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Gamification is a growing field of study that has not been touched by Nigerian academic librarians. This study aims to explore the awareness, perception and readiness of academic librarians on the application of gamification to library services.

This study adopts an interpretive research design and a qualitative research approach. This involves using semi-structured interviews to collect data for the study. Purposive sampling technique was used to select a sample of 20 participants but only 15 participated in the study. Participants were interviewed on their lived experience as to gamification; hence, phenomenology research method was adopted for the study. Thematic analysis was used to analyze collected data.

The findings of the study show that most of the academic librarians in Nigeria were not aware of gamification to library services. However, the few that were aware knew about the gamification of library service through their personal academic reading. It was shown that there is a link between awareness and positive perception of gamification to library services. It was found that most of the academic librarians did not have a positive perception of applying gamification to library services in Nigeria. Results show that important factors to consider in readiness towards application of gamification to academic library services in Nigeria include library management support, librarians’ technical know-how and IT compliance.

The findings of this study will provide insights as to academic librarians’ awareness, perception and readiness in applying gamification to library services in Nigeria and may provide insights into other developing Africa countries at large.

Over the past decade, gamification’s popularity has broadened into many industries and has become embedded in consumers’ lives. As privacy protection and how firms utilize users’ data has been at the forefront of consumers’ minds, practitioners and academics alike need to understand consumers’ perceptions of the ethics of gamification. This paper aims to explore and provide preliminary evidence on young consumers’ perceptions of gamification and the ethics involved in these strategies used by firms.

The authors conducted two studies using a mixed-methods approach to gain a foundational understanding of young consumers’ perceptions of gamification. In Study 1, interviews provided initial insights and helped inform an exploratory survey administered in Study 2 to 161 young consumers attending a university in the southwest region of the USA.

The findings indicate that consumers have positive attitudes toward gamification tactics as long as the rewards are sufficient. Further, consumers do not find gamification as unethical as long as they have control over having the ability to opt-in.

Previous research has examined gamification from several contexts including health care, education and the workplace. However, there is little research that focuses on gamification from the consumers’ perspective, specifically the young consumer. As more firms are using gamification tactics such as on their mobile applications, it is critical to understand how young consumers perceive gamification and how that can impact the consumer-brand relationship. This research offers two studies as a first step in investigating young consumers’ perceptions of gamification tactics firms use and offers several future directions.

Bike sharing (BS) is a phenomenon of growing interest in the sustainable mobility field. In recent years, many governments have implemented concrete actions to diffuse the services in cities, trying to encourage citizens' sustainable behavior. Several mobile applications (apps) related to the mobility sector have embedded gamification mechanics applied in non-gaming contexts, able to create and increase user engagement and to manage users' behavior (Deterding et al., 2011). The main purpose of this study is to understand whether app perception influences gamification, and how gamification improves service quality and user loyalty in BS systems.

To examine the impact of gamification on service quality and loyalty, the study performed secondary data collection and qualitative analysis with in-depth interviews. Thereafter, a quantitative analysis was conducted, and the theoretical model was analyzed through structural equation modeling (SEM).

findings showed that the use of gamification mechanics in BS services improves users' loyalty and directly influences service quality. The gamification tool improves users' engagement, transferring rules, facilitating the achievement of goals and quality standards and enhancing the BS usage.

This study uniquely contributes an understanding of the effect of gamification on service quality and loyalty in BS usage. It also provides some insight for companies and policymakers into implementing gamification mechanics in order to address new challenges for quality management.

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.

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.

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.

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.

The purpose of this study is to propose an integrated post-adoption model based on expectation-confirmation model (ECM) and flow theory to examine whether gamification and interface design aesthetics as antecedents to students' beliefs can affect their continuance intention of massive open online courses (MOOCs) and perceived impact on learning.

Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 318 (53.0%) useable questionnaires were analyzed using structural equation modeling in this study.

This study's results verified that students' perceived gamification and interface design aesthetics of MOOCs positively affected their perceived usefulness, confirmation and flow experience elicited by MOOCs, and these in turn directly or indirectly led to their satisfaction, continuance intention of MOOCs and perceived impact on learning. Essentially, the results strongly support the research model with all hypothesized links being significant.

It should be particularly noticed that this study contributes to the application of capturing both ECM and flow experience (i.e. an intrinsic motivator) for completely explaining students' perceived gamification and interface design aesthetics as external variables to their continuance intention of MOOCs and perceived impact on learning, and this study's empirical evidence can further shed light on the possible formulation of MOOCs success.

This study's purpose is to propose an integrated post-adoption model based on expectation-confirmation model (ECM) and cognitive absorption (CA) theory to examine whether network factors, gamification factor, and quality factors as antecedents to end-users' beliefs can affect their continuance intention of the robo-advisor.

A total of 600 questionnaires were distributed in three sample banks in Taiwan, and sample data for this study were collected from these three banks' customers who had experience in using these banks' own robo-advisor to make their investment decisions. Consequently, 381 useable questionnaires were analyzed using structural equation modeling in this study, with a useable response rate of 63.5%.

