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Do badges increase user activity? A field experiment on effects of gamification
Abstract
During recent years, the practice of adding game design to non-game services has gained a relatively large amount of attention. Popular discussion connects gamification to increased user engagement, service profitability, goal commitment and the overall betterment of various behavioral outcomes. However, there is still an absence of a coherent and ample body of empirical evidence that would confirm such expectations. To this end, this paper reports the results of a 2 year (1+1 year – between-group) field experiment in gamifying a service by implementing a game mechanic called ‘badges’. During the experiment a pre-implementation group (N=1410) was monitored for 1 year. After the implementation, the post-implementation (the gamified condition) group (N=1579) was monitored for another full year. Results show that users in the gamified condition were significantly more likely to post trade proposals, carry out transactions, comment on proposals and generally use the service in a more active way.
... Gamification has demonstrated its effectiveness in boosting brand loyalty and influencing consumer purchasing decisions. Hamari's (2017) study conducted experiments revealing that gamified elements, such as badges, significantly increase user activity on digital platforms. Likewise, Raj and Gupta's (2018) found that gamification positively affects brand loyalty and consumer engagement, especially when integrated with social media marketing strategies. ...
... According to Biloš's (2021) research, these technologies will allow for more immersive and personalized gamified experiences, particularly through interactive storytelling. Hamari's (2017) study predicts that AI-driven analytics will play a crucial role in tailoring gamified content to match individual consumer preferences, thereby increasing its effectiveness. Additionally, Kaarlehto's (2020) research foresees gamification extending beyond traditional marketing applications to support sustainability and social impact initiatives, using engagement strategies to drive positive behavioral changes. ...
... It starts by highlighting how gamification, when properly implemented, can significantly enhance marketing efforts by incorporating interactive elements such as points, rewards, and challenges. These game-like features help keep users engaged and foster long-term consumer relationships (Hamari, 2017). The psychological basis for its success lies in theories like Self-Determination Theory and the Octalysis Framework, which suggest that people are naturally motivated by achievement, competition, and social connections. ...
In an era of rapid technological advancements and continuously evolving business landscapes, research serves as a cornerstone in shaping industry practices and academic discourse. The integration of digital transformation across various sectors has not only redefined traditional business models but has also created new opportunities and challenges. This book, Digital Transformation in Business: Bridging Management and Technology, is a carefully curated compilation of diverse studies that explore contemporary issues across multiple domains, including sustainability, digital marketing, fintech innovations, and the role of language proficiency in global business success. The chapters in this book offer a balanced blend of theoretical insights and empirical research, equipping readers with a comprehensive understanding of the subjects discussed. Topics range from the sustainability of supply chains in the Indian automobile industry to the impact of gamification in digital marketing campaigns, providing perspectives that are both academically enriching and practically relevant. The research presented here is intended to benefit a broad audience, including scholars, policymakers, industry professionals, and business leaders seeking to navigate the complexities of digital transformation.
... In marketing, gamification plays a crucial role in strengthening brand interaction by offering both extrinsic motivation (such as rewards) and intrinsic motivation (such as enjoyment and social engagement). Research on online brand communities, including those of Xiaomi and Huawei, indicates that gamification elements focused on achievement and socialization significantly enhance intrinsic motivation, leading to stronger brand loyalty and repeated engagement (Hamari, 2017;Xi & Hamari, 2019). Similarly, in e-commerce, gamified experiences attract a broad range of customers by combining entertainment and competition, thereby increasing customer engagement (Koivisto & Hamari, 2019;Raman, 2020). ...
... Gamification enhances customer participation by providing engaging opportunities for users to interact with the brand or platform. Research indicates that real-time feedback, competitive tasks, and social collaboration are key factors that encourage customers to actively participate, reinforcing their relationship with the brand (Hamari, 2017;Raman, 2020). Increased interaction intensifies the motivational effects of gamification, making participation more meaningful and frequent. ...
... The integration of game elements such as points, rewards, storytelling, and competition effectively increases engagement by appealing to both intrinsic and extrinsic motivations. This is consistent with previous research by Hamari (2017) and Xi and Hamari (2019), who argue that gamification fosters customer loyalty and repeat engagement through enjoyment and social connectivity. ...
Gamification has gained prominence as a strategic tool for enhancing customer engagement in various industries, including telecommunications. This study investigates the role of gamification in fostering customer participation within the Saudi telecommunications sector, with a focus on brand interaction as a mediator and ease of use as a moderator. Grounded in the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), the research examines how gamified elements—such as rewards, storytelling, and competition—affect customer behavior.
A quantitative survey approach was employed, collecting data from 378 customers of major Saudi telecom providers. The findings indicate that gamification positively influences brand interaction, which subsequently enhances customer participation. Furthermore, ease of use strengthens the link between gamification and brand interaction, suggesting that user-friendly designs are crucial for effective gamification strategies. However, ease of use does not significantly moderate the direct relationship between gamification and participation, implying that while an intuitive interface enhances engagement, other factors drive participation. Additionally, the results confirm that interaction partially mediates the relationship between gamification and participation, underscoring the importance of fostering meaningful brand-customer interactions.
The study contributes to gamification literature by validating the moderating role of ease of use in technology adoption models and providing empirical evidence from a service-based industry. From a managerial perspective, telecom providers should prioritize personalized and interactive gamification experiences, ensure seamless usability, and leverage social engagement mechanisms to sustain customer participation. Future research should explore longitudinal effects of gamification and the integration of emerging technologies such as artificial intelligence and augmented reality to further enhance digital engagement strategies.
... The study focuses on four key variables: gamification, brand interaction, customer participation, and customer retention. Gamification enhances brand interaction by incorporating interactive features that engage users through storytelling and rewards, fostering emotional and cognitive connections (Hamari, 2017). Interaction further drives customer participation, transitioning consumers from passive recipients to active contributors in brand-related activities (Wang et al., 2021). ...
... It motivates users both extrinsically, through rewards, and intrinsically, by fostering a sense of enjoyment and social connectivity. Studies of online brand communities, such as those of Xiaomi and Huawei, show that gamification elements aligned with achievement and socialization significantly enhance intrinsic motivation, fostering loyalty and repeat engagement (Hamari, 2017;Xi & Hamari, 2019). Gamification has also proven particularly effective in ecommerce, attracting diverse demographic groups by blending entertainment and competitive activities, thereby driving customer engagement (Koivisto & Hamari, 2019;Raman, 2020). ...
... For H6a, gamification enhances customer participation by creating engaging opportunities for users to interact with the brand or platform. Studies suggest that features such as real-time feedback, competitive tasks, and social collaboration encourage users to take part actively in activities, thereby strengthening their bond with the brand (Hamari, 2017;Raman, 2020). Increased interaction amplifies the motivational effects of gamification, making participation more meaningful and frequent . ...
This study investigates the role of gamification in driving customer engagement, participation, and retention within the Saudi telecommunications sector. Grounded in Uses and Gratifications Theory (U&G), the research explores the direct impact of gamification elements—such as rewards, storytelling, and competition—on brand interaction and how interaction mediates the relationship between gamification and customer outcomes. Using a survey of 378 respondents, the study confirms that gamification significantly enhances brand interaction, which in turn fosters customer participation and retention. The results highlight the importance of interaction as a bridge, amplifying gamification’s effects by transforming passive consumers into active participants. Additionally, personalized gamification strategies are shown to strengthen customer loyalty, emphasizing the need for tailored designs to meet diverse user motivations. The findings provide valuable insights for integrating gamification into marketing strategies, particularly in competitive and digitally advanced markets like Saudi Arabia. By leveraging these strategies, companies in the telecommunications sector can enhance customer engagement, foster stronger relationships, and achieve sustainable competitive advantages.
... If our understanding of gamification and its proper application were to improve, we could increase engagement metrics. Individual studies have shown that gamification can be used to increase participation in online courses [13] and increase the time that a system is used for [14]. It has been stated that "motivated engagement is essential in educational interventions" and that the design of an educational game that produces such engagement is not an easy feat [15]. ...
... The empirical research should include "surveys that measure latent psychological variables" [13]. The goals of the individual users should be considered [3] and the studies should be directed to discovering alternatives to points and badges [32,33]. ...
... Achieving motivated engagement is not easy [15] and needs further exploration in practical research. We recommend that the body of literature in this research field should be expanded with studies that measure outcomes with standardized surveys, similar to the recommendation of [13]. ...
In this study the effects of several variables on intrinsic motivation and in-game progression are tested in a serious game that matches bird pictures to names. The first variables are ‘pointification’ rewards (badges and points) and educational rewards (learning materials and bird sounds). Finally, the effect of voluntarily increasing the difficulty of the game is investigated. The in-game analytics of 66 in game sessions are examined. In addition, the players Intrinsic Motivation Inventory (IMI) survey scores are calculated. The findings indicate that 'pointification' and educational rewards show no statistically significant difference in the in-game progression or IMI scores of players. Voluntarily increasing the difficulty is shown to increase the IMI scores of players. This study extends on the discussion of alternatives to 'pointification' and provides new insights on the optional difficulty systems in educational games.
