The use of gamification strategies to enhance employees’ attitudes towards e-training systems

The International Journal of Management Education - Tập 21 - Trang 100892 - 2023
Paula Bitrián1, Isabel Buil2, Sara Catalán1, Sarah Hatfield3
1Faculty of Business and Economics of the University of Zaragoza, Gran Vía 2, 50005, Zaragoza, Spain
2Faculty of Business and Economics of the University of Zaragoza, María de Luna, s/n - Edificio “Lorenzo Normante”, 50018, Zaragoza, Spain
3Faculty of Business of the Augsburg University of Applied Sciences, An der Hochschule 1, 86261, Augsburg, Germany

Tài liệu tham khảo

Alcivar, 2016, Design and evaluation of a gamified system for ERP training, Computers in Human Behavior, 58, 109, 10.1016/j.chb.2015.12.018 Aldemir, 2018, A qualitative investigation of student perceptions of game elements in a gamified course, Computers in Human Behavior, 78, 235, 10.1016/j.chb.2017.10.001 de Almeida, 2021, Design requirements for educational serious games with focus on player enjoyment, Entertainment Computing, 38 Aparicio, 2019, Gamification: A key determinant of massive open online course (MOOC) success, Information and Management, 56, 39, 10.1016/j.im.2018.06.003 Armstrong, 2018, Gamification of employee training and development, International Journal of Training and Development, 22, 162, 10.1111/ijtd.12124 Arteaga, 2010, Motivational factors that influence the acceptance of Moodle using TAM, Computers in Human Behavior, 26, 1632, 10.1016/j.chb.2010.06.011 Batalla-Busquets, 2014, Determining factors in online training in companies, International Journal of Management in Education, 12, 68 Bouchrika, 2019, Exploring the impact of gamification on student engagement and involvement with e-learning systems, Interactive Learning Environments, 29, 1244, 10.1080/10494820.2019.1623267 Buckley, 2016, Gamification and student motivation, Interactive Learning Environments, 24, 1162, 10.1080/10494820.2014.964263 Buil, 2019, The influence of flow on learning outcomes: An empirical study on the use of clickers, British Journal of Educational Technology, 50, 428, 10.1111/bjet.12561 Buil, 2020, Understanding applicants' reactions to gamified recruitment, Journal of Business Research, 110, 41, 10.1016/j.jbusres.2019.12.041 Cardador, 2017, A theory of work gamification: Something old, something new, something borrowed, something cool?, Human Resource Management Review, 27, 353, 10.1016/j.hrmr.2016.09.014 Carmines, 1979 Csikszentmihalyi, 1975 Davis, 1989, Perceived usefulness, perceived ease of use, and user acceptance of information technology, MIS Quarterly, 13, 319, 10.2307/249008 Davis, 1989, User acceptance of computer technology: A comparison of two theoretical models, Management Science, 35, 982, 10.1287/mnsc.35.8.982 Davis, 1992, Extrinsic and intrinsic motivation to use computers in the workplace, Journal of Applied Social Psychology, 22, 1111, 10.1111/j.1559-1816.1992.tb00945.x Deterding, 2011, From game design elements to gamefulness: Defining “gamification.”, MindTrek, 9, 10.1145/2181037.2181040 Dindar, 2021, An experimental study on the effects of gamified cooperation and competition on English vocabulary learning, British Journal of Educational Technology, 52, 142, 10.1111/bjet.12977 Eraslan Yalcin, 2019, Examination of students' acceptance of and intention to use learning management systems using extended TAM, British Journal of Educational Technology, 50, 2414, 10.1111/bjet.12798 Fornell, 1981, Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 39, 10.1177/002224378101800104 Friedrich, 2020, Incentive design and gamification for knowledge management, Journal of Business Research, 106, 341, 10.1016/j.jbusres.2019.02.009 Fu, 2009, EGameFlow: A scale to measure learners' enjoyment of e-learning games, Computers & Education, 52, 101, 10.1016/j.compedu.2008.07.004 Gerdenitsch, 2020, Work gamification: Effects on enjoyment, productivity and the role of leadership, Electronic Commerce Research and Applications, 43, 10.1016/j.elerap.2020.100994 Granić, 2019, Technology acceptance model in educational context: A systematic literature review, British Journal of Educational Technology, 50, 2572, 10.1111/bjet.12864 Green, 2000, The role of transportation in the persuasiveness of public narratives, Journal of Personality and Social Psychology, 79, 701, 10.1037/0022-3514.79.5.701 Grünewald, 2019, The use of gamification in workplace learning to encourage employee motivation and engagement, 557 Guo, 2016, Promoting online learners' continuance intention: An integrated flow framework, Information and Management, 53, 279, 