Gamification Effect of Loyalty Program and Its Assessment Using Game Refinement Measure: Case Study on Starbucks

Xin, Ooi Wei; Zuo, Li; Iida, Hiroyuki; Aziz, Norshakirah

doi:10.1007/978-981-10-8276-4_16

Cited by 10 publications

(8 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, this study recommends that future research add more variables to measure the continued use of intention and intention to spread the word of mouth, such as purchase intention, customer loyalty and customer satisfaction through gamification (Xin et al , 2018). Further, future research could also use the experimental design as the method of examining gamification in e-commerce.…”

Section: Discussionmentioning

confidence: 99%

The role of gamification, social, hedonic and utilitarian values on e-commerce adoption

Kusumawardani

Widyanto

Tambunan

2023

SJME

View full text Add to dashboard Cite

Purpose The purpose of this study is to investigate the factors influencing intention to continue using and spreading the word of mouth for e-commerce applications in the gamification context. Design/methodology/approach Using primary data from an online questionnaire, 219 users of e-commerce applications who played games on e-commerce platforms were gathered as the sample of the research and analysed using structural equation modelling. Findings The results showed that network exposure from gamification significantly influenced social influence, recognition and reciprocal benefit. However, only social influence and utilitarian shaped attitudes, leading to the intention to continue using the e-commerce platform and spread word of mouth. Recognition, reciprocal benefit and hedonic shopping motivation were not found to significantly influence attitude. Practical implications This study provides practical recommendations for e-commerce applications in implementing gamification into their platforms. Originality/value This study delivers a better understanding of the implementation of gamification in e-commerce by examining the in-game social interactions and the shopping behaviour in e-commerce to continue using the platform and spread the word of mouth about the gamification method.

show abstract

Section: Discussionmentioning

confidence: 99%

The role of gamification, social, hedonic and utilitarian values on e-commerce adoption

Kusumawardani

Widyanto

Tambunan

2023

SJME

View full text Add to dashboard Cite

show abstract

“…Therefore, reward-based systems in gamified classes play a vital role in player motivation to act and become engaged with learning (Rodríguez & Santiago, 2015;Werbach & Hunter, 2012). Reward-based systems are designed to recognise participants' achievements through tangible or virtual goods, for example, Starbucks' accumulated stars that customers can exchange for prizes (Xin et al, 2018). Thus, participants seek a benefit after completing a specific task or activity because they are motivated by a tangible gift, treat, or competition (Frost et al, 2015;Park et al, 2019).…”

Section: Rewards For the Win!mentioning

confidence: 99%

Gamification during Covid-19: Promoting active learning and motivation in higher education

Rincón-Flores

Santos-Guevara

2021

AJET

View full text Add to dashboard Cite

Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and Development of Transversal Competencies) designed with a reward system. The results derived from analyses of online surveys, the final grades, and their correlations revealed that gamification helped motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online. From the results we conclude that gamification favours the relationship between attention, participation, and performance, while promoting the humanisation of virtual environments created during academic confinement. Implications for practice or policy: Gamification using a reward-based system promoted active class participation and improved student performance after the transition from face-to-face to virtual instruction required as a result of the global pandemic. Systemic recognition in a reward-based system improved the participants' emotional states, reducing their anxiety and the feeling of isolation caused by the pandemic, and leading to student engagement with . Gamification works as an accompaniment for students to help the increasement of teacher-student and student-student interactions.

show abstract

“…For example, ranking can increase competitiveness amongst users (Bicen and Kocakoyun, 2018;Zainuddin et al, 2020). As another example, a loyalty program can be more effective when a point or tier system is appropriately incorporated (Xin et al, 2018). To apply gamification, understanding user demands and driving factors is crucial, and those factors should be merged and combed relative to the game mechanics (Inchamnan and Anunpattana, 2019;Anunpattana et al, 2019).…”

Section: Defining Gamificationmentioning

confidence: 99%

“…Therefore, careful consideration of the goal of gamification is important Many gamification designs have been constructed for various nongame contexts, such as education, in attempts to reconcile game elements toward particular objectives (Hitchens and Tulloch, 2018;Laine and Lindberg, 2020;Surendeleg et al, 2014); for health purposes, to incentivize the users (Chen and Pu, 2014;Cotton and Patel, 2019); marketing (Hamari et al, 2018;Mitchell et al, 2020); business (Deterding et al, 2011;Thavamuni et al, 2019); and sports (Dale, 2014). Furthermore, gamification concepts are incorporated into most applications, such as educational games (Bigdeli and Kaufman, 2017;Annetta, 2010;Hamari et al, 2016), hotel loyalty programs (Xin et al, 2018), frequent flier programs (Zuo et al, 2019), and resource conservation campaigns (Hamari et al, 2018).…”

Section: Defining Gamificationmentioning

confidence: 99%

Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Anunpattana

Khalid

Iida

et al. 2021

Heliyon

Self Cite

View full text Add to dashboard Cite

Challenges in education have continuously been addressed by integrating gamification, but a gap remains for game design principles that support user engagement. This paper outlines results obtained from integrating challenge-based gamification into an elementary school classroom to examine the emergence of student engagement and learning-related behavior. The approach was applied to logical puzzle quizzes where different gamification adjustments were captured and examined using physics' analogy (called the motion in mind concept). The structural experiment, with a mixed methods design, was designed around the notion of time pressure and the difficulty of gamifying the quizzing experience. This model was constructed to validate and expand the quantitative findings (motion in mind model) by including qualitative explorations (thematic analysis). The results revealed the potential synthesis of motion in mind and flow theory, and its relationships to engagement and learning were identified as a new conceptual scheme.

show abstract

Gamification Effect of Loyalty Program and Its Assessment Using Game Refinement Measure: Case Study on Starbucks

Cited by 10 publications

References 8 publications

The role of gamification, social, hedonic and utilitarian values on e-commerce adoption

The role of gamification, social, hedonic and utilitarian values on e-commerce adoption

Gamification during Covid-19: Promoting active learning and motivation in higher education

Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Contact Info

Product

Resources

About