... As the essence of engagement is voluntary and sustainable involvement, researchers should systematically understand the shared pleasurable learning experiences that learners perceive. Hamari (2017) suggested that future studies on gamification could use surveys to measure the psychometrics in users' gamified experiences in order to investigate connections between the design of game mechanics, and the psychological and behavioral outcomes of gamification. Given the limited number of surveys in gamification, it is necessary to design and validate a survey to investigate learners' perceptions of pleasure in educational contexts. ...
... Santos et al. (2013) found that their participants regard badges as "symbols of recognition." Hamari (2017) has considered badges as social proof among students, which could trigger changes in students' learning behaviors. The effective use of badges would include three main elements: signifier, completion logic, and rewards (Hamari & Eranti, 2011). ...
Gamification, the use of game design elements in non-gaming context, has been introduced to education as a novel teaching and learning approach to engage learners. Current literature has focused on finding ways to afford the playfulness and gamefulness of gamification. This paper has studied college students’ perceptions of pleasure in learning to explore the underlying aspects of enjoyment in their learning experiences. Based upon the playful experiences (PLEX) design framework (Arrasvuori et al., 2011), we distributed an online survey to 235 college students and used Principal Component Analysis (PCA) to find four underlying aspects of pleasurable learning experiences among the participants: instruction (Cronbach’s a = .84), instructors’ teaching styles (Cronbach’s a = .87), learning effectiveness (Cronbach’s a = .71), and collaboration (Cronbach’s a = .71). This scale can be used for gamification designers to identify the key game design elements for their target learners. We have also examined the effects of gender, majors, computer skills, and gaming habits on participants’ preferences for pleasure in learning. Majors resulted in statistically significant differences among the participants’ attitudes towards collaboration (F(6, 212) = 5.84, p < .001, Eta-square = .14). The implications of the findings are also discussed in the paper.
... Finally, implementing the gamification attribute was more complex. In addition to a non-gamification version, four distinct variants of how a journal could utilize game design elements to incentivize OA publishing were designed based on the most prevalent and effective game design elements identified in the literature (Hamari, 2017;Koivisto & Hamari, 2019;Liu et al., 2017;Mazarakis, 2021;Mekler et al., 2013Mekler et al., , 2017Werbach & Hunter, 2012). The selection of game design elements under examination was confined to three: points, levels, and badges. ...
... Furthermore, points serve as a means of maintaining a score, determining the current status, providing feedback, and representing an external indicator of improvement (Sailer et al., 2017;Werbach & Hunter, 2012;Zichermann & Cunningham, 2011). Badges can be described as virtual artifacts that are represented visually and have proven to be an effective method for boosting user activity (Hamari, 2017). Levels indicate progress and function as markers of the current status. ...
The recent developments in the scientific system have been characterized by an increasing openness, with open access (OA) publishing emerging as a central principle. OA represents an alternative model for publishing research articles, diverging from the traditional subscription-based model. While positive developments have been observed, obstacles for OA remain, including elevated publication costs and the imperative to publish at the highest level in the scholarly community with a significant impact. To overcome these obstacles, it may be beneficial to consider using non-monetary incentives, such as gamification, to promote OA publishing. To address this challenge, an experimental study employing a conjoint analysis has been conducted to investigate the impact of various gamification options on researchers' publishing behavior. The study utilized a sample of N = 356 subjects. The results demonstrate that the Journal Impact Factor (JIF) is a dominant criterion for determining where to publish. However, gamification, particularly in the form of badges associated with an article, can also significantly influence journal selection and support OA. Additionally, qualitative data was collected to identify other factors influencing the choice of a journal for OA from the perspective of the participating researchers in the experiment.
... Using a gamification approach, different game design elements can be adopted for motivational purpose in i.e., educational material or technologies such as competition and challenges (Wee & Choong, 2019), rewards (Hamari, 2017;Lewis et al., 2016), or social interactions and networks (Douglas & Brauer, 2021). Even though gamification was found to enhance behavioural changes, the question remains whether these are short or long-term changes (Douglas & Brauer, 2021). ...
We are living under deep uncertainty about whether we will experience a hazard one day in the future or not. Nowadays, also climate change and its entailing extreme weather is adding relevance and urgency to disaster preparedness. Yet, it is easy to post-pone the decision on potential preparedness actions for a hazard (which might never happen). But how long do we post-pone this decision?
This thesis aimed to identify ways to encourage citizens to prepare for a future where the occurrence of hazards is deeply uncertain. To achieve this aim, this thesis 1) investigated barriers to individual disaster preparedness through a survey with citizens affected by the floods in Germany in 2021; 2) developed a no-regrets framework for citizens’ preparedness under uncertainty and one framework to pre-assess potential side effects of no-regrets actions (specifically Nature-based Solutions), and 3) explored practical examples for facilitating the uptake of no-regrets preparedness actions.
The survey highlighted, firstly, the importance of the ability to imagine hazard scenarios for individual disaster preparedness; secondly, the need to bridge the interface between citizens and local authorities towards collective risk governance, and thirdly, that the main regrets of citizens on disaster preparedness are about their inaction. This thesis suggests the adoption of the no-regrets approach to guide citizens in their disaster preparedness further considering the uncertainty of the future. In this regard, the need is raised to focus on long-term preparedness which basically starts today. Moreover, the thesis acknowledges that the uptake of a disaster preparedness behaviour by citizens needs to be facilitated which further includes motivation. In support of this, different ways to promote a disaster preparedness behaviour are presented including collective action, knowledge bridging, and motivational approaches such as games. Overall, the facilitation needs to primarily focus on citizens without previous hazard experience or risk awareness.
... Such rewards not only demonstrate both the outstanding performance and expertise of the players, but also gain recognition from other players of that game [6]. Given that points and badges function as positive 'reinforcers' in gamification, they are effective in generating enthusiasm among players that encourages them to further participate in the game [6,7]. ...
Gamification is part of modern mobile applications that serves as a design element. The reward element in gamification has a positive role in stimulating the behavioural intentions of the users. Having said that, plenty of virtual and physical gamified rewards can be found in Ant Forest – a popular large-scale mobile pro-environmental application in China. In particular, Ant Forest promotes environmental awareness and motivation among its players attributable to its excellent application of gamified rewards to pro-environmental behaviour of afforestation. This study applied the Stimuli-Organism-Response (S-O-R) Model to construct a theoretical framework with the variables of gamified rewards, environmental awareness and motivation, and specifically focused on the mediating effect of environmental awareness. By using the stratified proportional sampling technique, 621 Ant Forest users from six cities in China were surveyed to determine the role of users’ environmental awareness using the Partial Least Square-Structural Equation Modelling (PLS-SEM) approach. The study outcomes disclosed that gamified rewards in Ant Forest had a positive and strong impact on the environmental awareness of the users, while environmental awareness displayed a positive and strong impact on the environmental motivation of the users. Nonetheless, gamified rewards did not directly influence environmental motivation. Given the key finding that environmental awareness exhibited a strong mediation effect, it emerged as a key element that linked gamified rewards with environmental motivation among users. Imminently, the application scope of the S-O-R Model is expanded in this study. In doing so, the significance of environmental awareness among users is highlighted for the relationship between gamified reward and environmental motivation. In addition, this study provides feasible suggestions for developers of environmental applications to design effective gamification strategies by reasonably stimulating users’ environmental awareness.
... Coined in 2008 within computer software development (Walz and Deterding 2015), it gained popularity in 2010 (Zichermann and Cunningham 2011). Since then, gamification has been used to improve multiple areas such as user engagement (Hamari 2013(Hamari , 2017, organisational productivity (Zichermann and Cunningham 2011), flow state (defined as the state of being fully focused and engaged in an activity) , the ability to learn (Hamari et al. 2016), and to memorise or retain knowledge (Dincelli and Chengalur-Smith 2020). While some criticise it for not being fun or creating artificial achievements (Pavlus 2010), studies show its positive effects Karavidas et al. 2023). ...
Microbes are essential in every environment, with an important role in the fight against climate change. Promoting microbiology literacy, especially among children, is crucial. Our Ibero‐American consortium uses gamification to make science and microbiology education engaging, tested through outreach campaigns in Costa Rica, and promoting future campaigns across Latin America. image
... Completing these tasks typically earns users points, badges, or new levels [46]. • Rewards and Badges: offering prizes, such as virtual items or badges, for reaching specified milestones or performing specific tasks, can encourage continual participation and exploration [47]. • Progression Systems: users can advance through levels or stages, giving them a sense of accomplishment and development. ...
