Juho Hamari

Introduces and validates GAMEFULQUEST, a multi‑dimensional instrument to measure users’ gameful experience across services. Using qualitative item generation with users of Duolingo, Nike+ Run Club and Zombies, Run!, followed by large‑scale quantitative studies (N=371 and N=507), the paper establishes factorial structure and psychometrics for dimensions such as accomplishment, challenge, competition, guidance, immersion, playfulness, and social experience.

A 2‑year between‑groups field experiment in a peer‑to‑peer marketplace examined the introduction of achievement badges. Comparing pre‑ and post‑implementation cohorts (N≈3,000), the gamified condition showed significant increases in trade proposals, completed transactions, comments, and overall usage. The study provides longitudinal evidence that well‑designed badge systems can boost activity in sharing‑economy platforms.

Defines eSports as competition mediated by electronic systems and investigates spectators’ motivations (n=888) using a sports‑consumption scale. Escapism, knowledge acquisition, novelty, and perceived player aggressiveness positively predict spectating frequency. The paper situates eSports within sports/media research and clarifies gratification‑related drivers of consumption for streaming‑based, computer‑mediated sports.

Positions gamification within service‑dominant logic and proposes a widely used definition: enhancing a service with affordances for gameful experiences to support users’ value creation. The conceptualization emphasizes experiential outcomes and identifies four gamifying actors. It connects gamification to service design and business strategy and clarifies psychological mediators between affordances and behavioral/value outcomes.

Across two physics and engineering games (N=173), perceived challenge and skill increased engagement and immersion; engagement, in turn, strongly predicted perceived learning, while immersion did not. Challenge predicted learning both directly and indirectly via engagement; skill affected learning only indirectly. Results highlight the importance of maintaining appropriate challenge to support learning in game‑based environments.

Models motivations for collaborative consumption (N=168) among users registered on a sharing‑platform. Enjoyment, sustainability values, and economic benefits all relate to participation, but sustainability’s effect is largely indirect via attitudes, indicating an attitude–behavior gap. Results nuance expectations that pro‑environmental motives alone drive adoption and highlight the role of pragmatic and hedonic drivers.

Surveying users of a gamified service, the study models utilitarian, hedonic and social motivations for continued use and attitudes. Hedonic benefits relate directly to continued use; utilitarian benefits influence use via attitudes; social factors strongly shape attitudes but only weakly relate to continued use. Findings clarify mixed results in prior literature and inform the design of gamified information services.

Using survey data from an exercise‑focused gamification service (N=195), the study examines how gender, age, and tenure relate to perceived social, hedonic, and utilitarian benefits. Women reported greater social benefits, while perceived enjoyment and usefulness declined with longer use, suggesting novelty effects. Ease of use decreased with age. Implications are discussed for tailoring gamification by user segment and lifecycle.

Systematically reviews peer‑reviewed empirical studies on gamification, organizing evidence by examined gameful affordances, outcomes, domains, and study designs. The synthesis suggests gamification can yield positive effects, but results are context‑ and user‑dependent; design choices and implementation settings matter greatly. The paper identifies gaps and offers a framework to guide future research and system design.