RESUMO
In the post-epidemic era, gamification is widely recognized for its potential to enhance the asynchronous nature of college students' online learning interactions and mitigate efficiency deficits. However, the intrinsic structure and core conditions influencing online gamified learning engagement remain unclear. The challenge lies in understanding the mechanisms through which gamification alters learning behaviors. This study employs fuzzy set qualitative comparative analysis (FSQCA) for core condition identification and robustness testing, innovatively combining it with structural equation modelling (SEM). Drawing on the extended technology acceptance model (TAM) theory, this research delves deeply into the structural relationships that influence student engagement in online gamified learning. The evaluation reveals that immersive experience and habit are core conditions fostering high engagement among college students in online gamified learning. A lack of immersive experience leads to non-high engagement results. Structural equation modelling confirms the mediating role of immersive experience and habit in the effects of performance expectations and perceived fun in student engagement. Furthermore, the study substantiates the moderating influence of learning style on perceptual factors and normalizing elements and describes an interactive relationship between perceived behavioral control, subjective norms, and online gamification behavior. This research extends our understanding of perceptions, norms, and structural factors within a gamified learning environment. It uncovers the mechanisms of engagement from perception to normalization factors, highlighting the positive bidirectional influence of subjective cognition and objective factors on gamified learning and emphasizing the moderating role of learning style between perceptual factors and normalization elements. These findings provide a solid foundation for future research and practice in online gamified learning.
RESUMO
The escalating environmental challenges have compelled corporations to embark on green innovation initiatives, establishing this as a pivotal strategy for attaining economic sustainability. Yet, there remains a lack of consensus within the scholarly community regarding the precursors and outcomes of green innovation. This research leverages Giddens' structuration theory and employs meta-analytical methods to elucidate the determinants and effects of corporate green innovation. Initially, the study synthesizes 288 effect sizes from 161 distinct scholarly articles, spanning from 2012 to early 2023, guided by the structuration framework. This comprehensive analysis corroborates the influence of several structuration theory antecedents on green innovation, thereby offering fresh empirical backing for the theory. Subsequently, it scrutinizes the link between green innovation and its impacts, evaluated through economic and environmental performance lenses. Furthermore, the research contrasts the meta-analytical findings across large-scale and smaller enterprises, underscoring notable disparities in the dynamics of green innovation across different organizational contexts. This inquiry not only reaffirms the theoretical constructs of structuration theory, such as spatialization, subjectification, and structuration, but also integrates these notions with quantifiable variable models. The paper posits that structuration theory could underpin a theoretical framework for dissecting the influential variables associated with green innovation, thereby fostering further academic investigation into corporate environmental innovation.