The exploration of city culture and heritage has gone through a fundamental transition in today's digital world, boosted by the introduction of extended Reality (XR) technologies such as Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR). These developments have provided new opportunities for individuals to profoundly engage with historical narratives and artistic expressions inherent in urban environments. Despite these technical advancements, a critical research gap remains in properly combining these immersive technologies with gamification principles to improve cultural exploration. This study seeks to fill this gap by studying the integration of gamification into XR settings, with the goal of increasing participant engagement, cooperation, and interaction while digging into the various layers of a city's history and artistic heritage. Two complementary use cases are presented: one centred on VR and the other on MR, both of which provide unique immersive experiences customised to exploring city culture. Gamification ideas are implemented into these use cases, with game elements used to encourage user involvement and participation within historical and artistic settings. Students are actively involved in the development of cultural heritage applications, highlighting the value of educational engagement. To assess the success and validity of this approach, a System Usability Scale (SUS) questionnaire is distributed to users participating in these immersive experiences. The survey findings evaluate user perceptions, satisfaction levels, and the effectiveness of gamification aspects in improving their understanding and connection to the city's heritage. The VR application received a score of 71.77 (out of 100), while the MR application received a score of 65.94 (out of 100), both being very close to the average SUS score of 68. Moreover, to improve the rigour of our evaluation, the User Engagement Scale (UES) is also incorporated. The UES results indicate that participants felt more immersed in the MR application (4.33) compared to the VR application (3.57). This difference may be attributed to the MR application's ability to integrate interactive elements with the real-world environment, enhancing the sense of presence and relevance for users. Both applications had similar perceived usability scores, while the MR app slightly outperformed the VR app in aesthetics and rewarding factors, suggesting a better overall user experience.
... When individuals possess a sense of competence in their engagements with a product or service, there is a higher probability that their pre-existing expectations will be validated (Hamari, 2017). The observed positive impact implies that a feeling of expertise and proficiency plays a role in aligning expectations with real results (Elsharnouby, 2015). ...
This study combines self-determination theory and the expectation-confirmation model to explore the factors that impact individuals’ decision to continue using products from augmented reality (AR)-based online fashion stores. Specifically, it investigates the impact of intrinsic motivation, perceived usefulness, confirmation of expectations, and satisfaction on users’ continuous engagement with virtual shopping stores. A mixed method approach was used: the first exploratory study (qualitative) involved 18 participants, and the second confirmatory study (quantitative) involved 427 respondents. Results showed that perceived usefulness had a non-significant association with usage continuance intention for products from AR-based online fashion stores. By highlighting factors that impact users’ long-term involvement with AR in online fashion retail, this study can significantly shape the future of e-commerce. It can potentially inform the decisions of designers and marketers, who in turn can improve user experiences and encourage continued engagement with AR-based fashion stores.
... Conforme mencionado no trabalho anterior (Vasconcellos;et al., 2018), ao não esclarecer em detalhes os resultados obtidos e não realizar ou não descrever as formas de avaliação realizadas, tais artigos acabam limitando seu potencial na construção do conhecimento coletivo sobre o tema. Esta tendência, que também já foi relatada em outros países (Hamari, 2017), parece persistir constante no Brasil. ...
Este trabalho apresenta uma análise de como o tema da gamificação tem aparecido nos anais do SBGames ao longo dos últimos 14 anos. O período estudado foi de 2010, quando o termo gamificação passa a ser adotado no exterior, até 2023, última edição do SBGames. Foram selecionados trabalhos de qualquer trilha do evento que contivessem, em seus títulos, termos iniciados com “gamefi-” ou “gamifi-”. Analisamos um total de 125 trabalhos. As conclusões sugerem que o discurso acerca da gamificação se consolidou nos artigos do SBGames, ainda que persistam problemas conceituais básicos sobre o termo, autores frequentemente se fundamentem em obras fora do âmbito acadêmico e haja uma relativa carência de relatos detalhando resultados e processos robustos de avaliação.
... • Progression badges. The courses use a badge system [13] to mark progression, which is a common gamification technique to motivate learners and provide them with tangible evidence of their achievements. Each course level, from A1 to B1, and the additional Branching Scenarios (BS) course, is structured to award badges upon completing modules, branching scenarios, and assessments. ...
This study presents an eLearning course that synergizes gamification with game-based learning methodologies to enhance the educational experience within the framework of the European Project Gamified Values Education for Fostering Migrant Integration at Schools (GAMIGRATION). This paper explores the innovative application of gamified learning within the context of English language instruction, specifically designed to inculcate European values among students. The primary goal is to foster inclusion and improve the integration of immigrant students in European schools. Each level consists of modules emphasizing values such as cultural diversity, respect, tolerance, and solidarity, leveraging game-based learning resources to enhance interactivity and engagement. This work presents the pedagogical design by implementing the gamified course, illustrating its potential as an effective tool for integrating European values into language learning.
... They found that making badges more salient, increases the forum engagement. Hamari [30] actively studied the impact of gamification elements (badges) on an international peer-to-peer trading service. His results show that users in the gamified condition were significantly more likely to use the service in a more active way. ...
User modeling plays an important role in delivering customized web services to the users and improving their engagement. However, most user models in the literature do not explicitly consider the temporal behavior of users. More recently, continuous-time user modeling has gained considerable attention and many user behavior models have been proposed based on temporal point processes. However, typical point process based models often considered the impact of peer influence and content on the user participation and neglected other factors. Gamification elements, are among those factors that are neglected, while they have a strong impact on user participation in online services. In this paper, we propose interdependent multi-dimensional temporal point processes that capture the impact of badges on user participation besides the peer influence and content factors. We extend the proposed processes to model user actions over the community based question and answering websites, and propose an inference algorithm based on Variational-EM that can efficiently learn the model parameters. Extensive experiments on both synthetic and real data gathered from Stack Overflow show that our inference algorithm learns the parameters efficiently and the proposed method can better predict the user behavior compared to the alternatives.
... Many factors influence the behaviour of online consumers on websites (Constantinides, 2004) and online games (Vashisht and Sreejesh, 2017). Loyalty programs (Meyer-Waarden, 2008), gamification factors (Hamari, 2017;Hamari and Koivisto, 2015), communication through persuasive technologies (Fogg, 2002;Hamari et al., 2014;Jawdat et al. 2011), intra-site banners (Chatterjee, 2005), proper localisation of advertisements within editorial content (Micu and Pentina, 2015), recommendation systems (Nanou et al., 2010), and customer reviews and ratings (Cheung et al., 2003;Kumar and Benbasat, 2006) are commonly used to increase the conversion rate. ...
The study develops and tests a method that can gradually find a sweet spot between user experience and visual intensity of website elements to maximise user conversion with minimal adverse effect. In the first phase of the study, we develop the method. In the second stage, we test and evaluate the method via an empirical study; also, an experiment was conducted within web interface with the gradual intensity of visual elements.The findings reveal that negative response grows faster than conversion when the visual intensity of the web interface is increased. However, a saturation point, where there is coexistence between maximum conversion and minimum negative response, can be found. The findings imply that efforts to attract user attention should be pursued with increased caution and that a gradual approach presented in this study helps in finding a site-specific sweet-spot for a level of visual intensity by incrementally adjusting the elements of the interface and tracking the changes in user behaviour. Web marketing and advertising professionals often face the dilemma of determining the optimal level of visual intensity of interface element. Excessive use of marketing component and attention-grabbing visual elements can lead to an inferior user experience and consequent user churn due to growing intrusiveness. At the same time, too little visual intensity can fail to steer users. The present study provides a gradual approach which aids in finding a balance between user experience and visual intensity, maximising user conversion and thus providing a practical solution for the problem.
... In the field of research, systematic reviews have analyzed studies based on gamification that highlight its benefits, not only in the traditional classroom but also in business and commercial fields, as a factor that positively impacts self-efficacy, commitment to learning, participation, and increased perceived enjoyment. However, methodological flaws in gamification research are recognized, as is a conceptual gap in the theoretical understanding of gamification and its implementation (Hamari, 2017;Koivisto and Hamari, 2019;Rathee and Dagar, 2024;Triantafyllou and Georgiadis, 2022). ...
School engagement is defined as students’ dedication to activities empirically linked to desired outcomes. This concept encompasses all dimensions of being: academic, emotional, and behavioral. Gamification is presented as an innovative strategy in the field of education because using game design elements can engage students in the learning process. This systematic review sought to analyze the development of research in the academic literature on gamification as a strategy to favor school engagement in primary and secondary education, conducted between 2013 and 2023. A total of n = 90 interventions that met the inclusion criteria were identified using the PRISMA methodology guidelines. The results show that there is a need to evaluate school engagement from a broader perspective when using the gamification strategy and to identify other elements that are necessary to achieve the proposed objectives in the teaching and learning process. Findings also demonstrate that it is important to consider a more holistic view that includes not only motivation and participation, but also other factors and dimensions of school engagement.
