Search

Purpose This study aims to investigate the impact of utilitarian, hedonic and social emotional mechanics in gamified digital platforms on the components of value co-creation. Design/methodology/approach Hypotheses are proposed to test the emotional mechanics of gamification as antecedents of value co-creation in terms of the components of the DART (dialogue, access, risk assessment, transparency) model. The Nike+ gamified digital platform is used as the context for the empirical analysis. The hypothesis testing is performed from the consumer perspective, with data gathered using a questionnaire sent to users of the Nike+ application. Findings The social emotional mechanics of gamification have a positive impact on the value creation components of dialogue, access, transparency and risk. Utilitarian and hedonic mechanics also exert an impact on the value creation component of access. This study contributes to the value co-creation literature. The findings also reveal the role of customer emotions in embracing gamified platforms in a business-to-business-to-consumer (B2B2C) ecosystem. Practical implications Practitioners and consumers in B2B2C ecosystems can gain insight into how to interact in digital gamified platforms and how to co-create value. This study shows the importance of customers’ emotional mechanics when participating in gamified platforms. The results can help organisations ensure the success of their value co-creation processes. Originality/value This paper proposes a combination of approaches that have traditionally been studied in isolation, placing emotions at the heart of the value co-creation paradigm.

This chapter describes the process of designing, developing, and implementing a gamification strategy in a Production Management course. The online tool Genially was used for this purpose. The strategy of using gamification as a learning method allows students not only to acquire and enhance their learning but also to develop competencies and capabilities such as problem solving, teamwork, communication, information management, and critical thinking. It also incentivizes learning self-regulation in an attractive way, thanks to the potential of games to influence the behavior and motivation of students. This chapter lists the steps required to develop and implement gamification in the classroom, describes the implementation of gamification in a specific course, and discusses the results of the experience.

PurposeThis paper aim to propose a model of analysis that justifies gamification as an adequate tool to improve the design of services through the human centered design (HCD) methodology.Design/methodology/approachThe present study is a conceptual contribution. Based on the information provided by the academic literature on the design of services, HCD and gamification, the suitability of the proposed model is justified to help the servitized companies to improve the design of their services.FindingsThere is a gap in the academic literature about how a servitized company develops its service design process; consumers demand experiences through services; involving consumers in the co-creation of value and co-design of services can guide servitized companies to achieve success with servitization; gamification is an effective tool as a relational marketing strategy.Research limitations/implicationsThe review of the literature carried out in this paper provides a solid theoretical basis for future researchers in the area of servitization, service design and relational marketing. However, given the conceptual nature of the research, it is necessary to validate empirically the proposed model.Practical implicationsThe proposed model can be useful as a reference for manufacturing companies to guide their servitization process. The study extends the debate on how to integrate the design of services by presenting a model of development based on gamification.Originality/valueHaving knowledge of the end-user is essential throughout the service design process and gamification can be achieved as a HCD technique.

The aim of this paper is to propose a conceptual model that links the influence of a gamified context to aspects relating to self-regulation in learning. Although extensive literature has been written on the subject of self-regulated learning, there has been little exploration of the environment and works that consider gamification as an effective tool for creating a favourable teaching-learning context to stimulate self-regulation are non-existent. The combination of these two lines, which until now have been studied in isolation, might encourage the teaching community to direct its efforts towards the design of gamified systems within the classroom to instruct and encourage self-regulation. The proposed model presents the key variables to consider, along with a solid theoretical justification for the proposals made. El objetivo del presente trabajo es proponer un modelo conceptual que relacione la influencia de un contexto gamificado sobre los aspectos relacionados con la autorregulación en el aprendizaje. Si bien la literatura sobre el tópico aprendizaje autorregulado es extensa, el entorno ha sido poco explorado e inexistentes los trabajos que consideren la gamificación como herramienta eficaz para generar un contexto de enseñanza-aprendizaje favorable para estimular la autorregulación. La unión de las dos líneas de investigación estudiadas hasta el momento de forma aislada puede incentivar a la comunidad docente a orientar sus esfuerzos hacia el diseño de sistemas gamificados dentro del aula para instruir y fomentar la autorregulación. El modelo propuesto presenta las variables clave que considerar, con una justificación teórica sólida para las proposiciones planteadas.

The aims of this paper is the proposal of a gamified activity that facilitates students to acquire the competencies required in the European Higher Education Area. The gamified practice is designed for first-year students belonging to the Degree in Business Administration and enrolled in the subject Introduction to Business. Although a gamification system is not universal, it is intended to offer a framework that serves as a reference to the teaching community to adapt gamification to the profile of each student body. Additionally, it contributes with the consideration that it is not a necessary condition to have an advanced technological support to develop gamified activities, although the sufficient condition must be to achieve an environment capable of influencing student behavior.

In recent years, academic work around the application of teaching gamification techniques, has undergone a growing evolution, being the common denominator of all of them, the use of advanced technology for its implementation. However, it is considered that the key to the implementation of a gamified system is not in the use of technology itself, but in the procedure of design and elaboration of it, being able to opt for non-technological alternatives when circumstances require it. Although there are works that include the steps to be followed to implement gamification in the classroom, those found show specific experiences that are difficult to extrapolate to areas of knowledge other than those tested. Thus, it is considered to be useful for teaching community, have a starting point that can guide you on the steps to follow and how to analyze them to correctly develop a gamified plan. Therefore, the aim of this paper is to propose the protocol to follow to gamify a subject, aimed at helping students acquire and reinforce the competences required by the European Higher Education Area. Each step of the process is analyzed and a series of non-technological activities are provided that can be effective in achieving the learning objective. Originality underlies the consideration that it is not essential to use video games, simulators or mobile applications for a gamified system to succeed. It contributes, in this way, with a rigorous framework that can be used as a reference by the educational community in its gamified processes.