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Although the research stream in the area of career plateau acknowledges its ramifications, yet investigation on how this phenomenon can be reduced is sparse. This study aims to address this gap by illuminating the role of proactive personality (PP) as a factor of minimizing plateau via playful work design (PWD), career adaptability (CA) and perceived work-life balance (PWLB).

A cross-sectional study design was applied and structural equation modelling was used to assess the hypothesized relationships among PP, CA, PWD, perceived work design and career plateau. A total of 338 employees from public and private universities were sampled from February 2020 to July 2020.

The results highlighted that CA mediated the relationship between PP and PWLB, as well as, PWD mediated the association between PP and PWLB. Further, the authors got support for both serial mediation paths i.e. PP, CA, PWLB and career plateau and PP, PWD, PWLB and career plateau.

The findings of this study provide much needed ways to overcome career plateau in the academic sector. Moreover, the use of multiple serial paths has enhanced the underlying factors of PP and career plateau nexus.

The purpose of this paper is to synthetize qualitative research on play in the organizational context.

Through a metasynthesis, the research premises and findings of 12 individual empirical studies were examined.

The findings of the metasynthesis showed that the research on organizational play has focussed on three central themes addressing play as fun, pros and cons of organizational play, and management of play. In interpreting the findings, seven perspectives of organizational play are constructed as follows: authenticity, belongingness, experience, social activities, generating, functions, and artifacts. The perspectives are conceptualized into three dimensions of play as the orientation of being-in-the-world, play as meaning-making and enactment, and play as creations.

The sample consisted of 12 studies, which provided a limited insight into organizational play. However, following the guidelines of metasynthesis, the sample was appropriate and of good quality. The research suggests guidelines for further research into organizational play.

Achieving psychosocial well-being at work and success in management requires understanding of essential personal and social processes, such as play. The findings provide knowledge that can be applied in management and other workplace practices.

The study highlights the divergent perspectives of the organizationally important phenomenon of play. The paper contributes to a better understanding and the development of play in organizations.

Children experience trauma more often than many early childhood educators realize. As many as 26% of children experience multiple trauma events such as abuse, neglect, parental substance abuse, parental incarceration, and so forth. Trauma impacts brain development in many negative ways that may have serious consequences on the child’s ability to learn, grow socially and emotionally, and develop physically. These brain changes also change how the child will play in the early childhood classroom, and information is given to help recognize the signs of trauma in children. The early childhood educator can make trauma-sensitive modifications in the classroom to assist the traumatized child’s ability to play out the problem. School counselors can be a resource for assisting early childhood teachers when working with traumatized children. A brief description of the importance of play therapy as a developmentally appropriate method to help traumatized young children is provided.

Despite the increasing interest in the metaverse—immersive three-dimensional virtual worlds wherein personalized avatars interact with one another—little is known about how users cognitively appraise and emotionally experience it. To fill this gap, the present study explores the emotional, behavioral and social consequences of users' cognitive appraisals, while focusing on social virtual reality (VR) as a representative entry point to the metaverse.

Drawing on cognitive appraisal theory against the backdrop of a framework for classifying emotions, this study develops and tests a theoretical model to account for users' continuance intention and its consequences in the social VR context based on two-wave panel survey data collected from 216 users of social VR platforms, including AltspaceVR, VRChat, Bigscreen and Rec Room.

The results of the first survey showed that perceived opportunity was more strongly influenced by technological opportunity than social opportunity, whereas perceived threat was more strongly affected by social threat than technological threat. Integrating the data collected from the first survey with those of the second survey, we also found that users' continuance intention positively influenced both their behavioral engagement and social self-efficacy.

By adopting a longitudinal approach, this study provides insights that may be valuable to researchers and practitioners who seek to use social VR for business purposes. This study also contributes to the metaverse literature by conceptualizing and operationalizing the opportunity and threat factors of social VR and identifying salient emotions that users experience in this context. Finally, this study has practical implications for addressing the social and technological features that may cause adverse user experiences in social VR.

The purpose of this paper is to present Zeuss, a software-based tool designed to improve grammar learning process in elementary school children. Despite efforts by the Colombian Government, the results of the final high school test indicate that students have major deficiencies with language, grammar and reading comprehension. Several difficulties have been evidenced in activities like writing essays or understanding academic papers. Among the reasons that may lead to these results include outdated courses, overcrowded classrooms and lack of interest.

A diagnostic test is performed on third-grade elementary school students to assess the current grammar knowledge and identify areas for improvement. The test results are used to design a software-based tool called Zeuss. The authors include playful activities inspired by several pedagogic exercises found in the literature and personalization so that interaction is tailored to specific user preferences and tastes.

Zeuss has been tested with third-grade students of the Gimnasio Campestre San Francisco de Sales elementary school in Bogotá, Colombia. The results show that using the tool leads to an overall improvement in the grammar construction learning process.

Zeuss aims at improving the learning process in elementary schools helping teachers to overcome several limitations like overcrowded classrooms and outdated pedagogic strategies. Zeuss focuses specifically on the grammar learning process.

Zeuss features updated pedagogical strategies, playful activities and a personalization model to tailor the learning process and help in context. It also allows teachers to track individual and classroom progress.

The purpose of this paper is to analyze the role of embodied dimensions and relational possibilities of (serious) play at work. It shows how a phenomenological and processual approach can help in developing an integral understanding of (serious) play and its paradox in relation to work and practical wisdom and professional artistry in organizations.

Based on the literature review and phenomenology, the role of embodied dimension, and the nexus of playful practitioners, practices and playgrounds are discussed. Systematically, then the concept of “inter-playing” is proposed as a specific embodied and processual practice. Subsequently, the in-between is shown to be a medium and transrelational nexus for (serious) play that allows a more comprehensive understanding and implications.

