In the current digitalization era, digital game-based learning (DGBL) is used in education to engage and motivate students. Gameful experience (GE) is a crucial precondition to determine the effectiveness of these games. However, previous research focused solely on the effects of games on inter alia student engagement, and empirical research regarding GE is lacking. This study investigates the factors that encourage students' GE. Grounded in the theory of experience, a double-mediation model is developed that considers the direct relationship between instructional support and students' GE and examines how group engagement and flow mediate this relationship. Data from 336 students participating in a team-based business simulation game revealed that group engagement and flow sequentially double-mediated the positive relationship between instructional support and GE. Thus, to encourage students' GE, educators and education institutions should provide appropriate instructional support that promotes group engagement as well as flow among students.

The purpose of this paper is to determine how employee trust in management regarding digitalization (TMD) is encouraged to successfully promote technological change linked to digitalization and implement digital technologies within organizations. TMD is considered a necessary precondition for employee cooperation regarding the successful implementation of digitalization within organizations. Derived from existing theoretical and empirical research on trust, a double-mediation model is developed. The proposed model investigates the direct relationships between strong digital vision (SDV), leader-member exchange (LMX), and perceptions of organizational politics (POP) on employee TMD. Further, the mediating roles of LMX and POP are investigated regarding the relationship between SDV and TMD. Based on data collected from 1,145 employees of an internationally operating energy supplier, significant positive relationships between SDV, LMX, POP, and employee TMD were found. Further, the results confirmed that LMX and POP sequentially double-mediated the relationship between SDV and TMD. Consequently, by developing a theoretical model for the specific context of digitalization, this study contributes to theory development concerning employee TMD. Furthermore, this study provides practical implications for management in terms of identifying institutional aspects within organizations that enhance TMD in the digital labor context.

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In the current digitalization era, digital game-based learning (DGBL) is used in education to engage and motivate students. Gameful experience (GE) is a crucial precondition to determine the effectiveness of these games. However, previous research focused solely on the effects of games on inter alia student engagement, and empirical research regarding GE is lacking. This study investigates the factors that encourage students' GE. Grounded in the theory of experience, a double-mediation model is developed that considers the direct relationship between instructional support and students' GE and examines how group engagement and flow mediate this relationship. Data from 336 students participating in a team-based business simulation game revealed that group engagement and flow sequentially double-mediated the positive relationship between instructional support and GE. Thus, to encourage students' GE, educators and education institutions should provide appropriate instructional support that promotes group engagement as well as flow among students.

Zusammenfassung. Angesichts der kontrovers diskutierten Bildungsbarrieren und -chancen von Kindern, Jugendlichen und jungen Erwachsenen mit Migrationshintergrund im deutschen Bildungssystem untersucht dieser Beitrag, inwiefern sich die Determinanten des akademischen Erfolgs hinsichtlich des Migrationshintergrundes von Studenten und Studentinnen unterscheiden. Hierbei erfolgt eine empirische Analyse des schulischen Leistungsniveaus, der akademischen Motivation sowie von ausgewählten Persönlichkeitsmerkmalen als Determinanten der akademischen Leistung von Studenten und Studentinnen mit und ohne Migrationshintergrund. Die Stichprobe bestand aus 1854 Studenten und Studentinnen an wirtschaftswissenschaftlichen Fakultäten von sechs verschiedenen deutschen Universitäten, davon wiesen rund ein Drittel der Studenten und Studentinnen einen Migrationshintergrund auf. Die empirischen Befunde zeigen, dass insbesondere die schulische Leistung sowie die Gewissenhaftigkeit die akademische Leistung beider Herkunftsgruppen determinieren. Demgegenüber beeinflussen die Dimensionen der akademischen Motivation weder die akademische Leistung von Studenten und Studentinnen ohne Migrationshintergrund noch diejenige der Studenten und Studentinnen mit Migrationshintergrund.