... Although integrating games into the educational process is not a novelty, gamification can improve student engagement and motivation by allowing students to experiment in safe environments without the risk of failure [31,32]. It provides intrinsic and extrinsic motivation, which can significantly improve skill acquisition and understanding of scientific concepts [33,34]. However, although there is evidence that gamification can increase students' enjoyment, engagement, and motivation [35,36], its effects on learning outcomes are unclear [37,38]. ...
Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alternative approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conventional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students’ gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes significantly to the relatively new field of adaptive gamification in science education and the improvement of students’ science learning, particularly in the context of gender differences.
... 32. Huotari, K.,& Hamari, J. (2017). A definition for gamification: anchoring gamification in the service marketing literature. ...
The current investigation was conducted to analyze a trendology of Gamification's role in higher education by conducting a comprehensive bibliometric and visualization analysis during the time frame 2000-2024. For analysis of bibliometric mapping, after screening methodological phases of obtained documents, a total of 107 peer-reviewed journal articles were retrieved from the database of WOS. The results divulged that: (1) the majority of the articles were released in English, (2) the peak of publications was considered the year 2021 with 18 papers, (3) the analysis comprised documents with at least 60 and a maximum 400 total citations. Further, the total citation of the documents was 2547, the rate of average citation per item was counted 23.8 citations and with a 26 H-Index; (4) the article "Successful implementation of user-centered game based learning in higher education" was the most cited document; (5) "Barr" with 56.5 TC/TS was considered the most influential author; (6) "SPAIN" was the first place in the ranking, with the largest number of disseminations and total citations. "ENGLAND" was the most dominant country, with 60.75 TC/TS; (7) "INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH" was the most dominant journal, with 18.00 TC/TS, and "MDPI" was the most dominant publishers, with 12.36 TC/TS. Additionally, the co-citation network of references divulged six clusters included, "ChatGPT's Applicationology"; "ChatGPT's Suitability and Adaptability"; "ChatGPT's Architecture and Morphology"; "ChatGPT's Pathology". This study recommended a useful contribution in the territory and presents a scientific perspective, comprehensive overview, and future direction of the area.
... Although integrating games into the educational process is not a novelty, gamification can improve student engagement and motivation by allowing students to experiment in safe environments without the risk of failure [31,32]. It provides intrinsic and extrinsic motivation, which can significantly improve skill acquisition and understanding of scientific concepts [33,34]. However, although there is evidence that gamification can increase students' enjoyment, engagement, and motivation [35,36], its effects on learning outcomes are unclear [37,38]. ...
Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alter-native approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conven-tional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students' gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes signifi-cantly to the relatively new field of adaptive gamification in science education and the improvement of students' science learning, particularly in the context of gender differences.
... This emotional shift, in turn, promotes corresponding behavioral adjustments (promotion-focused job crafting). Specifically, when gig workers perceive a positive work experience resulting from algorithmic management, they will be more willing to proactively adjust to the work behaviors expected by the platform based on the information guidance provided by algorithms [62] and to improve their work skills to increase structural work resources. Second, the recognition and sense of competence that gig workers gain through ranking improvement on the leaderboard motivate them to be more willing to proactively share their work experiences and collaborate with their colleagues to complete their work tasks [57], consequently enhancing their individual social resources. ...
Algorithmic management, as a digital management tool in the gig economy, has become a hotspot of concern at the intersection of theory and practice. However, there is a lack of research on the mechanisms and boundary conditions through which algorithmic management affects gig workers’ job crafting. Based on the social information processing theory, this study constructed a dual-mediation model of how algorithmic management influences gig workers’ job crafting through gameful experience and perceived job autonomy. Data from 687 valid samples were collected through a two-stage survey and statistically analyzed using structural equation modeling (SEM). The results demonstrate that algorithmic management increases gig workers’ promotion-focused job crafting behaviors (increasing job resources and challenging job demands) by stimulating their gameful experiences and increases gig workers’ prevention-focused job crafting behaviors (decreasing hindering job demands) by inhibiting their perceived job autonomy. In addition, the higher-order personality trait core self-evaluation moderates the relationship between algorithmic management and gameful experience and perceived job autonomy, as well as the indirect effects of algorithmic management on job crafting through gameful experiences and perceived job autonomy. This study advances empirical research on algorithmic management in the field of the gig economy and human resource management practices. Crucially, it provides practical insights for optimizing algorithmic systems in platform companies, potentially enhancing their efficiency and economic benefits.
... Gamification has been applied in many fields with some success, including health [12], business [13], sports [14], management [15], and education [16]. Gamification, or the use of game elements in non-game contexts, is gaining traction in the educational field as a way to boost student engagement, motivation, and performance [17][18][19]. ...
Research has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase motivation and reduce cognitive load to ultimately improve learning outcomes. However, some studies have called into question its benefits, prompting more research to be conducted to properly understand the phenomenon. Hence, the study examined gamification’s influence on motivation and cognitive load for enhancing learning engagement. The study was underpinned by the integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model, self-determination theory (SDT), and cognitive load theory (CLT) in developing a conceptual framework. A sample of 407 university students who participated in five gamified courses were involved in the study. The data collected through a questionnaire were analyzed using SmartPLS structural equation modeling software. According to the study’s findings, both motivation and cognitive load influence engagement in learning, with cognitive load being the stronger influence. The study contributes to our knowledge by elucidating the relationship between gamification and students’ cognitive load and motivation to learn, as well as how these elements ultimately engage students in the learning process.
Purpose:
The purpose of this study is to draw attention to the key roles and paradigm shift of 3D,
4D and 5D printers used in the additive manufacturing sector in the supply chain in the
biomedical sector.
Study design/methodology/approach:
This study was designed as a theoretical study that includes a broad literature review
on the developments and studies on the areas of use of 3D, 4D and 5D printers in the
biomedical sector.
Findings:
In this field, 3D, 4D and 5D printers have the ability to produce materials such as
tissues, organs, bones, prostheses and additionally medical devices and intelligent
surgical robots produced in the biomedical field in a shorter time and at a lower cost.
In these aspects, they will have a disruptive role on the traditional supply chains of the
biomedical field.
Originality/value:
The study is considered valuable in terms of drawing attention to the changes that will
occur in the supply chain and the use of 3D, 4D and 5D printers in the biomedical sector
and shedding light on the theoretical and practical studies in this field.
Introduction: The common educational methods are no longer
Purpose
In this paper, we propose and test a conceptual model of how the psychological constructs of immersion, cognitive load (CL) and perceived autonomy (PA) relate to the performance of users at cybersecurity games.
Design/methodology/approach
We test the proposed model through an experimental study of 208 participants who play a cybersecurity game and answer a survey. We use structural equation modeling to test our hypotheses and further compute Shapley values to assess the contribution of each construct to game outcomes.
Findings
Results reveal that immersion is an important explanator of CL, PA and outcome. Additionally, our statistical tests show how the inclusion of CL in the conceptual model brings out the relation between autonomy and game-outcome.
Originality/value
This study combines constructs stemming from different theories to propose a conceptual model that better explains game performance. The findings will help enhance learner engagement and motivation. In turn, this can potentially add value to designing cost-effective training methods that can address the growing range of cybersecurity issues in enterprises.
The Spark Tutorials are an online tutorial suite and digital badge system at Pollak Library at California State University, Fullerton (CSUF). The project was initiated in response to growing pressures to scale library instruction to a campus of 40,000 students, to support campus requirements for instructional assessment, and to accommodate CSUF’s accrediting body’s requirements for information literacy.
Over the past decade, video games have dramatically risen in popularity, and marketers have started recognizing the research opportunities video games provide. However, much of the current research in the gaming space focuses on the video game experiences of individual consumers, whereas other participants in the video game ecosystem are often ignored. In addition, research frequently uses traditional data collection and analysis techniques that do not adequately account for the unique features of the data generated within this ecosystem. In this article, using a framework based on service-dominant logic and the customer journey, we identify six distinct pillars embedded in the video game ecosystem and describe the types of data generated through interactions among them. We then present three challenges with data gathering and analysis that arise from the co-creation of value within the video game ecosystem. Finally, we outline adaptations marketers can make to address these challenges and present future research directions to help access and analyze data generated throughout the video game ecosystem.
Learning is deeply influenced by motivational factors, and gamification has emerged as a tool to enhance student engagement by incorporating game elements into educational settings. Despite initial positive responses, sustaining long-term intrinsic motivation remains a challenge. This research investigates the relationship between intrinsic motivation and gamified learning, employing Self-Determination Theory to guide the analysis and design construct. It aims to balance intrinsic and extrinsic motivators in designing gamified educational platforms. The study evaluates the intrinsic motivation of students using a gamified platform called Flou. Findings show that user motivation did not necessarily lead to higher levels of intrinsic motivation or engagement compared to those who did not use the application. Moreover, the implored user-centric gamified design on Intrinsic Motivators had little to no interactions among the user—with which only elements from Competence have found to have most engagements from the user, mainly attaining badges. Recommendations are made for designing balanced gamified educational experiences. The study offers insights into designing gamified platforms that enhance students' intrinsic motivation and engagement while promoting meaningful educational outcomes. The findings of the study are used to formulate recommendations towards the design of a balanced gamification to be used in an educational context. This study aims to contribute to the evolving field of gamification in education by addressing the challenge of sustaining students' motivation and promoting self-directed learning within gamified platforms.
