Developing a pollution free environment framework through technology Integration (e-Hailing App)

Cleaning the polluted river involves a considerable cost. For Baram and Miri river in Sarawak, the problem had become worst due to rapid growth. Thus, e -hailing app is proposed to reduce the problem faced. This paper will examine on the important features of the app and major function where towards the end, river pollution can be kept low with full engagement from the society. This design is in line with the 11th sustainable goals to reduce pollution. Thus, major outcome is to produce the app to reduce the amount of pollution surrounding the river in promoting a quality living

Fair or Not: Effects of Gamification Elements on Crowdsourcing Participation

Fairness perceptions have been found to be a critical driving factor for solvers’ engagement in crowdsourcing. However, the literature still lacks on how to design crowdsourcing platform to enhance solvers’ fairness perceptions. By integrating organizational justice theory with the gamification literature, we conceptualize solvers’ perceptions of two typical gamification elements: the point-rewarding perception and the feedback-giving perception. We develop model to explain the effects of gamification perceptions on both distributive and interpersonal justice perceptions, which are conducive to solvers’ participation. Based on a survey of 295 solvers, we apply the partial least squares-structural equation modeling (PLS-SEM) approach to test the research model. Results show that both point-rewarding perception and feedback-giving perception can enhance the distributive and interpersonal justice perceptions which, in turn, foster solvers’ crowdsourcing participation. Theoretical contributions and practical implications are discussed

Effects of Gamification Elements on Crowdsourcing Participation: The Mediating Role of Justice Perceptions

Justice perceptions have been regarded as an important influencing factor for solvers’ (i.e., users who solve tasks on the crowdsourcing platforms) continued participation in crowdsourcing. However, researchers and practitioners still lack of sufficient understanding on the design of crowdsourcing platform that can effectively foster solvers’ justice perceptions. By synthesizing theory of organizational justice and the literature on gamification, we examine the effects of solvers’ gamification element perceptions on their crowdsourcing participation through justice perceptions. Specifically, we propose a research model to explain the effects of three gamification element perceptions (i.e., point, feedback, social network) on solvers’ distributive, interactional, and informational justice perceptions which, in turn, foster their crowdsourcing participation. By collecting survey data from 295 solvers and analyzing the data with the partial least squares-structural equation modeling (PLS-SEM) approach, our study finds that point fosters crowdsourcing participation through distributive and interactional justice. Feedback enhances participation through distributive, interactional and informational justice. While social network strengthens participation via interactional and informational justice. Our study offers significant theoretical contributions and practical implications for the gamified crowdsourcing and organizational justice literatures

Using gamification in teaching physical education: A survey review

Nowadays, the determining role that Physical Education (PE) assumes for cognitive, psychomotor and affective development is widely accepted. Even so, several investigations continue to report the difficulty in motivating children to be involved and participate in PE classes through traditional teaching methods. Thus, to combat this scourge, gamification has been suggested as a useful tool to increase students' motivation to practice PE. Based on these considerations, the main objective of this survey review was to critically analyze the potential impact of using gamification in PE classes. The Preferred Reporting Items for Systematic reviews and Meta-Analyses literature search extension (PRISMA-S) guidelines were advised for this survey review. After searching procedures, 68 articles remained for analysis. Traditional teaching models can be applied by using the direct instruction model, and teaching dominated approaches. By contrast, nowadays physical education and sports education have been based on game-based models. From this, gamification strategies seem to be valid and efficient as a contribute to the previous ones, applying game elements, mechanics, and principles to non-game contexts to enhance engagement and intrinsic motivation. Thus, gamification models extend to as fundamental element the theory of self-determination expressed by theory of gamified learning, dynamical model for gamification of learning, goal-access-feedback-challenge-collaboration, gamification, and virtual gamification. This investigation allows us to conclude that the inclusion of gamification in PE classes seems to translate into an increase in motivation in children and youth. For this reason the introduction of technology in classes seems to be a key factor to increase sports participation, regular physical activity and improve motor learning and control.Funding This project was supported by the National Funds through the FCT-Portuguese Foundation for Science and Technology (project UIDB04045/2020)info:eu-repo/semantics/publishedVersio

StarBorn : Towards making in-situ land cover data generation fun with a location-based game

University Research Priority Program: Language and Space, University of ZurichPeer reviewedPublisher PD

The role of crowdsourcing cues and relationship norms on customer-brand relationships