10.1016/j.im.2015.10.010 Hair, 2017 Hamari, 2015, Why do people use gamification services?, International Journal of Information Management, 35, 419, 10.1016/j.ijinfomgt.2015.04.006 Hassan, 2021, Adaptive gamification in e-learning based on students’ learning styles, Interactive Learning Environments, 29, 545, 10.1080/10494820.2019.1588745 Holdack, 2022, The role of perceived enjoyment and perceived informativeness in assessing the acceptance of AR wearables, Journal of Retailing and Consumer Services, 65, 10.1016/j.jretconser.2020.102259 Huang, 2019, Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement, Interactive Learning Environments, 27, 1106, 10.1080/10494820.2018.1495653 Hwang, 2020, Having fun while receiving rewards?: Exploration of gamification in loyalty programs for consumer loyalty, Journal of Business Research, 106, 365, 10.1016/j.jbusres.2019.01.031 Khan, 2023, Challenges of e-learning: Behavioral intention of academicians to use e-learning during COVID-19 crisis, Journal of Personalized Medicine, 13, 555, 10.3390/jpm13030555 Kiili, 2014, Flow framework for analyzing the quality of educational games, Entertainment Computing, 5, 367, 10.1016/j.entcom.2014.08.002 Kim, 2021, How a company's gamification strategy influences corporate learning: A study based on gamified MSLP (mobile social learning platform), Telematics and Informatics, 57, 10.1016/j.tele.2020.101505 Kock, 2015, Common method bias in PLS-SEM: A full collinearity assessment approach, International Journal of e-Collaboration, 11, 1, 10.4018/ijec.2015100101 Kock, 2012, Lateral collinearity and misleading results in variance-based SEM: An illustration and recommendations, Journal of the Association for Information Systems, 13, 10.17705/1jais.00302 Koivisto, 2019, The rise of motivational information systems: A review of gamification research, International Journal of Information Management, 45, 191, 10.1016/j.ijinfomgt.2018.10.013 Krath, 2021, Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning, Computers in Human Behavior, 125, 10.1016/j.chb.2021.106963 Kwak, 2019, Cross-level moderation of team cohesion in individuals' utilitarian and hedonic information processing: Evidence in the context of team-based gamified training, Journal of the Association for Information Systems, 20, 161, 10.17705/1jais.00532 Landers, 2017, Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced Training Effectiveness Model, Computers in Human Behavior, 71, 499, 10.1016/j.chb.2015.07.031 Laumer, 2012, Online gaming to find a new job–examining job seekers' intention to use serious games as a self-assessment tool, German Journal of Human Resource Management, 26, 218, 10.1177/239700221202600302 Lee, 2011, A model of organizational employees' e-learning systems acceptance, Knowledge-Based Systems, 24, 355, 10.1016/j.knosys.2010.09.005 Lee, 2019, The adoption of virtual reality devices: The technology acceptance model integrating enjoyment, social interaction, and strength of the social ties, Telematics and Informatics, 39, 37, 10.1016/j.tele.2018.12.006 Li, 2021, Exploring the effects of gamification pedagogy on children's reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability, British Journal of Educational Technology, 52, 160, 10.1111/bjet.13057 Maatuk, 2022, The COVID-19 pandemic and E-learning: Challenges and opportunities from the perspective of students and instructors, Journal of Computing in Higher Education, 34, 21, 10.1007/s12528-021-09274-2 Mahat, 2022, Systematic literature review on gamified professional training among employees, Interactive Learning Environments, 1–21 Mailizar, 2021, Examining university students' behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model, Education and Information Technologies, 26, 7057, 10.1007/s10639-021-10557-5 Manis, 2019, The virtual reality hardware acceptance model (VR-HAM): Extending and individuating the technology acceptance model (TAM) for virtual reality hardware, Journal of Business Research, 100, 503, 10.1016/j.jbusres.2018.10.021 Mitchell, 2020, Gamification and the impact of extrinsic motivation on needs satisfaction: Making work fun?, Journal of Business Research, 106, 323, 10.1016/j.jbusres.2018.11.022 Moreno, 2017, Explaining university students' effective use of e‐learning platforms, British Journal of Educational Technology, 48, 995, 10.1111/bjet.12469 Mulcahy, 2020, Designing gamified apps for sustainable consumption: A field study, Journal of Business Research, 106, 377, 10.1016/j.jbusres.2018.10.026 Nunnally, 1994 Panigrahi, 2018, Online learning: Adoption, continuance, and learning outcome—a review of