We evaluated the use of gamification to facilitate a student-centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students' learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers.

The decision of members in a knowledge-intensive team to withhold their knowledge may threaten the performance of the team. To address the problem of knowledge resource risk in project teams, we maintain that it is important to understand why team members choose to withhold their knowledge, conceptualized as knowledge-withholding intention. In line with the literature on effort withholding, the research on multifoci relations between justice perceptions and social exchanges, and social cognitive theory, we proposed that the social exchange relationships that individuals form in the workplace, their perceptions of justice, and their knowledge withholding self-efficacy would influence their knowledgewithholding intentions. Through a survey of 227 information system development team workers, we found that all social exchange relationship variables had a significant impact on knowledge-withholding intentions. However, the justice perception variables only indirectly influenced knowledge-withholding intentions through the mediation of social exchange relationships. In addition, one of the task variables, task interdependence, influenced knowledge withholding intention through the mediation of knowledge withholding self-efficacy. Our results contribute to the knowledge management literature by providing a better understanding of the antecedents of knowledge withholding. We also offer suggestions for future research utilizing the framework of Kidwell and Bennett (1993) to study effort and knowledge withholding.Keywords: Knowledge-withholding intentions, information system development team, organizational justice, social cognitive theory, social exchange theory Abbreviations: AVE, average variance extracted; CFI, comparative fit index; DJ, distributive justice; IJ, interactional justice; ISD, information system development; KWI, knowledge-withholding intentions; KWSE, knowledge withholding self-efficacy; LMX, leader-member exchange; MIS, management information systems; PJ, procedural justice; POS, perceived organizational support; RMSEA, root mean square error of approximation; SCT, social cognitive theory; SEM, structural equation modeling; SET, A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT 3 social exchange theory; SRMR, standardized root mean square residual; TI, task interdependence; TV, task visibility; TMX, team-member exchange.

Learners in the higher education context who engage with computer‐based gamified learning systems often experience the novelty effect: a pattern of high activity during the gamified system's introduction followed by a drop in activity a few weeks later, once its novelty has worn off. We applied a two‐tiered motivational, online gamified learning system over 2 years to a total number of 333 students. In a mixed methods research design, we used 3‐year worth of longitudinal data (333 students for the treatment group and 175 in the control group) to assess students' engagement and performance in that period. Quantitative results established that students engaged and performed better in the gamified condition vis‐à‐vis the nongamified. Furthermore, students exhibited higher levels of engagement in the second year compared with the first year of the gamified condition. Our qualitative data suggest that students in the second year of the gamified delivery exhibited sustained engagement, overcoming the novelty effect. Thus, our main contribution is in suggesting ways of making the engagement meaningful and useful for the students, thus sustaining their engagement with computer‐based gamified learning systems and overcoming the novelty effect.

Publisher's version available at:__________________________________________________________________________________________ Please note that where the full text version provided on GALA is not the final published version, the version made available will be the most up-to-date full-text (post-print) version as provided by the author(s). Where possible, or if citing, it is recommended that the publisher's (definitive) version be consulted to ensure any subsequent changes to the text are noted. Citation for this version held on GALA:Tsay, Han-Huei (Crystal) () Encouraging IS developers to learn business skills: An examination of the MARS model. London: Greenwich Academic Literature Archive. Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer's behavioral intention to learn such skills. Based on the Motivation-Ability-Role Perception-Situational factors (i.e., the MARS model), this study argues that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self)efficacy (A), change agent role perception (R), and situational support (S). Data collected from 254 IS developers are analyzed using the Partial Least Squares (PLS) technique. Results show that a developer's intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self)efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non)work support positively influence both extrinsic and intrinsic learning motivation. Notably, non)work support has a greater impact on both absolute and relative learning self)efficacy. Our results suggest several theoretical and practical implications. IS development; Business skills; MARS model; Change agent role Information systems development (ISD) involves the analysis, design and implementation of information technology (IT) to support business functions (Xia & Lee, 2005). Developing an information system is an interactive process between information system (IS) developers and their business partners/clients (Park & Lee, 2014). Challenges arise as IS developers attempt to assimilate new technologies and search for more cost)effective IT solutions for business problems. ISD projects are typically complex, dynamic and unstructured (Schwalbe, 2007;Yeo, 2002). Implementing an ISD project also requires communicating and disseminating knowledge and expertise from different functional domains (Lee, Park, & Lee, 2014; Tesch, Sobol, Klein, & Jiang, 2009). The development effort may stumble or even fail if IS professionals and their business partners/clients do not understand each other's professional languages and domain knowledge (Park & Lee, 2014). Common examples include IS developers failing to understand business workflow and users' specific needs (Joshi, Sarker, & Sar...

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