| Abstract [eng] |
Relevance of the topic. According to researchers, educational services are constantly evolving (Elayyan, 2021). Often, change is driven by evolving technologies and changing consumer habits. Elayyan (2021) argues that in the future, educational services will be largely characterized by a learner-centered educational process. Researchers emphasize that this trend is likely to be reflected in the adaptation of the learning process to meet the needs of users of educational services. One of the possible needs is to absorb information by engaging in innovative, complex learning activities. Based on these assumptions, it can be argued that there is a growing need to explore the use of performance as an innovative learning tool in educational services. Since, in the case of educational services, consumer involvement is necessary to produce the desired outcomes, it is important to understand what influences involvement in the performance of educational services and what the outcomes of such involvement are from a consumer perspective. Problem of the study. Despite the fact that gamification has been analyzed by researchers since 2008 (Huotari and Hamari, 2012), and the concept of gamification has reached maturity (Bozkurt and Durak, 2018), it is observed that many of the studies conducted so far are theoretical. According to researchers, to date, a number of studies on the topic of performance have been conducted in the context of education in order to understand what motivates modern students (Albertazzi, Ferreina, & Forcellini, 2019). On the other hand, it can be observed that in this context, little research has been conducted trying to understand connections between engagement outcomes, motivation and engagement. For the above reasons, questions arise – what are the types of personal motivation? What are the dimensions of consumer involvement in the activities performed? How do the mentioned constructs interact with each other in the context of education? Object of the study – relationship between consumer motivation, game elements and the outcome of student engagement in gamification. Aim of the study – theoretically and empirically validate the influence of consumer motivation, game elements on the results of engagement in gamification in the case of educational services. Objectives of the study: 1. actualize the need of studies that analyses relationships between consumer motivation, game elements and the result of engagement in gamification and justify the relevance of theoretical issues; 2. reveal consumer motivation, game elements concepts and its structure; 3. identify consumer engagement concept and its outcomes; 4. develop conceptual framework of factors determining consumer engagement in gamification and the engagement outcomes in the case of educational service; 5. to validate the empirical conceptual methodology for testing the influence of motivation, game elements on the involvement in the played activities of the model; 6. empirically test conceptual framework of factors determining consumer engagement in gamification and the engagement outcomes in the case of educational service; 7. define application possibilities of framework and identify further research directions. Results of the study and it’s applications. After analyzing the theoretical aspects, it became clear that motivation can be analyzed from different perspectives, one of the most common being the theory of self-determination. According to this theory, motivation is divided into extrinsic and intrinsic. Because participants involved in the activities performed may feel different motivations, the latter are divided into types of players. In order to make the activity interesting and attractive to different players, various elements of the game are used, which affect the engagement of individuals differently. After analyzing the concept of consumer engagement, it was found that this construct is mostly analyzed by researchers from a multidimensional perspective. Engagement can be analyzed from the perspective of cognitive, emotional, and behavioral dimensions. Finally, the involvement of the user or player in the activity creates positive results. The latter can be threefold: cognitive, learning, behavioral outcomes. Summing up all the theoretical work, study concluded with conceptual framework of factors determining consumer engagement in gamification and the engagement outcomes in the case of educational service. This framework reflects the relationship between the theoretical constructs examined: student engagement (cognitive, emotional, behavioural) is determined by student motivation (extrinsic and intrinsic) and game elements, also, engagement in gamification outcomes is determined by student engagement. Conceptual framework was empirically tested with online Kaunas University of Technology and Vytautas Magnus University students. Some of the links between constructs were proven positive. Empirical study shows that there is a relationship between extrinsic motivation and emotional engagement. Also, research shows that cognitive and behavioural engagement is determined by game elements and game types, related to education. Moreover, it is known that emotional and behavioural engagement impacts all three gamification outcomes. |
