Search results
1 – 10 of 839Richard N. Landers, Elena M. Auer and Joseph D. Abraham
Assessment gamification, which refers to the addition of game elements to existing assessments, is commonly implemented to improved applicant reactions to existing psychometric…
Abstract
Purpose
Assessment gamification, which refers to the addition of game elements to existing assessments, is commonly implemented to improved applicant reactions to existing psychometric measures. This study aims to understand the effects of gamification on applicant reactions to and measurement quality of situational judgment tests.
Design/methodology/approach
In a 2 × 4 between-subjects experiment, this study randomly assigned 315 people to experience different versions of a gamified situational judgment test, crossing immersive game elements (text, audio, still pictures, video) with control game elements (high and low), measuring applicant reactions and assessing differences in convergent validity between conditions.
Findings
The use of immersive game elements improved perceptions of organizational technological sophistication, but no other reactions outcomes (test attitudes, procedural justice, organizational attractiveness). Convergent validity with cognitive ability was not affected by gamification.
Originality/value
This is the first study to experimentally examine applicant reactions and measurement quality to SJTs based upon the implementation of specific game elements. It demonstrates that small-scale efforts to gamify assessments are likely to lead to only small-scale gains. However, it also demonstrates that such modifications can be done without harming the measurement qualities of the test, making gamification a potentially useful marketing tool for assessment specialists. Thus, this study concludes that utility should be considered carefully and explicitly for any attempt to gamify assessment.
Details
Keywords
Abstract
Details
Keywords
Lukasz Porwol, Agustin Garcia Pereira and Catherine Dumas
The purpose of this study is to explore whether immersive virtual reality (VR) can complement e-participation and help alleviate some major obstacles that hinder effective…
Abstract
Purpose
The purpose of this study is to explore whether immersive virtual reality (VR) can complement e-participation and help alleviate some major obstacles that hinder effective communication and collaboration. Immersive virtual reality (VR) can complement e-participation and help alleviate some major obstacles hindering effective communication and collaboration. VR technologies boost discussion participants' sense of presence and immersion; however, studying emerging VR technologies for their applicability to e-participation is challenging because of the lack of affordable and accessible infrastructures. In this paper, the authors present a novel framework for analyzing serious social VR engagements in the context of e-participation.
Design/methodology/approach
The authors propose a novel approach for artificial intelligence (AI)-supported, data-driven analysis of group engagements in immersive VR environments as an enabler for next-gen e-participation research. The authors propose a machine-learning-based VR interactions log analytics infrastructure to identify behavioral patterns. This paper includes features engineering to classify VR collaboration scenarios in four simulated e-participation engagements and a quantitative evaluation of the proposed approach performance.
Findings
The authors link theoretical dimensions of e-participation online interactions with specific user-behavioral patterns in VR engagements. The AI-powered immersive VR analytics infrastructure demonstrated good performance in automatically classifying behavioral scenarios in simulated e-participation engagements and the authors showed novel insights into the importance of specific features to perform this classification. The authors argue that our framework can be extended with more features and can cover additional patterns to enable future e-participation immersive VR research.
Research limitations/implications
This research emphasizes technical means of supporting future e-participation research with a focus on immersive VR technologies as an enabler. This is the very first use-case for using this AI and data-driven infrastructure for real-time analytics in e-participation, and the authors plan to conduct more comprehensive studies using the same infrastructure.
Practical implications
The authors’ platform is ready to be used by researchers around the world. The authors have already received interest from researchers in the USA (Harvard University) and Israel and run collaborative online sessions.
Social implications
The authors enable easy cloud access and simultaneous research session hosting 24/7 anywhere in the world at a very limited cost to e-participation researchers.
Originality/value
To the best of the authors’ knowledge, this is the very first attempt at building a dedicated AI-driven VR analytics infrastructure to study online e-participation engagements.
Details
Keywords
Miguel Guinaliu-Blasco, Blanca Hernández-Ortega and José L. Franco
The purpose of this paper is to analyse the individual’s experience during the use of Pinterest in a marketing learning process. This experience is a fundamental starting point…
Abstract
Purpose
The purpose of this paper is to analyse the individual’s experience during the use of Pinterest in a marketing learning process. This experience is a fundamental starting point from which to develop marketing learning processes that flow naturally. Thus, it is necessary to examine the components that determine the individual’s experience and to explore consequences such as collaborative learning and marketing learning performance.
Design/methodology/approach
To conceptualise the individual’s experience, this study focuses on her/his state of cognitive absorption (CA) and establishes a second-order formative structure made up of five components: heightened enjoyment, curiosity, control, temporal dissociation and focused immersion. The model is estimated with partial least squares modelling, using SmartPLS 2.0 software.
