Search results

This study explores the impact of biophilic design in built environments on sustainable behaviors through the innovative use of a serious game. By examining how exposure to biophilic elements influences behaviors in real and virtual settings, the research aims to demonstrate the potential of serious games as tools for promoting sustainability.

The study was conducted in three distinct experimental settings: (1) a real environment pre-game, (2) a non-immersive game environment within the same real setting and (3) an immersive game environment post-game. Data were collected from 162 participants who experienced these different conditions. The serious game “Pop a Coffee Corner” was developed based on biophilic design principles and used to assess behavioral changes.

Results indicated that exposure to biophilic design elements in real settings significantly enhanced sustainable behaviors compared to non-biophilic environments. Additionally, playing the serious game in a biophilic environment led to even greater improvements in sustainable behavior than exposure to biophilic design alone. This demonstrates the effectiveness of serious games in fostering sustainable actions.

The study’s findings are based on a specific university setting, which may limit generalizability. Future research could explore long-term impacts and applications in diverse contexts.

The research provides practical guidelines for incorporating biophilic design in built environments, and developing serious games can be a practical strategy for architects, urban planners and educators to promote sustainable behaviors among individuals. This approach can be applied in educational settings, public spaces and workplaces to foster a deeper connection with nature and encourage environmentally responsible behaviors.

By demonstrating the effectiveness of biophilic design and serious games in promoting sustainable behaviors, this study contributes to broader societal efforts to address environmental challenges. Implementing these strategies can lead to increased environmental awareness and pro-environmental behaviors, ultimately supporting sustainability goals.

This study introduces the serious game approach as a novel method to evaluate and promote sustainable behaviors through biophilic design. It highlights the potential for integrating biophilic elements in both real and virtual environments to encourage environmentally responsible behavior, offering valuable insights to architects, designers and policymakers.

Business process training is a crucial activity in the business process management lifecycle, performed whenever an organization needs to train workers about how to carry out their activities according to defined processes, after significant process changes, or whenever new workers come on board. Due to their motivational character, serious games have been understood as an unconventional alternative to support training in organizational processes. Still, methodologies to design serious digital games specifically for business process training are missing in the literature. This research paper presents a method – Play Your Process for Training (PYP4Training) – for designing digital games for business process training.

The research is guided by design science research methodologies and comprises the adaptation of Play Your Process (PYP), a method for designing business process-based digital games (BPBDG). PYP activities and supporting tools were shaped to cope with the specific requirements of BPBDG design for process training purposes, bringing to light a new method: PYP4Training.

PYP4Training was evaluated by designing a BPBDG for training a heavy equipment maintenance process in a multinational mining company. The game was evaluated by process owners and actors who reported a positive perception of the game as an option for process training. However, there is still space for improving trainees' engagement.

The research proposes an innovative way for business process training using digital games. Nevertheless, literature shows a lack of systematic procedures to build such games and results about their use.

The purpose of this study is to provide a bidimensional perspective to study the role that diversity and occupation play in corporate social responsibility (CSR).

Five big American companies were selected from a ranking carried out by a globally recognised website for finding flexible and inclusive jobs (www.flexjob.com). After a gap evaluation, content analysis and click analysis were carried out on the institutional websites.

This analysis provides insight into best practices for inducing employees to select inclusive and non-toxic working environments.

Owing to its original application of game-based inclusiveness, the limited cases and exploratory research approach should be considered as limits of the study.

The research illustrates the internal relevance of sustainability and diversity, creating best practices for bidimensional CSR by matching the offer of and demand for social-inclusive recruitment and employment.

In pursuit of Sustainable Development Goal No.10, regarding reduction of inequalities, games as an inclusive practice could be used to avoid toxic work environments and promote well-being in the workplace.

The maturity of artificial intelligence technology and the emergence of AI-generated content (AIGC) tools have endowed college students with a human-AIGC tools collaboration learning mode. However, there is still a great controversy about its impact on learning effect. This paper is aimed at investigating the impact of the human-AIGC tools collaboration on the learning effect of college students.

