Learning Marketing Online: The Role of Social Interactions and Gamification Rewards

Dikčius, Vytautas; Urbonavičius, Sigitas; Adomavičiūtė, Karina; Degutis, Mindaugas; Zimaitis, Ignas

doi:10.1177/0273475320968252

Cited by 34 publications

(44 citation statements)

References 76 publications

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“…Kyewski and Krämer ( 2018 ) Badges Self-determination theory SDT (Ryan & Deci, 2000 ) Social comparison theory 8. Dikcius et al ( 2021 ) Rewards The social exchange theory (SET) The cognitive evaluation theory (CET) 9. Yildirim ( 2017 ) Emotions, Constraints in design, Advancement structure, Narration technique, Chance, Competition, Cooperation, Exchange, Challenge, Points, Badges, Levels, XP, Leaderboards, Medals A method combining gamification principles for determining additional educational attainments and the framework (Allen, 2007 ) to balance the difficulty of levels 10.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…This is in line with the findings of other recent studies, such as van Gaalen et al ( 2021 ) and Kalogiannakis et al ( 2021 ). Indeed, of the 39 primary studies analyzed in our systematic review, only nine papers (Smith, 2017 ; Kyewski & Krämer, 2018 ; Pilkington, 2018 ; Tsay et al, 2018 ; van Roy & Zaman, 2019 ; De-Marcos et al, 2020 ; Facey-Shaw et al, 2020 ; Sanchez et al, 2020 ; Dikcius et al, 2021 ) adapted theoretical approaches and used them as gamification approaches. These are a set of social and motivational theories resumed in a variety of six different theories, namely: self-determination theory-SDT, Social comparison theory, social exchange theory-SET, cognitive evaluation theory-CET, situated motivational affordance theory, theory of gamified learning (Landers, 2014 ) and user-centered design (Nicholson, 2012 ).…”

Section: Results Of the Searchmentioning

confidence: 99%

“…In the reviewed collection, five studies employed one single game element (Coleman, 2018 ; Garnett & Button, 2018 ; Kyewski & Krämer, 2018 ; Facey-Shaw et al, 2020 ; Dikcius et al, 2021 ), three other studies gamified systems using two game elements (Fajiculay et al, 2017 ; Smith, 2017 ; Donnermann et al, 2021 ), five other studies used three game elements (Hisham & Sulaiman, 2017 ; Kasinathan et al, 2018 ; Romero-Rodriguez et al, 2019 ; Khaleel et al, 2020 ; Sanchez et al, 2020 ) while the remaining ones used more than three elements.…”

Section: Results Of the Searchmentioning

confidence: 99%

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Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

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In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

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Section: Results Of the Searchmentioning

confidence: 99%

Section: Results Of the Searchmentioning

confidence: 99%

Section: Results Of the Searchmentioning

confidence: 99%

See 1 more Smart Citation

Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

View full text Add to dashboard Cite

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“…Within cognitive evaluation theory (CET; Deci et al, 1999), users anticipated (expected) rewards accumulate their engagement, motivation and enjoyment. In a recent study, Dikcius et al (2021) found that individuals offered expected rewards had higher perceived enjoyment.…”

Section: Reward For Activitiesmentioning

confidence: 95%

Understanding Ant Forest continuance: effects of user experience, personal attributes and motivational factors

Ashfaq

Zafar

Malik

et al. 2021

IMDS

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PurposeTechnology has emerged as a leading tool to address concerns regarding climate change in the recent era. As a result, the green mobile application – Ant Forest – was developed, and it has considerable potential to reduce negative environmental impacts by encouraging its users to become involved in eco-friendly activities. Ant Forest is a novel unexplored green mobile gaming phenomenon. To address this gap, this study explores the influence of user experience (cognitive experience and affective experience), personal attributes (affection and altruism) and motivational factors in game play (reward for activities and self-promotion) on the continuation intention toward Ant Forest.Design/methodology/approachThe authors assessed the data using partial least squares structural equation modeling (PLS-SEM) for understanding users' continuation intention toward Ant Forest.FindingsThrough a survey of 337 Ant Forest users, the results reveal that cognitive and affective experiences substantially affect Ant Forest continuation intention. Personal attributes and motivational factors also stimulate users to continue using Ant Forest.Originality/valueThe authors build and confirm a conceptual framework to understand users' continuation intention toward a novel unexplored Ant Forest phenomenon.

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“…Romero-Frías et al (2020) have conducted confirmatory factor analysis using LISREL and then applied cluster analysis to understand student motives for MOOCs. Dikcius et al (2020) have used logistics regression to understand the role of social interactions and gamification on MOOC satisfaction. Seven studies have conducted multiple regression (Al-Shami et al, 2018;Ma & Lee, 2018).…”

Section: Methodsmentioning

confidence: 99%

Technology Adoption and Continuance of Moocs: A Systematic Literature Review, Synthesis and Future Research Agenda

Shah¹,

Khanna²,

Patel³

2021

JCCC

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Massive Open Online Courses (MOOCs) have garnered a lot of attention and interest from academia and industry. The proliferation of MOOC platforms has opened up immense opportunities for fulfilling learner needs and improving the education landscape. It is important to understand the drivers of MOOC adoption to ensure its complete utilization. Research on MOOC adoption, acceptance, usage, and continuance has increased over a period of time. With this regard, the purpose of this study was to review and synthesize the research on MOOC adoption using a structured and domain-based approach in order to understand its state-of-the-art literature. Seventy empirical articles indexed in Scopus or Web of Science were identified and reviewed systematically using the Theories, Context, Characteristics, and Methods (TCCM) framework. Systematic mapping of studies was taken place to determine the year-wise publications, journal quality, citations, widely used theories, the context in terms of MOOC platforms and country of research, characteristics in terms of widely used constructs, and hypothesized relationships. The systematic literature review highlights Technology Acceptance Model is the dominant model applied in the MOOC adoption research. Further research on MOOC adoption is seen majorly in Asian economies with a narrow focus on developed economies. Although several review studies have taken place on MOOC, their focus has been on the quality, pedagogical or user perspective. This study is the first effort in synthesizing the state-of-the-art literature on MOOC adoption. Future avenues of research are suggested in terms of Theories, Context, Characteristics, and Methods to further the theoretical and practical knowledge on MOOC adoption.

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Learning Marketing Online: The Role of Social Interactions and Gamification Rewards

Cited by 34 publications

References 76 publications

Gamification of e-learning in higher education: a systematic literature review

Gamification of e-learning in higher education: a systematic literature review

Understanding Ant Forest continuance: effects of user experience, personal attributes and motivational factors

Technology Adoption and Continuance of Moocs: A Systematic Literature Review, Synthesis and Future Research Agenda

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