No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Gamification in e-Governance: Development of an Online Gamified System to Enhance Government Entities Services Delivery and Promote Public's Awareness
Abstract
Electronic Governance (e-Governance) is the application of the Information and Communication Technology (ICT) with the aim to simplify and support the governance across different parties including public government organizations, business and citizens. Through the adoption and use of Information and Communication technology which will connect all of these three together to support the overall government's processes and operations. It's anticipated that e-Governance shall bring boundless improvements towards strategic planning, proper monitoring of government programs, investments, projects and activities. The e-Governance will provide easy access and delivery of government services to the citizens and reduce associated costs of transactions that occur across government entities. In the recent years, some of the new technological advancement concepts that include Gamification becomes one of the solutions that can be attached with the e-Governance implementation to sustain the effective adoption of government services delivery. Gamification is an evolution that supports people interactions with implemented government electronic services. It can be widely used within public organizations for training of new hires at workplaces, help employees to perform certain tasks and carry their day-to-day activities more efficiently by using Gamification tools which government entities has to offer in order to facilitate e-Governance implementation and services adoption by publics. The developed mobile application is based on a Gamification platform for employees at public government organizations for the purpose of training and learning. In this research, different variables were measured including productivity, motivational engagement, performance, training, support and services, collaboration, innovation, skills development, personal development and behavior changes.
... [2] Various studies on these ways of confronting life have defined these dynamics that are intended to enhance motivation or reinforce behaviour to solve problems, improve productivity, activate learning or achieve objectives, in gamification. [3] Gamification has been applied in various fields in recent years with good results, such as education [4], banking [5], sports or psychology [6], where game elements are used to increase motivation, commitment and participant performance. The cultural and commercial success that has been exhibited with the application of these methods has attracted the attention of companies [7], leading to their use in organizations despite signifying a greater investment [8], because many employees use their mobile devices constantly [9] and employers are beginning to see in them a tool to align with their goals. ...
... Related studies 2016 4 [30], [31], [34], [40] 2017 3 [27], [32], [35] 2018 4 [36], [41], [46], [48] 2019 5 [38], [42], [43], [44], [47] 2020 7 [22], [24], [26], [28], [33], [39], [45] 2021 6 [3], [23], [25], [29], [37], [49] ...
... [24] Management [31], [3], [38], [47] IT [27], [33], [34], [42], [43] Production [28], [29], [30], [41], [48], [49] Logistics ...
The main goal of this article is to identify the use of gamified mobile applications and their impact on work productivity. We employ a systematic review of the literature to discover to what extent gamified mobile applications improve worker productivity within a company. The intent is to contribute to more profound understanding of learning contexts, methodologies, techniques and objectives with the application of mobile gamification. The literature emphasizes that mobile gamification can be used to enhance the learning process, improve performance and achieve worker objectives, especially in production and IT areas. To do this, an analysis is presented of the areas that use mobile gamification, the techniques used and the effects that are achieved with its application in companies. It seeks to close the knowledge gap by quantifying the gamification characteristics found in applications. Due to the paucity of studies on mobile gamification at work productivity, this work also points the way to new research.
... Four groups of researchers utilised web-based platforms (Fauziyah et al., 2019;Göschlberger & Bruck, 2017;Orwoll et al., 2018;Rosmansyah et al., 2020). Another three studies deployed mobile applications (Alloghani et al., 2017;Nyameino et al., 2020;O'Neill et al., 2018). Other researchers used a learning management system (Miller et al., 2018) and MOOC (Lius, 2016). ...
... The most popular way to gamify professional training was to use a gamified platform. Researchers have developed a prototype or used a readymade platform such as Twitter (Lamb et al., 2017) and mobile applications (Alloghani et al., 2017;Nyameino et al., 2020;O'Neill et al., 2018) to gamify professional training in their organisations. Technological knowledge is essential when an organisation wants to embark on this strategy (Schmid et al., 2020). ...