Herter, M. M., Shuqair, S., Pinto, D. C., Mattila, A. S., & Zandonai pontin, P. (2023). Does crowdsourcing necessarily lead to brand engagement? The role of crowdsourcing cues and relationship norms on customer-brand relationships. Journal of Product and Brand Management. https://doi.org/10.1108/JPBM-06-2022-4020 --- Funding: This paper received support from the Management of Information Research Center (MagIC), project UIDB/04152/2020, and from the Foundation for Science and Technology (FCT Portugal), project DSAIPA/DS/0113/2019Abstract Purpose This paper aims to examine how the relationship norms established between customers and brands influence customer perceptions of crowdsourcing (vs firm-generated) cues. Design/methodology/approach Four studies (N = 851) examine the moderating role of relationship norms on product labeling cues (crowdsourcing vs firm-generated) effects on brand engagement, and the underlying mechanism of self-brand connection. Findings The findings suggest that crowdsourcing (vs firm-generated) cues lead to higher brand engagement (Studies 1A–1B), mediated by self-brand connection (Studies 2–3). In addition, relationship norms moderate the effects (Study 3), such that under exchange brand relationships crowdsourcing (vs firm-generated) cues yield higher brand engagement, whereas communal brand relationships reverse such effects. Practical implications The findings provide valuable managerial implications by highlighting the importance of using relationship norms as diagnostic cues to successfully implement crowdsourcing initiatives. Originality/value This research adds to the customer-brand relationship literature by revealing an accessibility-diagnosticity perspective of consumers’ reactions to crowdsourcing (vs firm-generated) cues.authorsversionepub_ahead_of_prin

Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability Computers in Human Behavior

Children with Autism Spectrum Disorder (ASD) tend to have an affinity for digital technologies, often preferring computer-assisted learning to human-assisted learning. Many children with ASD are also diagnosed with Intellectual Disabilities (ID), yet design studies involving children with ASD and ID are scarce. Rewards can have a positive impact on children's learning and motivation, but little is known about the nature and impact of rewards for children with ASD, and/or ID. Digital technologies are well placed to provide task-based rewards, and in combination with a better understanding of the reward preferences of children with ASD and/or ID this has significant potential to enhance learning. This paper presents two robust participatory design (PD) studies involving children with: i) ASD; ii) ID; and iii) both ASD and ID. The studies aimed to identify: i) the reward preferences of children with ASD and/or ID (RQ1) and ii) how rewards might develop throughout a task as the child progresses (RQ2). Results revealed a number of reward categories that were common to all children, as well as children's preferences for how rewards could develop as they progress through computer-based tasks, for the first time. Original implications for designing computer-based rewards embedded within digital intervention/educational technologies for children with ASD and/or ID, are discussed.</p

Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability Computers in Human Behavior

<p>The acupuncture induced increased functional connectivity for the AD patients (t = 1.61, p = 0.056). There was no significant difference for healthy controls (t = 0.403,p = 0.345).</p

Exploring virtual rewards in real life: A gimmick or a motivational tool for promoting physical activity?

Virtual rewards, digital badges or points, are often awarded to extrinsically reinforce desirable user behaviors. Acknowledging their motivational power for increased user engagement and enhanced playfulness, virtual reward systems are widely employed in contemporary activity tracking devices and services. While the characteristics of the current virtual reward systems vary and previous studies point to mixed outcomes around the effectiveness of virtual rewards for encouraging physical activity, there is little empirical research on the actual use and impact of virtual rewards provided from activity tracking tools in a real-life environment. To address the knowledge gaps on the use and effects of virtual rewards, I investigate the lived experiences of users with the virtual reward system of the activity tracking tool and their effects and value in the physical activity practices of individuals. To understand this both qualitatively and quantitatively, I conduct user experience research using mixed methods. Diary-based autoethnography research is preceded using three popular activity trackers, thereby having and documenting situated experiences with two different digital badge systems and one points-based system. My autoethnographic exploration is followed by an online survey with 113 existing users of activity tracking devices. The collected data is analysed through content and statistical analyses. By interpreting the findings from both studies and the reviewed literature, this thesis illustrates in great detail how virtual rewards interact with users and other system features in real-life practices. In addition, it provides a clearer picture of the effects of virtual rewards on people’s engagement in physical exercise and what makes some of them more valuable. Finally, it offers a set of considerations for the design of virtual reward systems that can lead to more user-centric, multi-layered, and meaningful virtual reward experience

Middle School Teacher Perceptions of the Use of Serious Games for Students with Attention Deficit Hyperactivity Disorder

Attention deficient hyperactivity disorder (ADHD) is the most common childhood neurodevelopment disorder, and digital serious game use has recently shown significant promise in this psychotherapeutic area. Digital serious games have also been used as an innovative teaching and learning approach. The purpose of this study was to explore middle school teachers’ perceptions of the use of digital serious games for students with ADHD. The conceptual framework for this study was Sherry’s model of game engagement. The two research questions for this basic qualitative study focused on middle school teacher perceptions regarding the benefits and challenges related to the use of digital serious games for students with ADHD. Semistructured interviews were conducted with 10 middle school teachers from southern U.S. school districts who had used digital serious games for at least one academic school year. Data analysis using emergent codes showed that middle school teachers reported that the social aspect of digital serious games encouraged teamwork and camaraderie while also emotionally building student confidence. Challenges included students being distracted by their peers, anxiety and frustration caused by not understanding the concepts of the game, and time constraints that influence a student’s performance within a game. Results of this study may contribute to positive social change by providing teachers and administrators with the knowledge and leverage they need to understand the benefits and challenges of using serious games when teaching students with ADHD, thereby improving student success through teacher support and professional development