PurposeThe use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.Design/methodology/approachA survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.FindingsResults showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.Originality/valueOverall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.
Abstract. Word-of-mouth (WOM) is a powerful information resource for consumers to judge a product or service. WOM has persuasive power when audiences regard it as helpful. There is a psychological phenomenon, called the negativity bias, in which negative WOMs are usually regarded as more helpful than positive ones. However, not all previous studies supported the existence of negativity bias. This paper examines the negativity bias effect of WOM and explores the moderating effect of length and emotional content on the helpfulness perception of WOM. This study adopted experimental designs of 2 (positive/negative WOMs) X 2 (long/short WOMs) X 2 (WOMs with strong emotion/weak emotion) of 139 subjects. The empirical survey results reveal that length and emotional content of WOMs are influential factors for helpfulness perception of WOMs. Moreover, both length content and emotional content of WOMs also moderate the negativity bias effect of helpfulness perception. The negativity bias effect appears when WOMs are concrete and emotional.
Keywords: Word-of-Mouths · Negativity bias effect · Product review
IntroductionDuring the purchase decision-making process, the customers search for information about products/services. The information can be provided by the firms (advertising) as well as by other consumers (Word-of-mouths, WOMs). Literatures advocate that WOM is more persuasive than traditional advertising [1][2][3]. People tend to accept the recommendations when the message is from WOMs of unbiased authority, and reject the advertising claim when they believe the message is a sales tool rather than information and guidance [4]. WOM is an informal way of person-to-person communication regarding a brand, a product, service, or their providers [5]. WOM has significant influence on a consumer's purchase decision [6,7] and is a powerful information resource that helps shape consumers' attitude toward a product or service (Katz & Paul, 1996).
The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. Specifically, this study aimed to examine whether gamification elements (perceived collaboration, perceived competition, favorable feedback, unfavorable feedback, self-expression, sense of control) contribute to intrinsic learning motivation. A survey method was used to gather the information from students, and regression analysis was used to examine these results. The results indicated that perceived collaboration, perceived competition, favorable feedback, self-expression, and sense of control are key aspects that impact students' intrinsic motivation. Overall, the findings contribute to a better understanding of learning motivation for research theories and offer concrete suggestions for using gamification to improve teaching.
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