000129978 001__ 129978
000129978 005__ 20240731103359.0
000129978 0247_ $$2doi$$a10.1016/j.ijme.2023.100892
000129978 0248_ $$2sideral$$a136307
000129978 037__ $$aART-2023-136307
000129978 041__ $$aeng
000129978 100__ $$0(orcid)0000-0001-6325-6773$$aBitrián, Paula$$uUniversidad de Zaragoza
000129978 245__ $$aThe use of gamification strategies to enhance employees’ attitudes towards e-training systems
000129978 260__ $$c2023
000129978 5060_ $$aAccess copy available to the general public$$fUnrestricted
000129978 5203_ $$aOrganisations are increasingly using gamification strategies to enhance online training experiences and engage employees. Despite extensive research in the educational field, few studies have been carried out in the working setting. Drawing on the technology acceptance model (TAM), this study investigates whether and how game elements included in e-training systems enhance employees' attitudes towards e-training systems. Data from 1178 employees of a Germany-based international company were analysed using structural equation modelling. The results showed that some game elements, such as challenges and narrative, increased employees' enjoyment, while others, such as clear goals and feedback, had no significant influence. They also confirmed that employees' enjoyment of the gamified e-trainings increased their perceptions of ease of use and usefulness which, in turn, enhanced employees’ attitude towards gamified e-training systems. The study provides theoretical and practical implications to support the development of more effective gamified e-training designs.
000129978 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S54-23R$$9info:eu-repo/grantAgreement/ES/MINECO-FEDER/ECO2017-82103-P
000129978 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000129978 590__ $$a6.0$$b2023
000129978 592__ $$a1.257$$b2023
000129978 591__ $$aBUSINESS$$b46 / 302 = 0.152$$c2023$$dQ1$$eT1
000129978 593__ $$aStrategy and Management$$c2023$$dQ1
000129978 591__ $$aMANAGEMENT$$b63 / 401 = 0.157$$c2023$$dQ1$$eT1
000129978 593__ $$aEducation$$c2023$$dQ1
000129978 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b9 / 756 = 0.012$$c2023$$dQ1$$eT1
000129978 594__ $$a10.3$$b2023
000129978 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000129978 700__ $$0(orcid)0000-0001-6631-8909$$aBuil, Isabel$$uUniversidad de Zaragoza
000129978 700__ $$0(orcid)0000-0001-5268-1723$$aCatalán, Sara$$uUniversidad de Zaragoza
000129978 700__ $$aHatfield, Sarah
000129978 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000129978 773__ $$g21, 3 (2023), 100892$$tInternational Journal of Management Education$$x1472-8117
000129978 8564_ $$s725855$$uhttps://zaguan.unizar.es/record/129978/files/texto_completo.pdf$$yVersión publicada
000129978 8564_ $$s2122414$$uhttps://zaguan.unizar.es/record/129978/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000129978 909CO $$ooai:zaguan.unizar.es:129978$$particulos$$pdriver
000129978 951__ $$a2024-07-31-09:58:08
000129978 980__ $$aARTICLE