Interest in the practice of gamification has grown rapidly in the field of education and training. Organisations implement gamification in various areas to boost employee motivation, including professional training. The present study comprises a systematic literature review on gamified professional training among employees. It was guided by the Preferred Reporting Items Systematic Reviews and Meta-Analysis (PRISMA) 2020 checklist. The articles reviewed were obtained from three large academic databases – Scopus, Web of Science, and PubMed, with Google Scholar as a supporting database. The analysis revealed that most studies did not discuss gamified professional training from theoretical perspectives. Three main strategies for gamifying professional training were identified – gamified professional training platform, blended gamified professional training, and face-to-face gamified professional training. It was found that achievement game elements were common in gamified professional training. The most frequent digital game elements were points/levels, leaderboards, challenges, and badges. Real-world rewards were also highly popular. Practical applications and research directions for researchers, instructional designers, and programme developers were then suggested to implement future gamified professional training.
... 2 E16 M. Alloghani, et al., [49] 2017 C Demonstra a aplicação de técnicas de gamificação para ampliar o engajamento dos cidadão. ...
... • Gamificar partes dos sistemas e serviços para assim envolver e motivar os usuários a adotarem os novos processos com maior interesse [49]. ...
The digitization of services offered to citizens by the Federal Government is nowadays a common reality and an integral part of the modernization strategies adopted in Brazil, especially since 2016 when important decrees were published, defining a Digital Governance Policy and a Digital Citizenship Platform by the Federal Public Administration (APF). This work aims to characterize public services, especially Brazilian, in the context of digital transformation analyzing the strategies context of the Digital Platform and the Transformation Kit of the Brazilian Government. In addition, it will conduct a survey with the APF agencies seeking to identify the expectation of the citizen and/or the public servant with the Digitization of Public Services by the Brazilian Government. The focus of this research is to find results that can help to improve the quality of the offered services and to provide subsidies to develop a suitable tool to support the digitization of citizen services and their pricing. The main contribution of this work is the proposal of a digitization model of public services focused on the needs of the citizen. The Model may be used by any Government Agency that wishes to digitize its services, being adaptable and flexible, according to its needs.
... As Australia is frequently exposed to bushfires, such an approach would further reduce community vulnerability by strengthening it through adequate knowledge [99][100][101]. Nevertheless, as an emerging area of research, the use of gamification and other technologies such as AI, AR, VR, and Web GIS technologies in the context of disaster education needs more attention from researchers [102][103][104][105][106][107][108][109][110]. ...
Providing convenient and effective online education is important for the public to be better prepared for disaster events. Nonetheless, the effectiveness of such education is questionable due to the limited use of online tools and platforms, which also results in narrow community outreach. Correspondingly, understanding public perceptions of disaster education methods and experiences for the adoption of novel methods is critical, but this is an understudied area of research. The aim of this study is to understand public perceptions towards online disaster education practices for disaster preparedness and evaluate the effectiveness of the gamification method in increasing public awareness. This study utilizes social media analytics and conducts a gamification exercise. The analysis involved Twitter posts (n = 13,683) related to the 2019–2020 Australian bushfires, and surveyed participants (n = 52) before and after experiencing a gamified application—i.e., STOP Disasters! The results revealed that: (a) The public satisfaction level is relatively low for traditional bushfire disaster education methods; (b) The study participants’ satisfaction level is relatively high for an online gamified application used for disaster education; and (c) The use of virtual and augmented reality was found to be promising for increasing the appeal of gamified applications, along with using a blended traditional and gamified approach.
... According with [Werbach and Hunter 2012], there are 15 possible gamification components: C1 -Achievements (defined objectives) C2 -Avatars (visual representations of a player's character) C3 -Badges (visual representations of achievements) C4 -Boss Fights (especially hard challenges at the culmination of a level) C5 -Collections (sets of items or badges to accumulate) C6 -Combat (a defined battle, typically short-lived) C7 -Content Unlocking (aspects available only when players reach objectives) C8 -Gifting (opportunities to share resources with others) C9 -Leaderboards (visual displays of player progression and achievement) C10 -Levels (defined steps in player progression) C11 -Points (numerical representations of game progression) C12 -Quests (predefined challenges with objectives and rewards) C13 -Social Graphs (representation of players' social network within the game) C14 -Teams (defined groups of players working together for a common goal) C15 -Virtual Goods (game assets with perceived or real-money value) Table 2 summarizes gamification components found in the identified practical applications. For diagramming purposes, the studies are referred only trough their ID defined in the previous [Romano et al. 2018], 3 - [Bianchini et al. 2016] and 4 [Alloghani et al. 2017]. ...