Findings
The results confirm the significant weights of the components, with the exception of focused immersion, and support the influence of overall CA on the proposed outcomes. They also confirm that collaborative learning exerts a positive influence on the individual’s performance.
Originality/value
This study makes three contributions. First, it holistically examines the individual’s experience during marketing learning and the importance of its constituent components. Second, it establishes what the consequences of the marketing learning experience are, taking into account both social and individual factors, that is, collaborative learning and individual performance. Third, Pinterest is proposed as a social network with great potential in marketing learning. It is a well-known network which includes very interesting features for learning contexts. Nevertheless, it has been little studied in research.
Propósito
El objetivo de la presente investigación es analizar la experiencia del individuo durante el uso de Pinterest en un proceso de aprendizaje de marketing. Este experiencia es un punto de partida fundamental para que el proceso de aprendizaje de marketing se desarrolle de manera fluída. Así, es preciso examinar los componentes que determinan la experiencia del individuo y explorar las consecuencias, como por ejemplo, el aprendizaje colaborativo y los resultados del aprendizaje de marketing.
Diseño/metodología/enfoque
Con el objeto de conceptualizar la experiencia del individuo, este studio centra su atención en la absorción cognitiva (AC) y propone una estructura formativa de segundo orden compuesta por cinco componentes: mayor disfrute, curiosidad, control, disociación temporal e inmersión enfocada. El modelo es estimado mediante el uso de Modelización de Mínimos Cuadrados Parciales, empleando el software SmartPLS 2.0.
Hallazgos
Los resultados confirman el significativo peso de los componentes, con la excepción de la inmensión enfocada, y apoya la influencia de la AC general sobre las consecuencias propuestas. Estos resultados también confirman que el aprendizaje colaborativo tiene una influencia positiva sobre los resultados del individuo.
Originalidad/valor
Este estudio ofrece tres contribuciones. En primer lugar, se examina de manera holística la experiencia del individuo durante el aprendizaje de marketing y la importancia de sus componentes. En segundo lugar, se establece cuales son las consecuencias de la experiencia de aprendizaje de marketing, teniendo en cuenta factores sociales e individuales, es decir, aprendizaje colaborativo y resultados individuales. En tercer lugar, se propone a Pinterest como una red social con un gran potencial en el aprendizaje de marketing. Se trata de una conocida red que incluye interesantes características para los contextos de aprendizaje. A pesar de ello, ha sido escasamente estudiada por los investigadores.
Palabras clave
Experiencia, Absorción cognitiva, Pinterest, Resultados de aprendizaje de marketing, Redes sociales
Tipo de artículo
Artículo de investigación
Details
Keywords
Paula Bitrián, Isabel Buil and Sara Catalán
Gamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have…
Abstract
Purpose
Gamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.
Design/methodology/approach
To achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.
Findings
The results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.
Practical implications
The findings of this study provide guidelines for practitioners and app developers.
Originality/value
Based on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.
目的
遊戲化在推動人們增加其體力活動方面是有極大潛能的。因此,設於流動通訊設施的運動應用程式如耐克(Nike)及Strava等都結合了遊戲的元素。唯遊戲化在這領域的功效方面的證明並不多。因此,本研究的目的,在於分析遊戲化運動應用程式內的遊戲元素,對滿足基本心理需要的影響 (即是說,能力水平、自主及關聯性)。同樣地,本研究分析這些需要對自主積極性的影響。
研究設計/方法/理念
要達到這些目標,數據以一項網上問卷調查方法取自遊戲化運動應用程式的使用者。數據並以偏最小二乘結構方程模型進行分析。
研究結果
研究結果顯示、在帶有成就相關的遊戲元素的應用程式內的互動滿足了能力水平、自主和關聯性的需要; 與社交有關的元素滿足了關聯性的需要,而與沉浸相關的元素則滿足了能力水平和自主的需要。同樣地,使用應用程式時,要能體驗自主動機、關鍵在於自主及相關性的需要得到滿足。
實務方面的含意
本研究結果為執業者及應用程式開發商提供了指引。
研究的原創性/價值
以自決理論為基礎,本研究為運動應用程式包含的遊戲元素與個人的基本心理需要和動機之間的關係提供新的見解。
Details
Keywords
Abstract
Details
Keywords
Jijing Qian, Jialing Shang and Lianyi Qin
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining…
Abstract
Purpose
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.
Design/methodology/approach
This study combines scoping and systematic review based on the PRISMA paradigm.
Findings
This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.
Research limitations/implications
First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.
Practical implications
Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.
Originality/value
The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.
Details
Keywords
Abstract
Details