Perception of value of GBL in HE

101 HE.

H1a (1): Information seeking during GBL has an impact on student satisfaction with GBL H1a (2): Information sharing during GBL has an impact on student satisfaction with GBL H1a (3): Responsible behavior during GBL has an impact on student satisfaction with GBL H1a (4): Personal interaction during GBL has an impact on student satisfaction with GBL

H1b: Student citizenship behavior during GBL has an impact on student satisfaction with GBL in HE.

H1b (1): Feedback during GBL has an impact on student satisfaction with GBL H1b (2): Advocacy during GBL has an impact on student satisfaction with GBL H1b (3): Helping behavior during GBL has an impact on student satisfaction with GBL H1b (4): Tolerant during GBL has an impact on student satisfaction with GBL

Figure 3.1 represents these hypotheses.

Figure 3.1. Hypothesis 1 Source: Own elaboration

102 essential aim of the learning experience is to create value for students. As indicated by Ruiz-Mafe et al., (2017) educational programs need to deliver value to students and achieve higher levels of satisfaction among them as satisfaction is higher when students believe the learning and teaching system they use meets their information requirements (Eom, 2014; Schöbel et al, 2020). Since gamification can increase students’ perceived value in their learning process, previouse studies analyzed the utilitarian (Hong et al., 2021; Ruiz-Mafe et al., 2017), and hedonic (functionality, prestige, joy, and pride) value of GBL. Ledden and Kalafatis (2010) and Sampaio et al. (2012) assume five dimensions of value in HEIs: (a) functional value; (b) social value; (c) epistemic value;

(d) emotional value; (e) conditional dimension.

In GBL context, functional value refers to students' perceptions that the GBL in HE, supports their career development. Some samples would be guaranteed future employment, a good salary, and promotions. Active learning methods like GBL encourage creativity while also assisting students in the development of skills that will increasingly influence their future employability and personal growth. Examples of global conceptual learning frameworks that emphasize the value of active learning in the development of skills related to content-knowledge learning that are essential for students to succeed in the fast-changing digital society (Murillo-Zamorano et al., 2021).

The benefits obtained from GBL such as the ability to stimulate curiosity, provide novelty, or satisfy demand for knowledge are referred to as epistemic value. Students' perceptions of the usage of gamification in the teaching–learning setting have been investigated in other studies. According to the findings of Whitton and Langan (2019), students had a favorable assessment of this methodology's innovative potential and motivational effects. Other studies (Campillo-Ferrer et al., 2020; González &

Skultety, 2018; Mekler et al., 2017; Lopes, 2014) have found that students are more engaged, autonomous, and committed to studying (Santos-Villalba et al., 2020). If a gamified class activity is perceived by students to improve their knowledge, then this will contribute to whether they find the activity useful overall. One could argue that knowledge improvement and usefulness are identical since the major goal of education is to gain knowledge. As a result, a learning instrument can only be useful if it allows for knowledge improvement (Filippou et al., 2018). Students believe that GBL is easier and more intuitive than traditional approaches, providing more knowledge and increasing their engagement and motivation (Connolly et al., 2012); in fact, they have the opportunity to actively

103 participate in the instructional content, proving a more positive attitude toward learning in general and, in particular, to improve their academic performance (Silva et al., 2021).

Emotional value is recognized by the feelings that are stimulated in the student in GBL, such as sentiments of pride and self-achievement. Emotional value can be defined as whether or not students are glad they took the course with GBL method and whether or not they find it fascinating. Happy and fun emotions have also been shown to improve optimistic thinking and problem-solving abilities, reduce stress, build emotional and physical resilience, and foster a bonding experience while increasing group belonging. For certain students, fun can be an internal motivator, allowing them to suspend social inhibitions and enter a state of relaxed alertness. A fun atmosphere also contributes to the creation of a secure environment in which to practice and make mistakes (Whitton & Langan, 2019). Students who are having fun while doing an assignment are more likely to be relaxed, which leads to greater learning ability. Supporting student social engagement is one solution to help boost student academic engagement (Filippou et al., 2018).

Social value is reflected in students' perceptions that individuals who influence or are important to them believe that obtaining GBL is a good thing to do, and will allow them to be viewed favorably.

Additionally, a numbers of studies assume that the opinion of reference groups can play an important part in the consumer’s value judgment such as Ledden et al. (2011),Wellington & Sikes (2006), Jablonski (2001), Zambo et al. (2014), Conrey et al. (2020), Lin & Huang (2020), Chamillard & Braun (2000), Diemer et al., (2012) Rumreich & Kecskemety, (2019), Hall (2019), Boud & Lee (2005), Pearson & Brew (2002) and Kemp et al. (2014).

GBL’s situational variables that can influence its experience's value are named the Conditional value. This value comprises specific benefits such as teaching materials, number of students and so on.