This study proposes a solid research model that based on ECM and CA theory, three types of factors, network factors, gamification factor, and quality factors, as antecedents to end-users’ continuance intention of the robo-advisor have been examined, and this study's results strongly support the research model with all hypothesized links being significant.

This study contributes to end-users' continuance intention of the robo-advisor based on ECM, CA theory, theory of network externalities, gamification, and updated DeLone and McLean IS success model, and reveals deep insights into the evaluation of determinants in the field of end-users' continuance intention of the robo-advisor. Hence, it is especially worth mentioning that three types of determinants (i.e. network factors, gamification factor, and quality factors) are simultaneously evaluated, and extrinsic and intrinsic motivators are both taken into account in this study's research model development of end-users' continuance intention of the robo-advisor to acquire a more all-round and robust analysis.

In an effort to enhance the student experience and achieve complex learning outcomes the use of gamification in higher education is increasing. Using two case studies, this paper explores the efficacy of two discrete inclusions of gamification in entrepreneurial education.

In the first case study, students leveraged their taught knowledge about gamification to develop a gamified business concept. In the second case study, students played a humanitarian game and provided feedback about its design and efficacy.

The students' overall engagement with entrepreneurial education was significantly influenced by two factors: their perceived learning about gamification; and their perceived engagement with the gamification. It was observed that highly engaged students considered the gamification component of the course challenging.

This study demonstrates the potential of gamification to enhance engagement and to foster higher-order learning in the context of entrepreneurial education.

Gamification is a strategic approach employed by practitioners to foster meaningful engagement and enhance the acceptance of recommendations. Gamification affordances (e.g. achievement, self-expression, interaction, and cooperation) catalyze significant psychological processes in consumers, leading to behavioral changes. Despite its application, a gap remains in understanding how these gamification affordances in e-commerce contexts impact customers' perceived values and drive recommendation acceptances.

Employing affordance theory and perceived value theory as our foundation, we have crafted a comprehensive framework that addresses the multifaceted nature of e-commerce gamification, thereby unifying the fragmented knowledge in this area. We implemented a quantitative research design to empirically test the proposed model.

The research reveals that the four principal affordances of gamification – achievement, self-expression, interaction, and cooperation – significantly enrich consumer values across hedonic, utilitarian, and social dimensions. This enrichment facilitates an increased propensity for accepting recommendations.

This study provides a novel lens through which to view the influence of gamification affordances on recommendation acceptance within gamified e-commerce settings. It delineates the effects of each affordance on consumers' perceived value and highlights the pivotal affordances that shape gamified e-commerce experiences. These insights yield actionable strategies for practitioners aiming to refine e-commerce gamification designs and cultivate more engaging consumer interactions.

Digital applications and thus new digital intervention possibilities such as gamification have made their way into our everyday lives. This paper aims to examine to what extent social norm information (SNI) in a game element feedback may increase eco-friendly food choices.

The effect of social norm-based feedback (SNBF), provided by a “GreenMeter”, was investigated experimentally. The SNI was integrated into the feedback by comparing the subject’s GreenMeter rating with either an injunctive, descriptive or combined SNI.

Injunctive SNBF was found to be effective in encouraging people to make an eco-friendly food purchasing decision. Combining injunctive with descriptive SNBF or simply providing descriptive SNBF was also found to be better than no intervention at all.

To take further advantage of social norms to make gamification more effective, additional studies are needed in which long-term effects on behavior are investigated, as well as other game elements and target groups are taken into account.

Many people want to choose food that is more eco-friendly but often struggle because of deeply ingrained habits or strong social influences. Consequently, their intentions do not translate into changes in their behavior. Alternative motivational, gamification approaches, like SNBF, may be considered when designing Web-based applications.

The study provides insights into the effectiveness of SNI going beyond text-based interventions. Considering SNI in a specific design of gamification (“GreenMeter”) provided insights into how they could be integrated into dynamic, digital, behavioral change techniques to increase eco-friendly food choices.

The primary objective of this study is to highlight the three important aspects of effective gamification at work. The three-pronged model discussed in the study provides an opportunity to adopt a more balanced view of gamification and its use rather than just following the hype and trend concerning it.

While there is promising growth in the adoption of gamification in different L&D processes, the issue of the dark side of gamification cannot be ignored. This article approaches the issue with the help of a three-pronged model. This model has been developed after the review of recent studies focusing on the use of gamification in training and L&D process.

Gamification can be highly effective in engaging the upcoming generation of employees who are digital natives. However, managers should use gamification with caution. The three-pronged model discussed above can be used to evaluate the effectiveness of gamification for Learning and Development processes. The model provides a balanced view for the use of gamification. The essence of the model is to use gamification to enhance the L&D process and outcome along with enhancing employee motivation and engagement. It is vital to understand that it is a tool and its effectiveness depends upon its right use, by the right person, at the right place and time.

While there is promising growth in the adoption of gamification in different L&D processes, the issue of the dark side of gamification cannot be ignored. This article approaches the issue with the help of a three-pronged model.