Learning is deeply influenced by motivational factors, and gamification has emerged as a tool to enhance student engagement by incorporating game elements into educational settings. Despite initial positive responses, sustaining long-term intrinsic motivation remains a challenge. This research investigates the relationship between intrinsic motivation and gamified learning, employing Self-Determination Theory to guide the analysis and design construct. It aims to balance intrinsic and extrinsic motivators in designing gamified educational platforms. The study evaluates the intrinsic motivation of students using a gamified platform called Flou. Findings show that user motivation did not necessarily lead to higher levels of intrinsic motivation or engagement compared to those who did not use the application. Moreover, the implored user-centric gamified design on Intrinsic Motivators had little to no interactions among the user-with which only elements from Competence have found to have most engagements from the user, mainly attaining badges. Recommendations are made for designing balanced gamified educational experiences. The study offers insights into designing gamified platforms that enhance students' intrinsic motivation and engagement while promoting meaningful educational outcomes. The findings of the study are used to formulate recommendations towards the design of a balanced gamification to be used in an educational context. This study aims to contribute to the evolving field of gamification in education by addressing the challenge of sustaining students' motivation and promoting self-directed learning within gamified platforms.
Räumliche Disparitäten haben einen signifikanten Einfluss auf die Lebenslaufentscheidungen von Jugendlichen. Insbesondere in peripheren Regionen entsteht im Rahmen biographischer Orientierungsprozesse eine zusätzliche Herausforderung durch die Bearbeitung von Wohnortentscheidungen. Im Rahmen einer Strukturgleichungsanalyse werden die Einflüsse von Umweltfaktoren und individuellen Faktoren auf die Berufswahl und Wohnortentscheidung erklärt. Die Befunde fordern eine stärker relational ausgerichtete lebensweltorientierte Unterstützung jugendlicher Orientierungsprozesse ein.
The rapid pace of technological advancements and the ever-changing dynamics of the global job market are prompting a re-evaluation of traditional educational methodologies. As industries evolve and new fields emerge, the skills required for success in the 21st century are undergoing significant transformation. This necessitates a reimagining of educational systems to better prepare learners for the challenges and opportunities of the future. Educators can create more inclusive, effective, and engaging learning experiences by adopting these educational innovations. These advancements not only cater to the diverse needs of students but also prepare them for a future where continuous learning and adaptability are paramount. “Reinventing Learning” serves as a comprehensive guide for educators, policymakers, and stakeholders invested in the future of education, providing them with the insights and tools necessary to navigate and lead in this era of change.
ABTACT
This study examines the impact of celebrity endorsements on purchase intentions,
focusing on the mediating role of perceived product quality from a consumer
perspective. Primary data was gathered via a structured questionnaire from 409
randomly selected respondents. Using descriptive statistics, correlation analysis,
multiple regression and mediation analysis with the PROCESS macro by Andrew
Hayes, the study explores how celebrity endorsements affect consumer behaviour.
Results reveal that the attractiveness, trustworthiness, and expertise of celebrities
significantly influence consumer decision-making. Mediation analyses indicate
that perceived product quality partially mediates the relationship between these
celebrity endorsement factors and purchase intentions. By investigating consumers’
perceptions of celebrity endorsements, their evaluation of product quality, and
subsequent purchase intentions, the research provides valuable insights into the
effectiveness of celebrity endorsements in shaping consumer decisions. These
findings have important implications for marketers, advertisers, and brand managers
looking to use celebrity endorsements strategically in marketing campaigns.
Keywords: Celebrity Endorsement, Purchase Intentions, Product Perceived Quality,
Consumer Perspective, PROCESS Macro, Mediation Analysis
Drawing on social exchange theory, this article examines how consumers’ engagement with gamified branded mobile apps impacts different aspects of their gameful experience, which comprises accomplishment, competition, challenge, immersion, guidance, playful experience, and social experience. We test the proposed conceptual model by drawing on data collected from 319 adult gamified app users from the emerging market of Pakistan, which was analyzed by using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that consumers’ engagement with gamified branded mobile apps in the emerging market context impacts each of the studied gameful experience dimensions, raising important theoretical and practical implications, as discussed in the article’s final section.
Purpose:
This study investigates sustainable packaging solutions in the Turkish food and beverage industry by adopting a content analysis approach. It aims to identify and evaluate sustainable packaging practices, trends and innovations adopted by leading companies in the industry. The analysis aims to provide insights into the scope of sustainability integration and its impact on industry practices.
Study Design/Methodology/Approach:
The research examines publicly available reports, sustainability disclosures and packaging materials of major Turkish food and beverage companies using content analysis methodology. The study evaluates the adoption of sustainable packaging practices, such as recycling initiatives, use of biodegradable materials, and reductions in plastic use. A systematic review of industry documents and company reports was conducted to find out relevant data and trends.
Findings:
The study’s findings expose varying levels of commitment to sustainable packaging among Turkish food and beverage companies. While some companies are adopting innovative solutions such as compostable packaging and reduced plastic use, others are in the early stages of integrating sustainable practices. The study emphasizes the importance of the role of consumer demand, regulatory pressures and corporate strategies in shaping packaging practices.
Originality/Value:
By focusing on the Turkish context, which is often underrepresented in global sustainability research, this study contributes to the sustainable packaging literature. It provides valuable insights for industry stakeholders, policy makers and researchers interested in understanding and improving sustainable packaging practices in emerging markets.
This chapter explores the use of a cutting-edge educational approach called gamification, which is becoming increasingly popular in academic settings. While the exact framework of gamification is still evolving, incorporating game mechanisms and features into non-game environments shows promise in enhancing student motivation and fostering active engagement in the learning process. Within the primary education ICT course, deliberate efforts were undertaken to integrate gamification elements into STEM teaching scenarios, algorithmic thinking, and the broader ICT curriculum. These efforts help educators be more creative and support a well-rounded approach to education where gamification is an important focus. The insights and observations in this chapter are collected from classroom experiences and designed to encourage the exchange of ideas among educators for further exploration and development. The challenges within the classroom and the broader education system are multifaceted.
Aim. The purpose of the paper is to study the concept of gamification in the field of psychology as a basis for the formation of the results of bibliometric analysis and to identify ways to improve the efficiency of its work. The article is devoted to the bibliometric analysis of the works presented in the Scopus scientometric database and covering the areas of psychology and psycholinguistics in gamification. Methods. The dialectical approach allowed us to formulate philosophical aspects, factors and conditions of gamification in psychology in different areas of activity. It was found that there are practically there are practically no studies describing the use of gamification in psycholinguistics. For the bibliometric analysis, we used The online platform VOSviewer was used to process and summarize the data on gamification in the field of psychology, which are presented in the scientometric database Scopus. Results. The analysis shows the relevance of the chosen research topic, as every year there is a positive trend in the number of published papers: 2012 (n=1), 2013 (n=5), 2014 (n=10), and in 2023 (n=139). The formation of a visualization map by keyword allowed us to identify 7 clusters where the concept of gamification in the field of psychology is most often revealed. By affiliation, most of the papers were published in institutions located in the United States. The bibliometric analysis allowed us to select the TOP-5 authors who currently have the largest number of works on gamification in the field of psychology. Conclusions. It has been proved that bibliometric analysis is an effective tool for conducting a generalized study of published works on a given keyword. For the first time, a bibliometric analysis of scientific papers on the topic of gamification in the field of psychology (n=718), which are presented in the Scopus scientometric database, was carried out.
Gamification has become a widely applied technique in the digital platform sector. Despite prior research exploring gamification in various contexts from different angles, an integrated empirical study has yet to draw cohesive conclusions from these findings. This study, utilizing data from 34 papers (N = 35,856), has developed a meta-analytic framework comprised of 17 paths. Through this framework, we have identified immersion, achievement, and social as core gamification affordance constructs, as well as functional value, emotional value, and social value as perceived value constructs, and we have also designated user behavior as the outcome, utilizing the stimulus-organism-response (SOR) framework. The research results indicate that emotional value has a profound effect on behavior, with context, platform, and country moderating to the gamification mechanism. This study has significant implications for the further advancement of gamification in the digital platform.
