Why Do People Continue Using Fitness Wearables? The Effect of Interactivity and Gamification

Abstract

Technology use for personal health management should not only be assessed in terms of the rate of adoption but also examined in the form of sustained use to ensure the long-term benefit. This study addressed the issue of the continued use of wearable devices by ensuring value co-creation among a user, the wearable device, and other users within a service system. This study was a scenario-based experiment to examine interaction design, including interactivity level and game dynamics, which act as a combination of value co-creation mechanisms to elicit a user’s intentions to continuously use wearables. The study also examined user perception factors, such as self and social perceptions, as moderators. This study contributes to existing literature by using the value co-creation and service system perspective to examine continued use behavior. The findings of the research also offer practical insights into designing the features of wearable fitness trackers to promote long-term value for their users.

Bite by byte: can fitness wearables help bariatric patients lose more weight after surgery?

“…In our study population, around 60% of the patients were still actively using the device at the time of the interview, but the rest had stopped. Reasons for stopping varied, but a big factor could have been the lack of certain features that can improve useability and interest, like a high level of gamification or interactivity [ 20 ]. However, it is also important to note that around half of the patients who discontinued use continued healthy routines that they formed while still using the device.…”

Exploring the effect of improved learning performance: A mobile augmented reality learning system

“…Some studies indicated that AR-based applications could provide learners with various types of real-time information feedback, including visual and haptic feedback, in order to enhance their learning effectiveness (Belda-Medina & Calvo-Ferrer, 2022 ; Chiang et al, 2022 ; Jaszczur-Nowicki et al, 2021 ; Rodríguez et al, 2022 ; Wang et al, 2022 ; Yilmaz et al, 2022 ). Such timely and interactive feedback can help students better understand their learning goals, enhance their concentration and learning motivation, and arouse their interest or curiosity (Steele & Fullagar, 2009 ; Windasari & Lin, 2021 ).…”

“…Therefore, some challenges and skills are necessary for tasks or activities, resulting in an optimal learning experience in a virtual learning environment. Similarly, information feedback (i.e., feedforward, cognitive, outcome) is meaningful and valuable for learners, improving their flow state (i.e., concentration, a sense of control, and enjoyment) (Csíkszentmihályi, 1975 , 1990 ; Hattie & Timperley, 2007 ; Windasari & Lin, 2021 ). It can be inferred feedback is positively related to flow experience (e.g., Buil et al, 2018 ; Guo & Ro, 2008 ; Kajitani et al, 2020 ; Wang & Wang, 2008 ).…”