In the context of Human Computer Interaction, engagement might be seen as a reflection of users' involvement and interaction with a digital system. To digital government initiatives, civic engagement refers to the ways in which citizens participate in the life of a community, in order to improve conditions for others or to help shape the communitys future. Recent studies have approached civic engagement harnessed by gamification, i.e. the adoption of game elements in non-game contexts. In this context, the goal of this research is to investigate which gamification studies and features have been applied to civic engagement initiatives. This study reviews current literature, looking for the relationship between civic engagement and how it has been applied to the Human Computer Interaction context.
... Gamification is applied by affecting human motivation and behavior [8]. The gamification can be applied across a wide-ranging spectrum of conditions where citizens, employees, and business need to be motivated or encouraged to perform some actions and drive their participation by integrating some of the game elements [9]. ...
... By providing easy access and service delivery, engaging with e-government can influence severalsidessuchasproductivity,performance,supportforservices,skilldevelopment,behavior change, feedback and useful abstraction of raw data (Alloghani et al., 2017;Abu-Shanab, 2017;Bistaetal.,2014). Thesuccessfulcollaborationbetweencitizensandthegovernments,intheform ofpartnership,leadstoco-operationorwe-governmentconcepts(Deterdingetal.,2011;Bistaet al.,2012).Suchtransformationincentivizescitizenstobeactiveandcontributeasanequalpartner inpublicservicedelivery. ...
This article predicts the adoption of e-government websites and services by focusing on gamification and enjoyment factors. The sample uses ranked use of points and coupons as the most suitable schemes, while excluding the use of quests and puzzles. In predicting the intention to use e-government, five constructs were used: perceived usefulness, perceived ease of use, enjoyment and innovation, positive influence on government image and negative influence of government images. Results indicated a significant role for enjoyment and innovation based on the gamification context. The influence on government image (positive and negative) were not significant in predicting the intention to use e-government. The coefficient of determination of the regression model was 0.655, which explains 65.5% of the variance in ITU.
... Gamification (Appiahene et al., 2018;Fotaris et al., 2016;Knutas et al., 2014;Singh, 2012;Sonts, 2013)suggest the promise to make teaching and learning more motivating and enjoyable to students (Oprescu et al., 2014). In education, the purpose of gamification is to upsurge student engagement and motivation ( Fotaris et al., 2015;Paisley, 2013) through the introduction of game elements such as leaderboards, badges and levels (Alloghani et al., 2014;Paisley, 2013;Perryer et al., 2016;Simões et al., 2012). ...
Gamification has been suggested to make teaching and learning more motivating and more enjoyable to students. Notwithstanding numerous studies on gamification impact on learning, little empirical studies have sought to apply the concept in the teaching and learning of French Language. This study explores effectiveness of gamification in the study of French Language in educational curriculum by using the "Appiahene Gamification Model" (AGM). This study investigated the potential impacts of integrating gamification into the study of a language using 40 tertiary students. The students were randomly grouped into Experimental Group (20) and Control Group (20). The results show that, the use of gamification in improving the writing and speaking of French Language was impactful on the students. It was also revealed that, on average the performance of students who used the Gamification to support their learning in French was higher than those who did not use them. The proposed Gamification application would have implications for a wide range of teaching and learning; and identifies areas for further research. The model and the findings of the study can be used to formulate recommendations towards the design of gameful instruction in other study areas.
... The use of collected data in the modeling and prediction of human behavior can lead to some problems [40]. Such problems emphasize that any use of LA should be well organized, respect ethical standards and be legally transparent. ...
... A number of scientists suggest, that the implementation of LA in SG and vice versa might be (and already is) profitable for the education process in general. Some of the works also suggest that LA and SG has shown positive results and various areas, like medicine and heath [7] [8], assistance for elderly people [9] and development of governing awareness [10]. Moreover, recent investigations show numerous ways to use these technologies in more specific areas, like preservation of minority and regional languages [11]. ...
... • Gamificar partes dos sistemas e serviços para assim envolver e motivar os usuários a adotarem os novos processos com maior interesse [2]. ...