The effectiveness of gamification elements has been widely examined in different aspects over the past decade. However, recent research showed that not all gamification elements can effectively engage users or consumers in different domains including video games and online shopping activities. To examine these inconsistent results, affordance theory was expanded to propose a new affordance design model in the gamification context. This study included a questionnaire survey of 303 Hong Kong residents, aged 18- 60 years old. SmartPLS4.0 structural equation modelling (PLS-SEM) was employed. The findings indicated that the proposed gamification affordances were largely significant for consumers’ psychological satisfaction needs, except for hedonic-based features. The results also demonstrated that gamification serves as a rewarding tool for consumers to foster social connections and achieve self-fulfillment. This highlights the utilitarian value within the relationship between consumers and activities in tourism. The objective of this research was to identify which gamification affordances most effectively fulfilled consumers’ psychological need of satisfaction by incorporating self-determination theory. This study contributed using a new affordance model to understand consumer actions in the knowledge construction of gamification effectiveness, especially in the tourist markets and its impact on consumers’ psychological satisfaction needs. The effectiveness of gamification of reward-based affordances present that the this research provide valuable insights that can be used by marketers to develop effective online marketing strategies specifically for online tourism activities in Hong Kong.
Higher Education plays a vital role in developing a student's better life and therefore educators should use an appropriate approach to imparting knowledge into learners. Traditional teaching methods have been inadequate in having student engagement in classes. Consequently, digital education became an important and most in-trend approach. However, not many higher educations adapted to digital education, and the academicians are still unclear on how to use gamification as a pedagogic tool and how it can impact teaching and learning in higher education. This paper seeks to provide an overview of research on tools or techniques used in gamification, academician's perceptions, the challenges faced by academicians, and the impact of gamification in teaching and learning with using gamification for business related modules in higher education through systematic review. The publications from 2012 to 2022 will be included after final synthesis, according to explicit inclusion and exclusion criteria. By adapting digital education, educators will be able to provide quality and engaging learning for all students. Simultaneously, this research provides an understanding to the academicians on the opportunities and the need of being competent in digitalized education for professional development.
Purpose
Extant literature shows that gamification is an effective tool for enhancing customer brand engagement. However, there is a need for a structured review of the literature on how and to what extent gamification fosters customer brand engagement. This hybrid literature review synthesizes extant research on gamification and its impact on customer brand engagement.
Design/methodology/approach
The study is based on 45 articles drawn from 33 journals from the Scopus database. This article conducts a systematic review of theory, context, characteristics and methods employed in extant research, identifies contemporary themes and presents future research avenues. It also conducts a bibliometric analysis to identify the most prominent journals, authors, articles and themes.
Findings
This review identifies various patterns and trends of psychological capital research, and it unfolds four major themes – gamification and customer engagement, gamification and e-marketing, gamification and sustainable marketing and gamification and customer experience.
Practical implications
This review offers key insights into managerial implications.
Originality/value
It is one of the first endeavors to conduct a structured review of research related to gamification and customer engagement. It presents a conceptual framework that shows the relationships between gamification and customer engagement. This systematic review offers several future research agendas to spur scholarly research and presents key insights into the process of gamification in marketing to enhance customer brand engagement.
Repurchase Intention is part of consumer behaviour that aspires for repeat purchases on the products or services of an organization. Consumers begin with a consideration on the necessities to purchase. Continuing this, consumers then decided on how many products will be purchases. The aim of this paper is to investigate and examine the role of functional and emotional value creation in the relationship between customer ethical perceptions and social support sharing economy platform with repurchase intention. This paper selects 402 consumers using sharing economy platforms in Indonesia and tests the regression relationships of the five constructs using Structural Equation Model with the AMOS 24.00 tool. This finding indicates that social support and consumer ethical perception showed an important antecedent towards Functional Value Co-Creation and Emotional Value Co-Creation and that the two has a positive impact of Repurchase Intention. This suggests that Functional Value Co-Creation and Emotional Value Co-Creation possess an important role as a mediator between social support and consumer ethics perception with Repurchase Intention. With a literature review related to consumer behaviour, consumer ethics, value co-creation, and sharing economy platforms, this paper proposes a unique analysis on the relationship roadmap for customer participation and consumer ethics with Repurchase Intention
Under-contribution is a problem for many online communities. Social psychology theories of social loafing and goal-setting can provide mid-level design principles to address this problem. We tested the design principles in two field experiments. In one, members of an online movie recommender community were reminded of the uniqueness of their contributions and the benefits that follow from them. In the second, they were given a range of individual or group goals for contribution. As predicted by theory, individuals contributed when they were reminded of their uniqueness and when they were given specific and challenging goals, but other predictions were not borne out. The paper ends with suggestions and challenges for mining social science theories as well as implications for design.
Goals are central to current treatments of work motivation, and goal commitment is a critical construct in understanding the relationship between goals and task performance. Despite this importance, there is confusion about the role of goal commitment and only recently has this key construct received the empirical attention it warrants. This meta-analysis, based on 83 independent samples, updates the goal commitment literature by summarizing the accumulated evidence on the antecedents and consequences of goal commitment. Using this aggregate empirical evidence, the role of goal commitment in the goal-setting process is clarified and key areas for future research are identified.
Research dealing with various aspects of* the theory of planned behavior (Ajzen, 1985,
1987) is reviewed, and some unresolved issues are discussed. In broad terms, the theory is
found to be well supported by empirical evidence. Intentions to perform behaviors of different
kinds can be predicted with high accuracy from attitudes toward the behavior, subjective
norms, and perceived behavioral control; and these intentions, together with perceptions of
behavioral control, account for considerable variance in actual behavior. Attitudes, subjective
norms, and perceived behavioral control are shown to be related to appropriate sets of salient
behavioral, normative, and control beliefs about the behavior, but the exact nature of these
relations is still uncertain. Expectancy value formulations are found to be only partly
successful in dealing with these relations. Optimal rescaling of expectancy and value
measures is offered as a means of dealing with measurement limitations. Finally, inclusion of
past behavior in the prediction equation is shown to provide a means of testing the theory*s
sufficiency, another issue that remains unresolved. The limited available evidence concerning
this question shows that the theory is predicting behavior quite well in comparison to the
ceiling imposed by behavioral reliability.
In this study we investigate purchase behavior for virtual goods in three free-to-play game environments. In the modern free games, publishers sell virtual goods in order to generate revenue. However, game publishers face dire negative attitudes towards the business model as it can entice publishers to degrade the enjoyment of the game in order to sell more virtual goods that address the artificial gaps in the game. This study focuses on this looming question in the game industry whether people buy virtual goods because they enjoy the game and want to keep on playing it or rather because their attitudes towards virtual goods are favorable and they believe it’s also accepted in the peer-group. Player responses (N=2791) were gathered from three different game types: Social Virtual World (Habbo) (n=2156), First-Person Shooters (n =398), and Social Networking Games (Facebook games) (n=237). The results support the both main hypotheses 1) enjoyment of the game reduces the willingness to buy virtual goods while at the same time increasing the willingness to play more of the game. Continued use, however, does positively predicts purchase intentions for virtual goods. 2) Attitude towards virtual goods and the beliefs about peers’ attitudes strongly increase the willingness to purchase virtual goods. Beyond these interesting results the paper points to several further lines of inquiry.
This paper measures flow in the context of gamification and investigates the psychometric properties of the Dispositional Flow Scale-2 (DFS-2). We employ data gathered from users of an exercise gamification service (N=200). The results show that the original DFS-2 factorial structure does result in a similar model fit as the original work. However, we also present a factorial respecification that satisfies more recent model fit thresholds. Beyond validating the original DFS-2 instrument in the context of gamification, the psychometric analysis and the respecifications suggest that the components of flow divide into highly correlated conditions of flow (which were also found to be more salient in the context of gamification: autotelic experience, balance of skill and challenge, control, clear goals, and feedback) and into possible outcomes (merging action-awareness, concentration, loss of sense of time, and loss of self-consciousness) from achieving flow.
Selling virtual goods for real money is an increasingly popular revenue model for massively-multiplayer online games (MMOs), social networking sites (SNSs) and other online hangouts. In this paper, we argue that the marketing of virtual goods currently falls short of what it could be. Game developers have long created compelling game designs, but having to market virtual goods to players is a relatively new situation to them. Professional marketers, on the other hand, tend to overlook the internal design of games and hangouts and focus on marketing the services as a whole. To begin bridging the gap, we propose that the design patterns and game mechanics commonly used in games and online hangouts should be viewed as a set of marketing techniques designed to sell virtual goods. Based on a review of a number of MMOs, we describe some of the most common patterns and game mechanics and show how their effects can be explained in terms of analogous techniques from marketing science. The results provide a new perspective to game design with interesting implications to developers. Moreover, they also suggest a radically new perspective to marketers of ordinary goods and services: viewing marketing as a form of game design.