literature, International Journal of Information Management, 43, 1, 10.1016/j.ijinfomgt.2018.05.005 Park, 2019, GAMESIT: A gamified system for information technology training, Computers & Education, 142, 10.1016/j.compedu.2019.103643 Perryer, 2016, Enhancing workplace motivation through gamification: Transferrable lessons from pedagogy, International Journal of Management in Education, 14, 327 Petrykina, 2021, Nudging users towards online safety using gamified environments, Computers & Security, 108, 10.1016/j.cose.2021.102270 Pierce, 2019, Gamification for learning and workforce motivation, 539 Podsakoff, 2003, Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 879, 10.1037/0021-9010.88.5.879 Qian, 2016, Game-based learning and 21st century skills: A review of recent research, Computers in Human Behavior, 63, 50, 10.1016/j.chb.2016.05.023 Qiao, 2023, Examining the effects of mixed and non‐digital gamification on students' learning performance, cognitive engagement and course satisfaction, British Journal of Educational Technology, 54, 394, 10.1111/bjet.13249 Rapp, 2019, Strengthening gamification studies: Current trends and future opportunities of gamification research, International Journal of Human-Computer Studies, 127, 1, 10.1016/j.ijhcs.2018.11.007 Rawashdeh, 2021, Advantages and disadvantages of using E-learning in university education: Analyzing students' perspectives, Electronic Journal of e-Learning, 19, 107, 10.34190/ejel.19.3.2168 Ringle, 2015 Rivo-López, 2022, The impact of visual narrative formats on women's entrepreneurship training, International Journal of Management in Education, 20 Rizun, 2020, Students' acceptance of the covid-19 impact on shifting higher education to distance learning in Poland, International Journal of Environmental Research and Public Health, 17, 6468, 10.3390/ijerph17186468 Roca, 2008, Understanding e-learning continuance intention in the workplace: A self-determination theory perspective, Computers in Human Behavior, 24, 1585, 10.1016/j.chb.2007.06.001 Sailer, 2021, Gamification of in‐class activities in flipped classroom lectures, British Journal of Educational Technology, 52, 75, 10.1111/bjet.12948 Salen, 2004 Santhanam, 2016, 27, 453 Silic, 2020, Using design-science based gamification to improve organizational security training and compliance, Journal of Management Information Systems, 37, 129, 10.1080/07421222.2019.1705512 Silic, 2020, The effects of a gamified human resource management system on job satisfaction and engagement, Human Resource Management Journal, 30, 260, 10.1111/1748-8583.12272 Stone, 2015, The influence of technology on the future of human resource management, Human Resource Management Review, 25, 216, 10.1016/j.hrmr.2015.01.002 Sun, 2006, Causal relationships between perceived enjoyment and perceived ease of use: An alternativ ed ease of use: An alternative approach, Journal of the Association for Information Systems, 7, 24, 10.17705/1jais.00100 Szymkowiak, 2022, Predicting user acceptance of peer‐to‐peer e‐learning: An extension of the technology acceptance model, British Journal of Educational Technology, 53, 1993, 10.1111/bjet.13229 Venkatesh, 2000, Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model, Information Systems Research, 11, 342, 10.1287/isre.11.4.342.11872 Venkatesh, 2002, User acceptance enablers in individual decision making about technology: Toward an integrated model, Decision Sciences, 33, 297, 10.1111/j.1540-5915.2002.tb01646.x Wang, 2022, The key elements of gamification in corporate training – the Delphi method, Entertainment Computing, 40 Wee, 2019, Gamification: Predicting the effectiveness of variety game design elements to intrinsically motivate users' energy conservation behaviour, Journal of Environmental Management, 233, 97, 10.1016/j.jenvman.2018.11.127 Werbach, 2012 Wolf, 2019 Wünderlich, 2020, The great game of business: Advancing knowledge on gamification in business contexts, Journal of Business Research, 106, 273, 10.1016/j.jbusres.2019.10.062 Yildirim, 2021, The effects of gamification on students’ academic achievement: A meta-analysis study, Interactive Learning Environments, 29, 1301, 10.1080/10494820.2019.1636089 Zareie, 2016, The effect of electronic learning systems on the employee's commitment, International Journal of Management in Education, 14, 167 Zhao, 2021, Do cultural differences affect users’e‐learning adoption? A meta‐analysis, British Journal of Educational Technology, 52, 20, 10.1111/bjet.13002 Zhou, 2020, Prediction of learners' dropout in E-learning based on the unusual behaviors, Interactive Learning Environments, 1