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The purpose of this research is to explore the critical success factors of mobile animation games, by exploring the game itself, information systems, game motivation and promotional activities, as well as conducting research and analysis on mobile animation game players.

This research used the Analysis Hierarchy Process (AHP) method and the consistent fuzzy preference relationship for data analysis. In this study, collect 1,286 valid questionnaires through online questionnaire surveys. And comparing the two games “Legend Showdown” and “Tower of Gods and Demons”, players believe that the more successful mobile animation game is “Legend Showdown”.

Through experimental design, and the consistent fuzzy preference relationship for data analysis. The results found that the critical factors considered by the player in relation to the mobile animation game were firstly the information system, followed by promotional activities, game motivation and finally the game itself.

Because this research does not involve the concept of fuzzy theory at all, it is easy to produce subjective, uncertain and ambiguity issues when comparing pairwise. We recommended that follow-up researchers can use fuzzy semantic preference relations to solve this problem.

This study proposed a new approach that takes the critical factors for the mobile animation game. According to the research results, the critical success factor of mobile animation games is the information system, as it could provide a reference direction for game manufacturers when designing or formulating marketing strategies in the future.

The author proposed a mobile learning model of pervasive animated games which allows college students to learn via games accessed through a smartphone. It can develop the process of field observation and self-reflection to enhance learning effectiveness, and the motivation, and attitude of students towards learning.

The author proposed a model for teaching via pervasive animated games. The author used SPSS software and Pearson's correlation coefficients to explore different mobile learning strategies and their relationship with learning attitudes and achievement. Participants were vocational technology college students, who each experienced animated games in individual and group learning settings.

The results found that the learning performance of students in the individual learning group was better than that of the group learning group. A higher level of digital experience was associated with better learning performance, and a more positive attitude towards using mobile phones was associated with better learning performance.

The learning method still has its limitations, the learner's digital information level, learning mode, learning attitudes will have an impact on the student playing teaching pervasive animation games. Therefore, improving student information level is one of the important topics of teaching pervasive animation games and mobile learning.

The author proposed a mobile learning strategy based on pervasive animated games. The result in the strategy of mobile learning shows that the level of students' digital experience and the overall design of animated games are important criteria for successful implementation.

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.

This research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.

Through experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.

This study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

Mobile social network games (mSNGs) are gaining increasing popularity recently. Many of the games are marketed using the brand pages on social network services including Facebook. The purpose of this paper is to identify the characteristics of the posts on the brand pages that affect the reaction of users.

Four independent variables were tested for their influence on user reaction: informativeness, structure, call for action, and the type of reward. In total, 439 posts on the brand pages of two mobile game companies on Facebook were manually collected. The hypotheses were tested using multiple regression analysis.

The characteristics of the brand pages appeared to have significant impact on the users’ reaction. Overall, being informative, calling for action, and providing content-related (game-related) rewards have significant and positive impact on the reaction of users. Using only texts or embedding videos or hyperlinks in the posts has either negative or no significant impact on the reaction of users.

The literature review shows that not many empirical studies have been conducted so far about the brand pages of mSNGs. Therefore, this study contributes to the understanding of users’ reaction on the brand pages for mSNGs, and how companies should manage their communication effort on the pages.

Existing guidelines are typically extracted from a few empirical evaluations of pervasive game prototypes featuring incompatible scenarios, game play design and technical characteristics. Hence, the applicability of those design guidelines across the increasingly diverse landscape of pervasive games is questionable and should be investigated.

This paper presents Barbarossa, a scenario-driven pervasive game that encompasses different game modes, purposely adopting opposing principles in addressing the core elements of challenge and control. Using Barbarossa as a testbed, this study aims at validating the applicability of existing design guidelines across diverse game design approaches.

The compilation of Barbarossa user evaluation results confirmed the limited applicability of existing guidelines and provided evidence that developers should handle core game elements, taking into account the game play characteristics derived from their scenario.

Stepping upon those findings, the authors propose a revision of design guidelines relevant to control and challenge based on elaborate classification criteria for pervasive game prototypes.

The purpose of this research is to identify and clarify the important variables in knowledge management capabilities that affect product/service innovation in entrepreneurial companies in Jordan.

A five-point Likert scale questionnaire was designed for measuring knowledge-based (infrastructural and dynamic) capabilities and product/service innovation in entrepreneurial companies in Jordan that specialized in information and communication technology. A questionnaire was distributed to 297 individuals in 40 companies, and only 202 questionnaires were completely filled and returned by the entrepreneurs at King Hussein Business Park and Al Hassan Business Park. Structural equation modeling was applied to statistically test the research hypotheses.