This paper investigates the free-to-play revenue model from the perspective of game professionals. To court larger player audiences and to address their wide willingness-to-pay spectrum, game developers have increasingly adopted the free-to-play revenue model. However, at the same, worrying concerns over the revenue model have been voiced. For example, free-to-play games have been deemed as exploitative and unethical. We investigated this contrast by conducting a thematic interview study. We employed grounded theory in the analysis of the data containing 14 game professionals’ interviews about their views on the free-to-play model. The results show, that the free-to-play model is something that the developers view favorably while the public writing about the games can even be hostile. The games have evolved, while the voiced opinions still talk about games of the beginning of the model. Relatively few ethical problems were seen that would address the whole model, and the future of the free-to-play games was seen bright.
This paper investigates different ways in which players have been typified in past research literature in order to distinguish relevant typologies for further research as well as for designing and marketing of games. The goal is to synthesize the results of various studies and to find the prevailing concepts, compare them, and draw implications to further studies. The research process for this study proceeded from a literature search, to author-centric (Webster & Watson 2002) identification and categorization of previous works based on the established larger factors such as demographic, psychographic and behavioral variables. The previous works on player typologies were further analyzed using concept-centric approach and synthesized according to common and repeating factors in the previous studies. The results indicate that player types in previous literature can be synthesized into seven primary dimensions: Intensity, Achievement, Exploration, Sociability, Domination, Immersion and In-game demographics.
The conceptualization of the Personal Involvement Inventory was a context-free measure applicable to involvement with products, with advertisements, and with purchase situations. The empirical work to develop this measure was mainly validated with respect to product categories. This paper extends the construct validation of the PII to involvement with advertisements and also demonstrates that the PII may be reliably reduced from twenty items to ten items. There is some indication the revised PII may then be broken into two subscales representing a cognitive and affective grouping.
This paper reviews the current body of empirical research on persuasive technologies (95 studies). In recent years, technology has been increasingly harnessed to persuade and motivate people to engage in various behaviors. This phenomenon has also attracted substantial scholarly interest over the last decade. This review examines the results, methods, measured behavioral and psychological outcomes, affordances in implemented persuasive systems, and domains of the studies in the current body of research on persuasive technologies. The reviewed studies have investigated diverse persuasive systems/designs, psychological factors, and behavioral outcomes. The results of the reviewed studies were categorized into fully positive, partially positive, and negative and/or no effects. This review provides an overview of the state of empirical research regarding persuasive technologies. The paper functions as a reference in positioning future research within the research stream of persuasive technologies in terms of the domain, the persuasive stimuli and the psychological and behavioral outcomes.
In recent years, “gamification” has been proposed as a solution for engaging people in individually and socially sustainable behaviors, such as exercise, sustainable consumption, and education. This paper studies demographic differences in perceived benefits from gamification in the context of exercise. On the basis of data gathered via an online survey (N=195) from an exercise gamification service Fitocracy, we examine the effects of gender, age, and time using the service on social, hedonic, and utilitarian benefits and facilitating features of gamifying exercise. The results indicate that perceived enjoyment and usefulness of the gamification decline with use, suggesting that users might experience novelty effects from the service. The findings show that women report greater social benefits from the use of gamification. Further, ease of use of gamification is shown to decline with age. The implications of the findings are discussed.
During recent years “gamification” has gained significant attention among practitioners and game scholars. However, the current understanding of gamification has been solely based on the act of adding systemic game elements into services. In this paper, we propose a new definition for gamification, which emphases the experiential nature of games and gamification, instead of the systemic understanding. Furthermore, we tie this definition to theory from service marketing because majority of gamification implementations aim towards goals of marketing, which brings to the discussion the notion of how customer / user is always ultimately the creator of value. Since now, the main venue for academic discussion on gamification has mainly been the HCI community. We find it relevant both for industry practitioners as well as for academics to study how gamification can fit in the body of knowledge of existing service literature because the goals and the means of gamification and marketing have a significant overlap.
This paper presents a framework for evaluating and designing game design patterns
commonly called as “achievements”. The results are based on empirical studies of a
variety of popular achievement systems. The results, along with the framework for
analyzing and designing achievements, present two definitions of game achievements.
From the perspective of the achievement system, an achievement appears as a challenge
consisting of a signifying element, rewards and completion logics whose fulfilment
conditions are defined through events in other systems (usually games). From the
perspective of a single game, an achievement appears as an optional challenge provided
by a meta-game that is independent of a single game session and yields possible
reward(s).
This article presents the results of an interview study on how people perceive and play social network games on Facebook. During recent years, social games have become the biggest genre of games if measured by the number of registered users. These games are designed to cater for large audiences in their design principles and values, a free-to-play revenue model and social network integration that make them easily approachable and playable with friends. Although these games have made the headlines and have been seen to revolutionize the game industry, we still lack an understanding of how people perceive and play them. For this article, we interviewed 18 Finnish Facebook users from a larger questionnaire respondent pool of 134 people. This study focuses on a user-centric approach, highlighting the emergent experiences and the meaning-making of social games players. Our findings reveal that social games are usually regarded as single player games with a social twist, and as suffering partly from their design characteristics, while still providing a wide spectrum of playful experiences for different needs. The free-to-play revenue model provides an easy access to social games, but people disagreed with paying for additional content for several reasons.
This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.
Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher.
This chapter examines mechanics of game design in social games that are used in building customer relationship. The developments in the game industry towards service orientation, and increased emphasis on social design, have resulted in overlap of game design and business design. This chapter examines the junction of these domains in contemporary social games, by studying how game design is used in pursuing business goals of the related business models. Several virtual worlds and social games are examined with the support of secondary data provided by experts in the field. The identified mechanics are then categorised and analysed in the context of business model literature on customer relationship building. The results provide several game mechanics that are located in the union of game design and business planning. Moreover, the results imply a new approach to game design in general by exemplifying how the traditional way of thinking about game design is no longer sufficient when the design of engaging mechanics needs to meet with business goals.
This paper investigates how social factors predict attitude towards gamification and intention to continue using gamified services, as well as intention to recommend gamified services to others. The paper employs structural equation modelling for analyses of data (n=107) gathered through a survey that was conducted among users of one of the world's largest gamification applications for physical exercise called Fitocracy. The results indicate that social factors are strong predictors for attitudes and use intentions towards gamified services.
Whether you're a manager, company psychologist, quality control specialist, or involved with motivating people to work harder in any capacity—Locke and Latham's guide will hand you the keen insight and practical advice you need to reach even your toughest cases. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
Adding game elements to an application to motivate use and enhance the user experience is a growing trend known as gamification. This study explores the use of game achievements when applied to a mobile application designed to help new students at university. This paper describes the foundations of a design framework used to integrate game elements to Orientation Passport, a personalised orientation event application for smart phones. Orientation Passport utilises game achievements to present orientation information in an engaging way and to encourage use of the application. The system is explained in terms of the design framework, and the findings of a pilot study involving 26 new students are presented. This study contributes the foundations of a design framework for general gamified achievement design. It also suggests that added game elements can be enjoyable but can potentially encourage undesirable use by some, and aren't as enjoyable if not enforced properly by the technology. Consideration is also needed when enforcing stricter game rules as usability can be affected.
Consumers are willing to pay a premium for products that elicit their envy. The more people compared themselves to a superior other, the higher the envy premium was. Yet, the emotion envy and not the upward comparison drove the final effects. The envy premium only emerged for a desirable product that the superior other owned (iPhone) when people experienced benign envy. Benign envy is elicited when the other's superior position is deserved, and malicious envy when it is undeserved. When people experienced malicious envy, the envy premium emerged for a desirable product that the superior other did not own (BlackBerry). This shows how benign envy places a premium on keeping up, and malicious envy on moving away from, superior others.
Success and sustainability of social networking sites is highly dependent on user participation. To encourage contribution to an opt-in social networking site designed for employees, we have designed and implemented a feature that rewards contribution with points. In our evaluation of the impact of the system, we found that employees are initially motivated to add more content to the site. This paper presents the analysis and design of the point system, the results of our experiment, and our insights regarding future directions derived from our post-experiment user interviews.
Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions for these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and streamlined, resulting in two six-item scales with reliabilities of .98 for usefulness and .94 for ease of use. The scales exhibited high convergent, discriminant, and factorial validity. Perceived usefulness was significantly correlated with both self-reported current usage (r=.63, Study 1) and self-predicted future usage (r =.85, Study 2). Perceived ease of use was also significantly correlated with current usage (r=.45, Study 1) and future usage (r=.59, Study 2). In both studies, usefulness had a significantly greater correlation with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecedent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.
