GREED Multilevel study of greed in marketing students’ consumption

Jaskari, Minna-Maarit; Borisov, Päivi; Syrjälä, Henna

doi:10.4337/9781788117197.00008

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“…For example, students in more individualistic cultures or other cultural locations may be more competitive in nature than in the current European context and more collectivist cultures may value more social engagement. Second, the present study concerns marketing, which has implications on what types of traits and ambitions our sample shares (Jaskari et al, 2018). As students vary across disciplines (Parpala et al, 2010)—for example, finance students may be more competitive than marketing students—more research is needed across various academic disciplines.…”

Section: Discussionmentioning

confidence: 99%

A Mixed-Methods Study of Marketing Students’ Game-Playing Motivations and Gamification Elements

Jaskari

Syrjälä

2022

Journal of Marketing Education

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In this article, we examine the linkage between students’ game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements. Social completionists want to study together with others and enjoy the social aspects of gamification. Highly motivated completionists could be described as ambitious students who enjoy social learning but are also internally motivated and willing to accept most gamification elements. Independent completionists want to immerse themselves in learning but prefer the individual and noncompetitive elements of gamification. Pure completionists are the “let’s get it done” group, who want to focus on completing their studies and are likely to be critical toward any gamification. We propose that higher education should take into account the differences in students’ game-playing motivations and fine-tune their gamification efforts to engage and motivate different kinds of students. Finally, we provide suggestions to marketing educators on how to consider the various motivational bases of the participants in gamified experiences.

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Section: Discussionmentioning

confidence: 99%