This paper presents a systematic literature review of the digitization of services carried out by the governments of several countries. The main contribution of this work is the identification of the processes and methodologies adopted by these governments to provide their services to the citizen. These results serve as inputs to guide an analysis of the initial efforts of the Brazilian Government in the construction of a digital platform for the provision of its services directed to the citizen, seeking to analyze their needs and improving the services currently provided.
... Author Proof -Provide complete and high quality systems and processes, solving the needs of citizens in their entirety [7]; -Provide security and privacy of individuals and their data that must be kept intact and confidential [7]; -Gamification parts of the systems and services to thus involve and motivate the users to adopt the new processes with greater interest [3]. ...
The search for improvement and standardization of the digitization of government services has led governments around the world to focus on solutions that seek satisfaction, engagement and involvement of society in general. In addition, governmental systems are seeking constantly to renew the digital governance environment through good planning, use of best practices, and offering greater opportunities to establish collaborative and participatory relationships among all stakeholders (Government and Society). This paper presents a systematic literature review of the digitization of services contributing to the knowledge of the processes and methodologies adopted by these governments to provide their services to the citizen. The main contribution of this work is the proposal of a process mapping model that can be adopted during the stages of providing digital services by interested agencies in offering services focused on the needs of the citizens. The proposed model can be used by any government agency or private company interested in updating its processes, tools and methods of digitization and services automation according to their necessities.
... The basis of the state language policy of the Russian Federation is the preservation and strengthening of balanced bilingualism, which ensures the knowledge of the Russian language as a state language, the consolidation of the study of national languages by the population of its republics and the creation of conditions for the harmonious interaction of the Russian language with other languages of the Russian Federation [27][28][29]. This is reflected in the National Policy Strategy of the Russian Federation for the period up to 2025. ...
The implementation of gamification in e-learning is not new, both within the context of formal and informal. Formal education is a learning activity organized by both public and private parties that refers to the official education system of a country. Meanwhile, informal education is another learning activity that does not refer to the official education system of a country. Not only visually appealing, but gamification elements also have a certain motivation and emotional value for the user. This study seeks to compare the use of gamification elements and their motivation between formal and nonformal education. The method used was a Systematic Literature Review using the Kitchenham method. From the selected databases, 65 articles were obtained that had implemented gamification in e-learning. The gamification elements were grouped by motivation and emotion based on the Octalysis framework. The results showed that ownership and possession were the most prominent motivations for implementing gamification.
Gamification has been proposed as a way to make teaching and learning more engaging for students. Despite numerous research on the influence of gamification on learning, few empirical studies have attempted to use the concept in the teaching and learning of languages. This study investigated the effectiveness of gamification in the study of languages among students in colleges of education in Ghana. The study was conducted using the "Appiahene Gamification Model" (AGM). Using a sample of sixty (60) students, this study looked into the effects of incorporating gamification into language learning. The learners were randomly divided into two groups: an experimental group of thirty (30) students and a control group of thirty (30) learners. The results revealed that using gamification to improve students' writing and speaking of various languages had a positive influence on them. It was also shown that students who utilized gamification to help their learning in languages performed better on average than those who did not. The study suggested Gamification application would have implications for a wide range of teaching and learning scenarios, as well as opportunities for additional investigation. The research concept and findings can be utilized to provide recommendations for the design of interactive education in different fields of study.
This study aims to determine the quality of government websites in applying the principles of good governance and to analyze the official social media Twitter accounts of the Regional Government in conveying information to the public. The research object is the tourism and cultural official website and Twitter account of the Provincial Governments of Lampung the which one site way kambas. Sources of research data through surveys and observations. Website quality assessment is done by giving a score on indicators of information quality, service quality, perceived website quality.
Abstract: E-governance transformation is not only about providing the services using ICT but it also entails building external interactions with citizen and businesses, enhancing democracy and enhancing the trust of the political institutions of government. It embraces among other principles, transparency, accountability and citizen participation in the public policy process. This study aims at finding users' perception towards the three chosen dimensions of e-governance, namely: transparency, accountability, and participation, in the Lucknow urban Agglomeration of India. It also tends to find out how the demographic variables affect the level of satisfaction towards the e-government services. These dimensions of e-governance are neither studied before in the Indian context nor explored earlier concerning some demographic variables. The overall level of satisfaction with the three attributes was less favourable for e-government's dimension transparency and favourable for e-government's dimension accountability and participation.