Based on the phenomenological and relational approach, the concept of (inter-)play allows an extended understanding of serious play and its paradox as a form of an inter-practice. The mediating in-(ter-)between is revealed as decisive for playful practices and playgrounds in organizations. Serious play is linked to practical wisdom and professional artistry in organizations.

Specific theoretical and methodological implications for exploring and enacting play are offered. It is suggested to take research itself as a form of inter-practice and to enact a more integral epistemology and methodological pluralism, including body-related and art-based approaches and critical issues.

Some specific practical implications are provided that facilitate and enable embodied play and play-spaces in an ongoing, arts-based learning and development process in organizational and educational contexts.

The corporeality of responsive inter-play is seen as connected to sociality and social interaction as self and others are considered as a nexus. In particular, poetic phrónêsis in professional playful practice is linked to social creativity that includes attention and recognition of others and otherness as well as social inclusivity.

By extending the existing discourse and using an embodied approach, the paper proposes a novel orientation for re-interpreting serious play. Equally, it offers the new processual concepts of inter-play and inter-practice that allow more explorations and connections to discourses and practices of phronesis and art(istry).

This study undertakes a comprehensive exploration of the relationships between psychological ownership (PO) in playful consumption and its substantial impact on consumer happiness (CH). Specifically, this study aims to investigate the moderating effects of personality and game performance on the association between PO and CH.

Subsequently, this study proceeds to evaluate consumer happiness in the context of playful consumption experiences through two distinct studies, one quantitative and the other experimental. For Study 1, a randomized sample of 453 respondents from Pakistan is utilized, and data is analyzed using SEM (Structural Equation Modeling) techniques. In Study 2, this study employed an EEG emotive insight device, offering valuable insights into the factors associated with psychological ownership. This experimental approach allows exploring the neuro-marketing perspective of players engaging in playful consumption activities.

The research findings demonstrated multiple positive associations with psychological ownership (PO). Perceived control, competitive resistance, emotions, customer participation, personality and performance all exhibited significant positive correlations with PO. Furthermore, the study highlighted that game performance has the capacity to enhance feelings of happiness among participants.

This study offers innovative insights into the mechanisms that underpin consumer happiness and serves as a reliable guide for policymakers, applied psychologists, consumers and marketers who play a role in shaping the future in the domain of happiness and well-being through playful consumption experiences.

This study offers new insights into the processes that drive consumer happiness and provides a vigorous guide for policymakers, applied psychologists, consumers and marketers who shape the futures in the field of happiness and well-being through playful consumption experience.

This paper aims to understand, from a theoretical standpoint and from an empirical perspective, why food products can be designed and perceived as “playful” and “funny”. Drawing on the experiential framework developed in marketing research and recent advances in theories of play, it seeks to clarify the conceptual articulation of “play” with “fun” and it seeks to highlight the need to reconsider the contribution of the product in framing situations that children experience as “playful” and “fun”.

The paper focuses on qualitative data gathered through a combination of observations and in‐depth interviews of 14 dyads “child‐mother” confronted by four product innovations at a prototype stage, and a series of eight focus groups involving children from three to eight years old as well as their mothers.

Children were very able to categorize food products by appreciating their different degrees of fun. The study led to the identification and coding of 13 key dimensions associated with “playfulness” and “fun” in a food product.

The paper offers a heuristic operational tool to guide marketing managers and R&D teams in their exploration and testing of the possibilities/impossibilities in the association of “playfulness” and “fun” with food products aimed at children.

The research demonstrates that some dimensions which characterize play cannot be directly applied to food products, and differentiates “playful” from “fun” by considering the intensity of the social interaction being developed through the food product or food consumption situation.

This paper aims to explore the characteristics of playful literacies in case study research examining digital games in secondary English classrooms. It analyzes how educators use play as a resource for meaning-making and the impacts of play on student learning.

The authors used a keyword search in relevant academic databases to identify articles within specified search parameters. This was followed by bibliographic branching to identify additional articles. Following the identification of 30 articles, two rounds of open coding were used to identify themes for analysis.

The literature revealed five types of playful pedagogical practices: single-player gameplay, turn-taking gameplay, multiplayer play, play-as-design and little or no gameplay. Discussion of these findings suggests that classroom play was a highly social activity across case studies. Furthermore, boundaries between types of play and their contributions to learning were blurred and often disrupted normative approaches to curriculum and teaching.

Given the novelty of replacing traditional texts with digital games in English classrooms, this study represents an important moment to pause and review the literature to date on a particular, understudied aspect of digital games in English curricula: their playfulness. This is especially important given the innovative ways in which digital play can shift thinking about meaning-making and narrative, two historically dominant concerns within the discipline of English.

The purpose of this paper is to present the results of a qualitative study of software engineers' playful behaviors at work.

The interviewed software engineers come from two European and three American companies. The research is based on ethnographical data, gathered in two longitudinal studies 2005‐2008. The methods used in the study include open‐ended unstructured interviews, participant observations, stories collection, and shadowings.

It is found that the currently dominant theory of normative control explaining software engineers workplace diminishes leisure and entertainment attributes of knowledge work. Fun at workplace is discovered to be an important, if not crucial, element of everyday programmers' job.

The study contributes to the literature by replying to the call for more research on high‐tech organizational practices, and on non‐job related behaviors at workplace. It reveals playful performance as a constituent for knowledge work and may contribute towards a better understanding of the role played by fun and playful behavior in creative problem‐solving and inventing.