Many studies have examined the impact of consumers' value co-creation on perceived value and, ultimately, organizational performance (Dean et al., 2016; Dollinger et al., 2018; Foroudi et al., 2019). For instance, Chan et al., (2010) indicated that the perceived value created incorporates economic value and relational value, which then are related to performance outcomes including customer satisfaction, employee job satisfaction, and job performance. Chen and Wang (2016)

104 discovered comparable results with economic, relational, and enjoyment values, and, ultimately, customer satisfaction, and customer loyalty as performance outcomes of client participation in value co-creation. Dong et al., (2008) recognized customers’ expectation to co-create value in the future as a performance outcome resulting from client commitment and perceived value (Tran & Vu, 2021).

Based on the literature, we proposed the second hypothesis (Figure 3.2):

H2. Student co-creation behavior during GBL has an impact on student perception of value of GBL in HE.

Again, since co-creation behavior is divided into two sub-behaviors, namely, participation and citizenship behavior, each on with several sub-dimensions, we divided the main hypothesis on several sub-hypotheses accordingly.

H2a: Student participation behavior during GBL has an impact on student perception of value of GBL in HE.

H2a (1): Information seeking during GBL has an impact on student perception of:

A. Functional value of GBL in HE B. Epistemic value of GBL in HE.

C. Emotional value of GBL in HE.

D. Social value of GBL in HE.

E. Conditional value of GBL in HE.

H2a (2): Information sharing during GBL has an impact on student perception of:

a) Functional value of GBL in HE.

b) Epistemic value of GBL in HE.

c) Emotional value of GBL in HE.

d) Social value of GBL in HE.

e) Conditional value of GBL in HE.

H2a (3): Responsible behavior during GBL has an impact on student perception of:

a) Functional value of GBL in HE.

b) Epistemic value of GBL in HE.

c) Emotional value of GBL in HE.

d) Social value of GBL in HE.

105 e) Conditional value of GBL in HE.

H2a (4): Personal interaction during GBL has an impact on student perception of:

a) Functional value of GBL in HE.

b) Epistemic value of GBL in HE.

c) Emotional value of GBL in HE.

d) Social value of GBL in HE.

e) Conditional value of GBL in HE.

H2b: Student citizenship behavior during GBL has an impact on student perception of value of GBL in HE.

H2b (1): Feedback during GBL has an impact on student perception of:

a) Functional value of GBL in HE.

b) Epistemic value of GBL in HE.

c) Emotional value of GBL in HE.

d) Social value of GBL in HE.

e) Conditional value of GBL in HE.

H2b (2): Advocacy during GBL has an impact on student perception of:

a) Functional value of GBL in HE.

b) Epistemic value of GBL in HE.

c) Emotional value of GBL in HE.

d) Social value of GBL in HE.

e) Conditional value of GBL in HE.

H2b (3): I Helping behavior during GBL has an impact on student perception of:

a) Functional value of GBL in HE.

b) Epistemic value of GBL in HE.

c) Emotional value of GBL in HE.

d) Social value of GBL in HE.

e) Conditional value of GBL in HE.

H2b (4): Tolerant during GBL has an impact on student perception of:

a) Functional value of GBL in HE.

106 b) Epistemic value of GBL in HE.

c) Emotional value of GBL in HE.

d) Social value of GBL in HE.

e) Conditional value of GBL in HE.

Figure 3.2 represents these hypotheses.

Figure 3.2. Hypothesis 2 Source: Own elaboration

Past research has looked at the link between student satisfaction and perceived value. A positive relationship between student perceived value and satisfaction and trust has been found (Halimatussakdiah et al., 2018; Hume & Mort, 2010; Moliner et al., 2007; Shukla, 2010; Elliott, 2002; O’Bannon et al., 2011; Defranceschi & Ronchetti, 2011; Traphagan et al., 2010; Lancaster et al., 2011; Johnston et al., 2013;Dickson et al., 2012). The perceived value of students has an impact on their satisfaction (Ledden et al, 2007; Brown & Mazzarol, 2009). Despite the fact that several

107 studies on the relationship between these variables have been conducted, the HE setting has received little attention (Brown & Mazzarol, 2009; Halimatussakdiah et al., 2018). Hence, we are proposing the following hypothesis in the context of GBL in HE (Figure 3.3):

H3. Student perception of value of GBL has an impact on student satisfaction with GBL in HE.

Considering the different types of value that can exist, we divided the main hypothesis in several sub-hypotheses according to the types of value.

H3a: Student perception of Functional value of GBL has an impact on student satisfaction with GBL H3b: Student perception of Epistemic value of GBL has an impact on student satisfaction with GBL H3c: Student perception ofEmotional value of GBL has an impact on student satisfaction with GBL H3d: Student perception of Social value of GBL has an impact on student satisfaction with GBL H3e: Student perception of Conditional value of GBL has an impact on student satisfaction with GBL Figure 3.3 shows these hypotheses

Figure 3.3. Hypothesis 3 Source: Own elaboration

The full model with proposed hypotheses can be summed up by the following model:

108 Figure 3.4. Research model

Source: Own elaboration

109

Chapter 4 Methodology