Many democracies face breaches of communication between citizens and political representatives, resulting in low engagement in political decision-making and public consultations. Gamification strategies can be implemented to generate constructive relationships and increase citizens’ motivation and participation by including positive experiences like achievements. This document contains a literature review of the gamification topic, providing a conceptual background, and presenting a selection and analysis of the applications to e-government services. The study characterises gamification element usage and highlights the need for a standardised methodology during element selection. Three research gaps were identified, with a potential impact on future studies and e-government applications.
Current research suggests that using gamification in a pedagogical context can provide a positive learning experience to students. Integrating teachers’ pedagogical input into the early stage of game design is an understudied area, and although the teachers’ role is acknowledged, the way of communicating teachers’ input is still undetermined. The current literature suggests the practice of using a Gamification Design Document (GDD) to illustrate a game requirements plan is a useful approach. In this paper, we discuss the development of a Pedagogical Game Design Document (Ped-GDD) using an Agile Holistic Framework to Support Teachers in Pedagogical Gamification Design. The paper also suggests the benefits of extending the research of the Ped-GDD further to be part of an e-Government scheme in the Kingdom of Saudi Arabia (KSA) to promote resources collaboration among teachers in educational software tool developments.
This paper is discussing about the possibilities of using gamification and its advantages in context of smart city (SC).
Gamification is a method using game elements to create in non-gamic way to achieve more opportunities.
To this end, focusing on “smart city” and “gamification” keywords and related words, we collected and reviewed articles from reputable databases such as IEEE, Springer, and further discussed gamification and its effective methods in this era.
The examples mentioned are intended to introduce and open a new sight and review the gamification capabilities in the field of Smart City.
The results of this study indicated that the use of gamification in smart city is effective in enhancing the quality of interactive life of citizens.
It can be said that using playfulness and gamification as a strategy and opportunity to achieve smart city can lead to have happier and smarter citizens.
The South African government strives to increase citizens’ participation in economic, political, social and trade activities through online connectivity, by providing free Wi-Fi for previously disadvantage, peri-urban communities. This was in an attempt to contribute and promote poverty alleviation, growth and economic transformation among communities that are generallly considered low income earners. Thus, the government embarked on a free Wi-Fi project for peri-urban communities, which Nyanga in the Western Cape was a benefactor. Even though the Wi-Fi was free, its accessibility was significantly low. Based on the background, the objective of the study was reached, to examine how accessibility influences usage of free facility such the Wi-Fi in the Nyanga community. The qualitative methods, case study approach and semi-structure interview technique were employed from the interpretivist perspective. From the analysis of the data, five factors, security, proximity, technical know-how, and awareness were found to be of primary influence to accessibility of free Wi-Fi facility in the Nyanga community. Based on the findings, a model was developed, which can be used to educate stakeholders in order to guide and increase access to the government free Wi-Fi. Such educational effort is intended to promote inclusiveness in socioeconomic activities.
Gamification is now commonly used in adult learning contexts, but its effects remain unclear. This has happened in part because of the initially trendy and faddish nature of gamification leading to high rates of adoption without significant critical evaluation. This was most problematic in the years leading up to peak hype in 2013, at which point “gamification” was used as a catchall faddish buzzword that did not refer to any particular construct or approach, instead being used primarily as a marketing strategy. Since then, as gamification has been explored in the academic research literature, these broader problems have been largely addressed via carefully considered theoretical and empirical studies. Nevertheless, empirical work in particular is still relatively sparse; the last major published summary of such work only identified nine empirical gamification studies in the learning context as of 2014. Since then, the literature has grown, but there are still many unanswered questions among both gamification practitioners and academics. Among non-specialists, there is still substantial construct confusion stemming directly from gamification’s initially faddish definition. Given this, the purpose of this chapter is threefold. First, we define gamification and provide a comprehensive introduction to it, contrasting it with existing approaches. Second, we explore which theories describe its known and potential effects. Third, we provide extensive practical literature-driven recommendations for those seeking to gamify training themselves.
