A Framework for Gamified Electronic Negotiation Training

Rankings or Absolute Feedback? Investigating Two Feedback Alternatives for Negotiation Agreements in a Gamified Electronic Negotiation Training

“…However, current forms of e-negotiation training insufficiently facilitate participants' motivation and engagement [43]. Based on motivation theories such as self-determination theory (SDT) [38] and goal-setting theory [26], requirements for a gamified e-negotiation training have been derived [44]. They were successfully realised by integrating game elements in a NSS used in such a training [43].…”

“…maximising joint profit). To facilitate the aforementioned reflections, feedback is required so participants can evaluate whether they reached their goals and settled on a good agreement [44]. In a prior study, utility rankings have been implemented, enabling comparison with others and providing feedback on negotiation agreements [43].…”

“…In a prior study, utility rankings have been implemented, enabling comparison with others and providing feedback on negotiation agreements [43]. In general, feedback for agreements is expected to incentivise participants to experiment with different negotiation strategies in order to find a better agreement [23,44]. Higher engagement, i.e.…”

“…These elements demonstrated their effectiveness to increase motivation and engagement of participants compared to traditional e-negotiation training [43]. The rankings provide constructive feedback on the quality of the settled agreement supporting the crucial reflections and are expected to incentivise participants to experiment with different negotiation strategies [44]. While interviews confirmed this assumption [43], the use of rankings is sometimes considered as problematic due to potentially negative effects such as social comparison [19], induced competition [40] and in consequence less motivation [16].…”

Gamification of Electronic Negotiation Training: Effects on Motivation, Behaviour and Learning

“…However, despite the participation in e-negotiation training, the negotiators still settle on inefficient agreements (Gettinger et al 2016) and the features of NSSs are not always used to their fullest extent (Druckman et al 2012). Potential reasons for the observed problems are the participants' lack of motivation to engage deeply with the practical negotiation tasks and the NSS, and a lack of feedback in current forms of negotiation training (Schmid and Schoop 2019).…”