Chapter

Principles of Mixed Methods and Multimethod Research Design

Thousand Oaks
In book: Handbook of Mixed Methods In Social and Behavioral Research, Publisher: Sage, Editors: Abbas Tashakkori AND Charles Teddle
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    ABSTRACT: User-game engagement is vital for building and retaining a customer base for software games. However, few studies have investigated such engagement during gameplay and the impact of gaming elements on engagement. Drawing on the theoretical foundation of engagement, we meticulously deduced two cognitive-related gaming elements of a software game, namely, game complexity and game familiarity, and argued that these elements have individual and joint effects on user-game engagement. This research adopted multimethod empirical investigations to validate our conceptions. The first investigation used electroencephalography and a self-report survey to study quantitatively the cognitive activities of user-game engagement. The second investigation adopted the qualitative interview method to triangulate the findings from the quantitative data. This research contributes to theory in two ways, namely, conceptualizing and empirically examining user-game engagement as well as theorizing and demonstrating how the two gaming elements affect user-game engagement. This work contributes to the gaming practice by providing a set of design principles for gaming elements.
    Journal of Management Information Systems 04/2014; 30(4):115-150. DOI:10.2753/MIS0742-1222300405 · 1.93 Impact Factor
  • Computers in Human Behavior 08/2014; 37:402-412. DOI:10.1016/j.chb.2012.05.029 · 2.27 Impact Factor
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    ABSTRACT: This article examines the implementation of new special education legislation in Finland among students with significant disabilities. The data consist of a nationwide survey and field observations. In the analysis, a policy implementation framework is utilized as a theoretical lens. The findings suggest that schools and municipalities that had participated in long-term development projects had more capacity and willingness to reform special education practices substantially, suggesting that learning in one policy area can transfer to other domains across multiple levels of national and local governments. The key findings highlight the significance of professional trust as a policy instrument in implementation.
    Educational Policy 02/2014; 29(1). DOI:10.1177/0895904814556754 · 0.62 Impact Factor