Gender-based differences in consumer decision-making styles: implications for marketers

Mehta, Ritu

doi:10.1007/s40622-020-00252-8

Cited by 14 publications

(11 citation statements)

References 58 publications

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“…(2) The study uses data from three different cohorts and the results from the independent sample t-test will help isolate the impact of gamification on learning outcomes by course (Mehta, 2020). Four independent sample t-tests were conducted across the cohorts and the details are provided in Table 3.…”

Section: Methodsmentioning

confidence: 99%

“…To evaluate the effect of gamification on learning outcomes, the data were analysed as follows:Paired sample t -test was used to analyse whether there was a change in the average percentage of marks secured by each cohort in each of the courses (OB and HRM) being studied. The test was first done for each cohort for both the courses and the details are provided in Table 2.The study uses data from three different cohorts and the results from the independent sample t -test will help isolate the impact of gamification on learning outcomes by course (Mehta, 2020). Four independent sample t -tests were conducted across the cohorts and the details are provided in Table 3.The average percentage of the class attendance was compared for both the courses for each of the cohorts.Finally, the percentage of the number of assignments submitted on time have been compared across the courses and cohorts.…”

Section: Methodsmentioning

confidence: 99%

“…A statistically significant difference in average marks could suggest that the intervention had caused that change. Also, if such a change in marks was positive for a gamified course, it would suggest that gamification may have been effective (Mehta, 2020).…”

Section: Methodsmentioning

confidence: 99%

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Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Gupta

Goyal

2022

IJEM

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PurposeThe purpose of this paper is to design and incorporate gamebased pedagogy grounded in self-determination theory (SDT) for a higher education course in a business school program.Design/methodology/approachThe study evaluates the learning outcomes of students from higher education in gamified and non-gamified contexts. The study was conducted over a period of two years in a management institute in the National Capital Region of India. The participants of the gamification study were the students in the age group 22–25 years with 0–3 years of work experience.FindingsIn general, findings of this study suggest that the group that underwent the course with the game-based pedagogy had better learning outcomes. In the game design, this study found that the addition of “meaningfulness” to the game elements improved the engagement with the gamification process for the learners. Consequently, this study found that “meaningfulness” played an important role in engaging the students, thereby, leading to improved learning outcomes.Research limitations/implicationsThe study suggests that when the game design is rooted in theory, it is likely that the desired results from gamification will be achieved. The evaluation of the courses was done by the researcher themselves. An external evaluation is required to confirm the results of the gamification elements used in the course as enumerated in the paper.Practical implicationsAll the game elements used in the game design were underpinned by SDT which suggests that if the three innate needs of competence, relatedness and autonomy in individuals are met, the desired learning outcomes is likely to follow.Social implicationsDue to the use of an online environment for the conduct of the evaluations, the study permitted the students to receive and have access to constant feedback enabling them to improve and enhance their learning.Originality/valueExisting research shows inconsistent results with the use of gamification in the learning process. This study suggests that by grounding the gamification design in learning theory is more likely to achieve favourable results. In addition, if the game elements provide meaningfulness to the participants, the gamification process is more likely to succeed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Gupta

Goyal

2022

IJEM

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“…For this we needed to compare the means of the three attributes under consideration. For comparing the means of two independent groups, independent-group t test should be used as it gives an indication of the separateness of the two sets of data (Box, 1981, Jindal & Jaiswal, 2015, Mehta, 2020. Given the large data set of our study, it meets the preconditions (independence and normality) for use of t-test on our data.…”

Section: Methodsmentioning

confidence: 99%

Millennials in Higher Education: Do They Really Learn Differently

Goyal

Gupta²

2022

Issues Ideas Educ.

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Background: Effective skill development remains an important vehicle for national prosperity. Aswhat appeared to work with their predecessor generation (Gen X) does not have the same results with Millennials many educators today are experimenting with pedagogies to effectively train Millennials. Globally, it is becoming evident that the Millennials in higher education learn very differently than their predecessors. Purpose: Our study provides comparisons on three learning parameters of learning affectivity, goal orientation and competition between Gen X & Millennials.. Methods: To study whether the learning attributes are similar or they differ across the two generations we compared the means of the three attributes under consideration. Results: We find Millennials to be different from Gen X across the three studied parameters suggesting that teaching pedagogies require a rethink for Millennials. Conclusions: These results could be useful in designing appropriate teaching pedagogies that are likely to improve Millennials’ learning.

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“…Marketers may use several bases of market segmentation. Gender has remained prominent among such bases of segmentation for marketers and advertisers (Kim et al , 2007; Mehta, 2020). As a demographic factor, gender is interrelated with psychological and socio-cultural behavioral characteristics of men and women (Foedermayr and Diamantopoulos, 2008).…”

Section: Conceptual Boundaries Of the Reviewmentioning

confidence: 99%

Systematic review of gender differences and similarities in online consumers’ shopping behavior

Kanwal

Burki

Raza

et al. 2021

JCM

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Purpose This study aims to systematically examine gender specific behavioral differences and similarities in online shopping consumers, underlying theories for such differences and similarities and moderating and mediating roles of gender in studying the effects of online marketing strategies. This synthesis explores gender differences and similarities from a wide range of online settings, including readiness for adoption of new technology, willingness to make online payments, trust in online vendors, perception and behavior toward online business websites and perceived online service quality. Design/methodology/approach A systematic approach was adopted to derive and then analyze the existing literature. The authors accessed relevant literature from three electronic databases. After a thorough screening process and applying inclusion and exclusion criteria, the study shortlisted 61 academic articles from an initial pool of 187 papers. Findings The findings reveal more differences than similarities between men and women as online consumers. Men generally have more favorable attitudes toward e-tailers (electronic retailing), online purchase/re-purchase and e-payments than women do. Social influences positively affect the online purchase intentions of men and women, but they have a more substantial effect on women. Privacy concerns negatively affect the online trust of men and women, but they also manifest a more significant influence on women. Practical implications Findings of review guide practitioners in formulating effective positioning and communication strategies that enable them to appeal to gender-specific consumer segments in multiple products and business contexts. It offers guidelines to online businesses for developing e-business platforms (websites) that persuade the target audience across gender groups, based on consumer browsing and web navigation preferences. Originality/value This review fulfills the need for a systematic synthesis of empirical research vis-à-vis online consumer behavior studies to find gender-specific perceptions, attitudes and behaviors.

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Gender-based differences in consumer decision-making styles: implications for marketers

Cited by 14 publications

References 58 publications

Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education

Millennials in Higher Education: Do They Really Learn Differently

Systematic review of gender differences and similarities in online consumers’ shopping behavior

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