrates good predictive power.

This study advances our understanding of the relationship of outcomes to resources as postulated in the JD-R theory. This is the first few studies to examine the effect of work engagement on PsyCap and meaningful work, as well as the mediating effect of PsyCap on the relationship between work engagement and meaningful work. At the same time, it provides conceptual clarity on the role of specific job resource and personal resource, demonstrating that resources do not operate in isolation but can build more resources. This study also contributes to the field of human resource management using a predictive PLS-SEM technique.

The application of positive psychology to the context of work has attracted enormous interest within both academic and practitioner domains over the past decade (e.g., Keyes & Haidt, 2003; Linley, Harrington, & Garcea, 2010; Luthans, 2002). From a practitioner perspective, there has been a proliferation of organizational development, human resource, talent management, leadership development, team development and coaching programs, initiatives, and interventions that have positive psychological principles at their core. The Gallup organization, for instance, has administered the Clifton Strengths Finder in thousands of organizations across the globe, aiming to help people learn about and build upon their talents and strengths to enhance all facets of their working experience (see Clifton & Harter, 2003).

Drawing on social exchange theory and traditional Chinese leadership theory, this research examines employees' perceptions of corporate social responsibility (CSR) using a multilevel mediation model. It also examines the possibility that meaningful work mediates the relationship between perceived CSR and work engagement.

Survey data were collected from 605 employees of 103 departments across 35 companies in Taiwan. Multilevel path models and hypotheses were tested using Mplus structural-equation modeling software.

The results show that department-level CSR perceptions were positively related to employee-level work engagement and that CSR was a mediating factor between department managers' moral leadership and employee-level work engagement. Additionally, meaningful work played a cross-level mediating role between CSR perceptions and work engagement.

For organizational managers, these findings imply that enterprises should practice CSR and guide their employees in its correct interpretation. They also reinforce the idea that department leaders should behave ethically, because this will encourage their employees to develop positive perceptions of the company's CSR implementation and thus to be more engaged in their work. Lastly, incorporating CSR programs into training materials and encouraging employees to actively participate in such programs' development, deployment and evaluation should help make work meaningful for employees and further enhance their engagement with it.

This study explains how a cross-level mechanism connects department-level moral leadership to employee-level work engagement in a Chinese cultural context.

This paper aims to review the role of “meaningful gamification” in creating meaningful experience to engage Gen Y workers.

This paper adopts a critical, practitioner perspective to review the role of “meaningful gamification” in creating meaningful experience to engage Gen Y workers.

The author argues that “meaningful gamification” holds the potential to address Gen Y needs. In that way, it creates a base of personal relevance for the Gen Ys to relate with their own work. This ultimately translates into a meaningful experience for the employees to cherish their work.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning.

An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions.

Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions.

Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment.

This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.

Grounding our research in the conservation of resources (COR) theory and the job demands-resources (JD-R) theory, this study addresses the research gap of examining the relationship between meaningful work and dimensions of job burnout with work engagement as the mediator, especially in times of the COVID-19 pandemic. It also attempts to understand if age plays a role in moderating the effect of these relationships.

This study collected data using a questionnaire protocol that was adapted and refined from the original scales in existing studies. The partial least squares structural equation modeling (PLS-SEM) was used to analyze data collected from 530 social workers working in New Zealand nonprofit organizations (NPO).

Results indicated that meaningful work only addressed one dimension of job burnout. Work engagement was found to have mediating effects on the relationships between meaningful work and all the dimensions of job burnout. Age does not have any moderating effect on these relationships.

This study addresses the lack of literature that collectively examines the constructs of meaningful work, dimensions of job burnout and work engagement in the same model. In doing so, this study provides a unique verification of job burnout as a multidimensional construct. At the same time, this study offers insights into the effect of these constructs in NPOs, unraveling the complexities that drive these NPOs' human resources (HR) processes.

Meaningful work is gaining importance in the core domains of human resources research. However, there is confusion regarding what constitutes meaningful work and its determinants and outcomes. Earlier studies have conflated conceptual and empirical arguments. Hence, researchers lack clear insights into factors related to employees' experiences of meaningfulness. This study aims to discuss the aforementioned issue.

The authorsconducted a systematic literature review (SLR) of 88 studies (2000–2020) meeting relevant criteria to identify dominant trends and significant gaps in the authors’ understanding of meaningful work.

This review identified six aspects to conceptualize meaningful work. At the same time, the authors highlighted the dominant theory and the instrument used to explain and measure meaningful work. Based on the same, the authors identified different groups of individual and organizational-level determinants and outcomes of finding meaning in work. The analysis also indicates that the comprehension of meaningful work was restricted because most data were obtained from the USA, Europe and certain regions of Asia. During this assessment, the authors observed that several studies emphasized individual-level effects, self-reporting and cross-sectional studies, which restricted the ability to make causal inferences.

This study extends earlier works where the authors stock-take existing research for the past 20 years and build on past trajectories to enrich the authors’ understanding of meaningful work. Unlike earlier works that focused on a specific domain, such as human resource development, this work differentiates by taking an integrated framework-based approach leveraging the antecedents, decisions and outcomes (ADO) and the theories, contexts and method (TCM) framework to consolidate and advance knowledge in the field thoroughly.