Xbox Live achievements and gamerscores have become an integral part of Xbox 360 gaming. Based on the framework provided by Microsoft, the community has developed intriguing gaming practices where the individual games become pieces of a larger whole. This paper, based on a two year community study, explores how players have reacted and adapted to the system. To get at this shift in console gaming, the achievement system is seen as a massively multiplayer online game (MMO) where separate achievements are the functional equivalent of quests. By conceptualizing the achievement system as an MMO, the paper questions the dichotomy between PC/MMO and console gaming. The paper also goes into detailed descriptions of gaming habits and strategies that have emerged as gamers appropriate the achievement system, in particular looking at three player types: achievement casuals, hunters and completists. My conclusions are that the Xbox Live achievement system only partially functions as a reward system. More importantly, in terms of impact on player practices, it is an invisible MMO that all Xbox Live members participate in, whether they like it or not. On one hand, the different strategies and ways of conceptualizing the system shows how players have appropriated the technology and rules provided by Microsoft, and socially constructed systems that fit their play styles. On the other hand, many players are deeply conflicted over these gaming habits and feel trapped in a deterministic system that dictates ways of playing the games that they do not enjoy. Both sides can ultimately be connected to distinguishable characteristics of gamers. As a group, they are known to take pleasure in fighting, circumventing and subverting rigid rule systems, but also to be ready to take on completely arbitrary challenges without questioning their validity.
Badge-based achievement systems are being used increasingly to drive user participation and engagement across a variety of platforms and contexts. Despite positive anecdotal reports, there is currently little empirical evidence to support their efficacy in particular domains. With the recent rapid growth of tools for online learning, an interesting open question for educators is the extent to which badges can positively impact student participation.
In this paper, we report on a large-scale (n > 1000) randomized, controlled experiment measuring the impact of incorporating a badge-based achievement system within an online learning tool. We discover a highly significant positive effect on the quantity of students' contributions, without a corresponding reduction in their quality, as well as on the period of time over which students engaged with the tool. Students enjoyed being able to earn badges, and indicated a strong preference for having them available in the user interface.
Achievement badges are a form of gamification that can be used to motivate users and to encourage desired actions. In this study, we describe and evaluate the use of achievement badges in the TRAKLA2 online learning environment where students complete interactive, automatically assessed exercises about data structures and algorithms. The students' activity in TRAKLA2 was logged in order to find out whether the achievement badges had an effect on their behavior. We used a between-subject experimental design where the students (N=281) were randomly divided into a treatment and a control group, with and without achievement badges. Students in the treatment group were awarded achievement badges, for example, for solving exercises with only one attempt, returning exercises early, or completing an exercise round with full points. Course grading was similar for both groups, i.e. collecting badges did not affect the final grade. Our results show that achievement badges can be used to affect the behavior of students even when the badges have no impact on the grading. Statistically significant differences in students' behavior were observed with some badge types, while some badges did not seem to have such an effect. We also found that students in the two studied courses responded differently to the badges. Based on our findings, achievement badges seem like a promising method to motivate students and to encourage desired study practices.
The goal-gradient hypothesis denotes the classic finding from behaviorism that animals expend more effort as they approach a reward. Building on this hypothesis, the authors generate new propositions for the human psychology of rewards. They test these propositions using field experiments, secondary customer data, paper-and-pencil problems, and Tobit and logit models. The key findings indicate that (1) participants in a real café reward program purchase coffee more frequently the closer they are to earning a free coffee; (2) Internet users who rate songs in return for reward certificates visit the rating Web site more often, rate more songs per visit, and persist longer in the rating effort as they approach the reward goal; (3) the illusion of progress toward the goal induces purchase acceleration (e.g., customers who receive a 12-stamp coffee card with 2 preexisting "bonus" stamps complete the 10 required purchases faster than customers who receive a "regular" 10-stamp card); and (4) a stronger tendency to accelerate toward the goal predicts greater retention and faster reengagement in the program. The conceptualization and empirical findings are captured by a parsimonious goal-distance model, in which effort investment is a function of the proportion of original distance remaining to the goal. In addition, using statistical and experimental controls, the authors rule out alternative explanations for the observed goal gradients. They discuss the theoretical significance of their findings and the managerial implications for incentive systems, promotions, and customer retention.
During recent years, the addition of game mechanisms to non-game services has gained a relatively large amount of attention. Popular discussion connects gamification to successful marketing and increased profitability through higher customer engagement, however, there is a dearth of empirical studies that confirm such expectations. This paper reports the results of a field experiment, which gamifies a utilitarian peer-to-peer trading service by implementing the game mechanism of badges that users can earn from a variety of tasks. There were 3234 users who were randomly assigned to treatment groups and subjected to different versions of the badge system in a 2 × 2 design. The results show that the mere implementation of gamification mechanisms does not automatically lead to significant increases in use activity in the studied utilitarian service, however, those users who actively monitored their own badges and those of others in the study showed increased user activity.
This paper defines hedonic consumption as those facets of consumer behavior that relate to the multisensory, fantasy and emotive aspects of product usage experience. After delineating these concepts, their theoretical antecedents are traced, followed by a discussion of differences between the traditional and hedonic views, methodological implications of the latter approach, and behavioral propositions in four substantive areas relevant to hedonic consumption-mental constructs, product classes, product usage and individual differences. Conclusions concern the usefulness of the hedonic perspective in supplementing and extending marketing research on consumer behavior.
Achievement systems are reward structures providing additional goals for players, and thus extending the play time of videogames. In this paper, we explore how applications other than games could benefit from achievement systems, and how users perceive this additional content in a service. For this purpose, we added an achievement system to a geo-tagged photo sharing service called Nokia Image Space. The results suggest that there is some potential in achievement systems outside the game domain. The achievements triggered some friendly competition and comparison between users. However, many users were not convinced, expressing concerns about the achievements motivating undesirable usage patterns. Therefore, an achievement system poses certain design considerations when applied in nongame software.
In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.
A field experiment of 68 full-time employees studied the effects of performance feedback and cognitive playfulness (that is, cognitive spontaneity in human-computer interactions) on microcomputer training performance. In addition, this research examined the impacts of performance feedback and cognitive playfulness on software efficacy perceptions and on a variety of affective outcomes, including satisfaction with feedback, satisfaction with training, and positive mood. The findings suggest that positive feedback generally results in higher test performance and more positive affective outcomes, than does negative feedback. Similarly, employees higher in cognitive playfulness demonstrated higher test performance and more positive affective outcomes than those lower in cognitive playfulness. Finally, a significant feedback × playfulness interaction on test performance was found. Specifically, employees lower in cognitive playfulness benefited more from the positive feedback than did those higher in cognitive playfulness. Implications for practice and future research are discussed.
First, a number of previous theories of intrinsic motivation are reviewed. Then, several studies of highly motivating computer games are described. These studies focus on what makes the games fun, not on what makes them educational. Finally, with this background, a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity.
Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness. Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill. Curiosity is separated into sensory and cognitive components, and it is suggested that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.
Under-contribution is a problem for many online communities. Social psychology theories of social loafing and goal-setting can provide mid-level design principles to address this problem. We tested the design principles in two field experiments. In one, members of an online movie recommender community were reminded of the uniqueness of their contributions and the benefits that follow from them. In the second, they were given a range of individual or group goals for contribution. As predicted by theory, individuals contributed when they were reminded of their uniqueness and when they were given specific and challenging goals, but other predictions were not borne out. The paper ends with suggestions and challenges for mining social science theories as well as implications for design.
Microcomputer playfulness represents the degree of cognitive spontaneity in microcomputer interactions. Research on the general characteristic of playfulness has demonstrated relationships with measures such as creativity and exploration. Thus, with the widespread diffusion of computers in organizations, research in microcomputer playfulness can have significant practical implications for organizations. Five independent studies involving more than 400 participants provided initial evidence for the construct validity of a microcomputer playfulness measure with respect to its factor structure, internal consistency reliability, concurrent validity, discriminant validity, predictive validity, predictive efficacy, and test-retest reliability. As hypothesized, the measure related positively to computer attitudes, anxiety, competence, and efficacy, and did not relate to gender or age. In addition, the measure related positively to training outcomes of learning, mood, involvement, and satisfaction. Further, the evidence suggests the predictive efficacy of microcomputer playfulness as compared to other variables, such as computer anxiety and attitudes. Consequently, the findings indicate that researchers should focus more attention on positive influences on human-computer interaction, such as microcomputer playfulness, rather than on negative influences, such as computer anxiety.
This paper studies the differences in user acceptance models for productivity-oriented (or utilitarian) and pleasure-oriented (or hedonic) information systems. Hedonic information systems aim to provide self-fulfilling rather than instrumental value to the user, are strongly connected to home and leisure activities, focus on the fun-aspect of using information systems, and encourage prolonged rather than productive use. The paper reports a cross-sectional survey on the usage intentions for one hedonic information system. Analysis of this sample supports the hypotheses that perceived enjoyment and perceived ease of use are stronger determinants of intentions to use than perceived usefulness. The paper concludes that the hedonic nature of an information system is an important boundary condition to the validity of the technology acceptance model. Specifically, perceived usefulness loses its dominant predictive value in favor of ease of use and enjoyment.
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