The research findings showed that knowledge-based infrastructural capabilities are a prerequisite for knowledge-based dynamic capabilities. On the other hand, knowledge combination capabilities have a statistically significant mediating effect between knowledge based infrastructural capabilities and product/service innovation.

This research contributes to the literature by studying and investigating the key variables in knowledge management that affect product/service innovation and by providing a comprehensive understanding of the knowledge management capabilities and innovation in entrepreneurial companies. This research provides academicians with a framework for better understanding of the different factors of knowledge management capabilities and how they affect product/service innovation.

“Starting up a new company” and “development of technology-based venture”.

The target audiences for this study are advanced business or non-business undergraduate students and MBA students taking courses of entrepreneurship, management of innovation and organization theory and design.

Yeayyy.com was a private limited company based in Bandar Baru Bangi, Selangor, a township located about 30 km south of Kuala Lumpur. It was founded by Mr Hazmin in early 2010 with a seed funding of RM150,000 (about US$50,000). By the end of 2014, its core businesses include developing mobile application (app), software and website, as well as conducting information technology (IT) training. The company had developed its own animation cartoon, Oolat Oolit, and had commercialized several mobile app inventions. These mobile apps include a Jawi (traditional Malay writing system) app, mobile games and Facebook apps which were compatible with most mobile operating systems. Since its inception, Yeayyy.com had aspired to follow the footsteps of the internationally acclaimed Malaysian home-grown animation production house, Les’ Copaque, which had produced the popular Upin Ipin series. Similar to Les’ Copaque, Yeayyy.com also planned to commercialize its in-house characters into TV series and to market related merchandises, along with its collaborative partner, CikuTree Studio. However, by the end of 2014, the company’s seed funding had depleted, thus forcing Mr Hazmin to strategize for the company’s future.

Understanding the process of entrepreneurship and technology-based venture development enables case analysts to apply the concepts in many situations involving business opportunities and company development.

CSS:3 Entrepreneurship.

This study aims at investigating the impact of using Lego Serious Play (LSP) on the effectiveness of teaching supply chain (SC) 4.0 in higher education by going from a traditional 2D approach to a 3D one. LSP in this study is explored as a gamification pedagogical approach that taps into the connection between hands and brain to inspire and engage students to build 3D models using metaphors and storytelling.

An empirical study was conducted among 50 students (over two terms) who were enrolled in a SC 4.0 course and used LSP in their final project that focused on digital SC design. Two questionnaires were designed (one after the standard LSP workshop and the other upon completion of the project) to solicit feedback with respect to how LSP helped students to better understand SC 4.0 topics and fulfill their project. The results were analyzed using Bloom’s taxonomy as well as other pedagogical framework to understand the positive impact of LSP at the cognitive, motivation and social levels.

Results showed that using LSP can enhance the teaching of various SC principles and technologies beyond the abstract point of view (2D) through offering the students an opportunity to apply these principles and technologies in a futuristic project using a hands-on 3D approach. The LSP approach demonstrated its ability to help students navigate through both lower order thinking skills (LOTS) and higher order thinking skills (HOTS) in a meaningful and playful manner. Finally, improving the design skills for students was clear using LSP as it unleashes imagination and taps into internal knowledge together with collective inputs.

The reliance on one case study can be a limitation regarding the generalization of the proposed results. This limitation is attenuated by the representativeness of the case study analyzed. Furthermore, the presented work should encourage future analyses as well as expanding the implementation of LSP to other SC 4.0 teaching contexts and applications.

This paper contributes to the very few literatures regarding using gamification in SC education and specifically how LSP methodology can be adopted in teaching SCM 4.0.

This research explores the appropriateness of using a digital learning system based on a multiplayer online animated game in firefighting education and training. Use of the game improved learning was effective. It can increase learners' understanding of the taught content and their willingness to learn.

The research applies digital learning based on a multiplayer online animated game coupled with 3D and virtual reality (VR) technology. To verify the effectiveness of this approach, participants were divided into two groups, an experimental group (using the game) and a control group (not using the game). T-tests were used to compare the learning of the two groups.

Firefighting knowledge was significantly better among the experimental group than the control group. Learning was explored in three different domains: basic firefighting knowledge, fire extinguisher operation and fire source identification; the latter two showed statistically significant differences. After learners acquired knowledge from multimedia, the addition of a VR exercise effectively helped them to remember what they learned and increased their understanding of the taught content.

The approach proposed in this study applies digital learning via a multiplayer online animated game to explore the appropriateness of such games in firefighting education and training. Use of the game improved learning and was effective. It can not only increase learners' understanding of the taught content, but also their willingness to learn.