City University London committed in 2009 to make Moodle the Virtual Learning Environment (VLE) at the core of a new Strategic Learning Environment (SLE) comprised of VLE, externally facing website and related systems such as video streaming and virtual classrooms. Previously, the WebCT VLE had been separate from most of the other systems at the institution with very limited connections to other tools. Each of the schools within the institution was able to pursue their own strategy and timeframe for the migration and embedding of Moodle within their subject areas, within an absolute limit of 2 years. This paper outlines the approaches taken by the various schools, highlighting similarities and differences, and draws out common aspects from the project to make recommendations for institutions seeking to undertake similar migrations.
Many maturity models have been used to assess or rank e-government portals. In order to assess electronic
services provided to the citizens, an appropriate e-government maturity model should be selected. This paper
aims at comparing 25 e-government maturity models to find the similarities and differences between them and
also to identify their weaknesses and strengths. Although the maturity models present large similarities
between them, our findings show that the features included in those models differ from a maturity model to
another. Furthermore, while some maturity models are covering some features and introducing new ones, it
seems that others are just ignoring them.
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.
"Gamification" is an informal umbrella term for the use of video game elements in non-gaming systems to improve user experience (UX) and user engagement. The recent introduction of 'gamified' applications to large audiences promises new additions to the existing rich and diverse research on the heuristics, design patterns and dynamics of games and the positive UX they provide. However, what is lacking for a next step forward is the integration of this precise diversity of research endeavors. Therefore, this workshop brings together practitioners and researchers to develop a shared understanding of existing approaches and findings around the gamification of information systems, and identify key synergies, opportunities, and questions for future research.
With the emergence of electronic medical information, mobile health service has been becoming increasingly popular around the world. In order to understand factors affecting the acceptance of mobile health services, our study investigate determinants from perspective of service participants. Based on the technology acceptance model (TAM), this paper also provides a better understanding of antecedents of key acceptance constructs (e.g., perceived usefulness). During the research, the proposed research model and hypotheses were validated with data collected from a field survey of 492 subjects. The results reveal that: (1) while perceived easy of use significantly associates with perceived usefulness, the impact of perceived easy of use and perceived usefulness on adoption intention are insignificant. (2) Outcome quality is positively influences perceived usefulness; (3) Social norm is positively associated with adoption intention and perceived usefulness as well. Finally, the theoretical and practical implications and contributions of this study are discussed.
p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px 'Times New Roman';"> Gamification purports to take elements from video games such as points, badges, levels, etc. and use them to motivate people to perform tasks outside of traditional video games. This paper challenges these claims by arguing that the core of video games is actually content, not game mechanics. It illustrates how game mechanics are not exclusive to video games and are used only to enhance the content naturally found in games. It further explores how gamification uses mechanics to limit the amount of content provided to players while at the same time gathering valuable personal information from players. </p
Gamification: When governments up their game
- J Chambers
J. Chambers, "Gamification: When governments up their
game,"
2015.
[Online]
Available:
http://www.civilserviceworld.com/articles/feature/
Taking the Game Out Of Gamification
- A Chourney
Chourney, A., "Taking the Game Out Of Gamification,"
Dalhousie Journal of Interdisciplinary Management, 2012.
Designing Enterprise Gamification Architectures
- L Stagliano
L. Stagliano, "Designing Enterprise Gamification
Architectures,"
2013.
[Online]
Available:
https://www.politesi.polimi.it/bitstream/10589
How Gamification Helps Local Governments Engage Employees and Citizens
- M Delaney
M. Delaney, "How Gamification Helps Local Governments
Engage Employees and Citizens, 2013. [Online] Available:
http://www.statetechmagazine.com2013/09/
Gamified' Employee Training Works Brilliantly but Is Loved Little
- Yoav Vilner
Yoav Vilner, "Gamified' Employee Training Works
Brilliantly but Is Loved Little," 2015. [Online] Available:
https://www.entrepreneur.com/article/249244
Understanding the acceptance of mobile health services: A Service participant's analysis, Management Science and Engineering
- X Guo
X.-t. Guo et al., "Understanding the acceptance of mobile
health services: A Service participant's analysis,
Management Science and Engineering," Int. Conference, pp.
1868-1873, 2012.