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This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.

The authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes.

The findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow.

This study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games.

The findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games.

Prior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.

Several freight operations rely on human cognition and behavior. Tackling these aspects, gamification transforms activities to resemble game-like experiences. Since the freight transportation sector is rapidly adopting gamification, the purpose of this study is to provide an overview that synthesizes the state-of-the-art and plot future directions for research and the practice of gamifying this area.

A systematic review of the gamification of freight transportation was conducted. After screening 691 studies, 40 relevant studies were analyzed.

Most studies found positive psychological and behavioral outcomes from gamification. Literature mainly focused on tackling the operational-level issues of road and maritime transportation modes by implementing simulation games.

Besides elaborating how gamification can improve freight transportation, the authors describe directions still uncovered by the current corpus, such as research design and temporality and the variety of modes and tasks.

Practical implications emerged from the studies, primarily focusing on understanding users, tasks and contexts, targeting different audiences and transportation modalities, and balancing motivational affordances, while considering the demands of the freight transportation domain, including dynamic, spatially dispersed environments and cooperation between multiple stakeholders.

The transportation of goods dominates much of the global economy and ecology. Therefore, gamifying this domain has a huge societal impact potential, especially related to issues of sharing economy, safety, environmental sustainability and social media.

Beyond providing an original overview of gamified freight transportation, this study maps current research gaps and describes practical recommendations.

The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education.

A bibliometric methodology based on scientific mapping and an analysis of co-words was used. The scientific production on this field of study indexed in Scopus was analyzed. The analysis included a total of 725 publications.

The results show that the National Research Council of Italy is the institution with the highest volume of production. Among the journals, the Journal on Computing and Cultural Heritage stands out. In addition, in the analysis of the structural and thematic development of co-words, a low percentage of keyword matching was observed. The research is currently mainly oriented to pedagogical methods, especially game-based learning, gamification and the use of serious games, although these are not the only trends in this field. Research is also focusing on virtual reality, augmented reality, and mixed reality.

This work is an exploratory and novel study that analyzes the publications to date on mobile game-based learning in cultural heritage education. In theoretical terms, this can serve as support so that other researchers interested in this field can access the information highlighted in this work. From a practical perspective, this work will contribute to the promotion of new innovative actions in cultural heritage education to satisfy the demands of a learning group increasingly familiar with games technology.

A major trend in enterprise resource planning software (ERP) is to embed business analytics tools within user-centered roles in enterprise software. This integration allows business users to get better and faster insight to action. As a consequence, it is imperative for business students to learn how to use these new tools to adequately prepare them for new expectations in the industry. The paper aims to discuss these issues.

In this paper, the authors propose a new serious game, called ERPsim for big data, to enable the learner to acquire abilities at each level of the business analytics learning taxonomy. To maximize the pedagogical impact of the game, participatory design (PD) with professors as co-designers was used during game development.

This case study presents the PD approach and analyses the efficacy of the proposed new simulation.

The authors conclude by providing recommendations and lessons learned from this approach.

This chapter introduces the topic of cooperation and co-innovation between the audiovisual media and education sectors. It first discusses the emergence of educational film approximately a hundred years go – together with a new institutional framework, industry media, rulebooks, etc. It then discusses the ways public service media have addressed educational programming over the decades, including developing complex cross-media strategies and educational content databases more recently. The second half of the chapter is dedicated to the emergence of educational digital games, with their own institutional setups, production cultures, and training programmes. The chapter points, however, to a relative lack of cooperation between commercial game producers and educational institutions to date.

The present study aims to synthesize and conceptualize, through a systematic literature review (SLR), the current state of gamification knowledge in the tourism and hospitality (T&H) sector, providing a roadmap for future research recommendations for service research and practice.

The research is based on a systematic literature review and adopts a systematic quantitative approach to summarize existing evidence on gamification usage in the T&H sector, focusing on relevant service literature on gamification. The authors analyze 36 papers published between 2011 and 2019.

The authors synthesize existing knowledge into five themes describing gamification's role in T&H (Edutainment, Sustainable behavior, Engagement factors, Service provider-generated content and User-generated reviews). Then, a cross-analysis of the five themes reveals the pivotal elements (affordances, behavioral and psychological outcomes, and benefits) generated by gamification mechanics in T&H, simultaneously highlighting potential implications and relevant insights for service literature. The review identifies critical issues affecting gamification research and provides a future research agenda, considering opportunities for T&H and service research.

The study provides the first SLR investigating gamification in T&H. The findings present potential implications and relevant insights for T&H contributing to the construction of a more holistic understanding of gamification adoption in service research.

The purpose of this paper is to examine the influence of several intrinsic motivations driving consumers' intention to buy using a mobile app, namely: shopping gamification, focussed attention, shopping enjoyment and socialness, through the mediating role of shopping engagement. The online shopping experience is investigated in its dual role as direct driver of the intention to buy using a mobile app and as moderator of the shopping engagement – intention to buy using a mobile app path.

The empirical analysis was performed in China due to the extensive usage of mobile shopping apps amongst the Chinese population. A structural equation model was estimated on 893 valid and complete structured questionnaires collected amongst a sample of Chinese consumers.

Findings confirm that intrinsic motivations (i.e. shopping gamification, focussed attention, shopping enjoyment and socialness) indirectly influence the intention to buy using a mobile app channelled by shopping engagement. Most remarkably, results show that the online shopping experience positively moderates the shopping engagement – intention to buy using a mobile app path.

The novelty of the paper lies in the conceptual and empirical evidence provided on shopping gamification, within the retailing marketing domain. The study investigates other related intrinsic motivations that jointly with shopping gamification directly influence shopping engagement and indirectly impact mobile shopping intention. The paper provides insights into the moderating role of online shopping experience, a key aspect when the challenge concerning gamification is considered.