In this paper, a hypothesized model was constructed to investigate the effects of dependence, usage purpose, trust level, frequency, and proficiency of using AIGC tools on the learning effect, respectively. This paper distributed questionnaires through random sampling. Then, the improved Analytic Hierarchy Process (AHP) was used to assign weights and normalize data. Lastly, one-way ANOVA and multiple linear regression analyses were used to measure and analyze variables, revealing the mechanism of influence.

The usage purpose, frequency, and proficiency of using AIGC tools have a significant positive effect on learning. Being clear about the usage purpose of AIGC tools and matching the specific study tasks will enhance the learning effect. College students should organically integrate AIGC tools into each learning process, which is conducive to building a learning flow applicable to oneself, improving efficiency, and then enhancing learning effects. The trust level in AIGC tools is significant, but positively and weakly correlated, indicating that college students need to screen the generated content based on their knowledge system framework and view it dialectically. The dependence on AIGC tools has a negative and significant effect on learning effect. College students are supposed to systematically combine self-reflection and the use of AIGC tools to avoid overdependence on them.

Based on the findings, the learning suggestions for college students in human-machine collaboration in the AIGC era are proposed to provide ideas for the future information-based education system. For further research, scholars can expand on different groups, professions, and fields of study.

Previous studies have focused more on the impact of AIGC on the education system. This paper analyzed the impact of the various factors of using AIGC tools in the learning process on the learning effect from the perspective of college students.

The purpose of this paper reporting an exploratory pilot study is to examine how participant engagement in design thinking varies when playing and fixing (playfixing) three partially complete games (broken games).

The data for this study consist of transcripts of five playfixing sessions with a total of 16 participants. Each session focused on one of three games. The authors used Winn’s (2009) design-play-experience framework to analyze features of each game that might relate to differences in design thinking. Next, the authors coded each playfixing session’s transcript to identify patterns of design thinking. Finally, these findings were used to make conjectures about how design features and flaws might encourage particular forms of design thinking.

The findings indicate how playfixing tabletop games with varied levels of complexity, playability and rule definition lead to different patterns of design thinking.

This is a first step toward understanding how the constraints associated with various elements of broken games might direct participants toward desired modes of design thinking and more broadly, contributes to the literature on the educational uses of game making.

The purpose of this study is to explore the impact of gamifying brand storytelling on user immersion in the brand narrative, a concept referred to as “narrative transportation”. The aim is to comprehend how transportation influences users’ experience and their responses to the brand, with particular focus on brand attitude and WOM. The study also explores the role of interactivity in brand storytelling and its effects on transportation and user engagement.

Four experiments were conducted to sequentially test the proposed hypotheses. Each experiment involves ad hoc gamified brand stories for different product categories (wine, museum, glasses and frozen fruit).

Findings indicate that including gamification elements in brand stories heightens narrative transportation and enhances the information obtained by users as well as their entertainment. Users thus respond more positively to the brand in terms of attitude and WOM. The study also reveals that high levels of interactivity in the game may actually decrease narrative transportation in the story, although this is offset by the perception of greater entertainment.

This research contributes to current understanding of brand storytelling and its impact on branding. It highlights the importance of offering users a gamified experience that can provide them with information about the brand whilst also offering them entertainment. The results also hold implications for gamification literature by emphasizing the need to ensure a balance between game and story vis-à-vis enhancing the impact of gamified storytelling on brand response.

This paper aims to capture the challenges faced by large industrial firms in implementing employee green behaviour. It uses the gamification-based Octalysis framework for identifying motivational drives and entwins it to self-efficacy theory seeking to motivate and engage the employees through game techniques.

This paper uses qualitative approach where semi-structured interviews were conducted through snowball sampling technique with managers in senior positions in power sector holding significant decision-making authority. The interviews were transcribed and were analysed thematically.

This study offers compelling evidence that industrial firms are grappling to inculcate pro-environmental behaviour largely losing on incentivising motivation. Gamification can provide an enjoyable framework balancing intrinsic and extrinsic motivational drives.

This study offers a framework applicable to organisations across sectors, addressing challenges in implementing green behaviour by leveraging four phases of game mechanics. It tackles issues related to motivation and demand for incentives by striking a balance between intrinsic and extrinsic motivations.

This research stands out by incorporating game mechanics, specifically designed through Octalysis, to boost self-efficacy and encourage green behaviour among employees. Furthermore, it is in harmony with Sustainable Development Goals and circular principles.