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In this article, we examine the linkage between students' game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements. Social completionists want to study together with others and enjoy the social aspects of gamification. Highly motivated completionists could be described as ambitious students who enjoy social learning but are also internally motivated and willing to accept most gamification elements. Independent completionists want to immerse themselves in learning but prefer the individual and noncompetitive elements of gamification. Pure completionists are the "let's get it done" group, who want to focus on completing their studies and are likely to be critical toward any gamification. We propose that higher education should take into account the differences in students' game-playing motivations and fine-tune their gamification efforts to engage and motivate different kinds of students. Finally, we provide suggestions to marketing educators on how to consider the various motivational bases of the participants in gamified experiences.

This study investigates children's vocabulary knowledge in Finnish Sign Language (FinSL), specifically their understanding of different form-meaning mappings by using a multilayered assessment format originally developed for British Sign Language (BSL). The web-based BSL vocabulary test by Mann (2009) was adapted for FinSL following the steps outlined by Mann, Roy and Morgan (2016) and piloted with a small group of deaf and hearing native signers (N = 24). Findings showed a hierarchy of difficulty between the tasks, which is concordant with results reported previously for BSL and American Sign Language (ASL). Additionally, the reported psychometric properties of the FinSL vocabulary test strengthen previous claims made for BSL and ASL that the underlying construct is appropriate for use with signed languages. Results also add new insights into the adaptation process of tests from one signed language to another and show this process to be a reliable and valid way to develop assessment tools in lesser-researched signed languages such as FinSL.

In this article, we argue that the pervading hegemonic narrative on gamers' eating culture emphasizing hedonistic and fast foods is a one-sided storyline that highlights a potentially harmful gamer stereotype. To that end, we reveal the variety of gamers' food consumption and broaden the narrative depicting the relationship between gamers and eating. Our literature review shows the dominance of the Junk Food Gamer narrative in extant research. However, by using a social constructionist narrative approach to analyze ethnographic observations and interviews, we show the emergence of an alternative, yet interrelated narrative: the Home Food Gamer. In addition, we utilize the idea of the Rubik's Cube to illustrate the actualization of multifaceted and contextually-bound gamer narratives that enable expanding the prevailing understanding of geek cuisine by shedding light on the variety of gamers' food consumption. In this way, we participate in the ongoing discussion to unravel stereotypical assumptions about gamer culture. [ABSTRACT FROM AUTHOR]

In this article, we examine the linkage between students' game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements. Social completionists want to study together with others and enjoy the social aspects of gamification. Highly motivated completionists could be described as ambitious students who enjoy social learning but are also internally motivated and willing to accept most gamification elements. Independent completionists want to immerse themselves in learning but prefer the individual and noncompetitive elements of gamification. Pure completionists are the "let's get it done" group, who want to focus on completing their studies and are likely to be critical toward any gamification. We propose that higher education should take into account the differences in students' game-playing motivations and fine-tune their gamification efforts to engage and motivate different kinds of students. Finally, we provide suggestions to marketing educators on how to consider the various motivational bases of the participants in gamified experiences. [ABSTRACT FROM AUTHOR]

This study investigates children's vocabulary knowledge in Finnish Sign Language (FinSL), specifically their understanding of different form-meaning mappings by using a multilayered assessment format originally developed for British Sign Language (BSL). The web-based BSL vocabulary test by Mann (2009) was adapted for FinSL following the steps outlined by Mann, Roy and Morgan (2016) and piloted with a small group of deaf and hearing native signers (N  = 24). Findings showed a hierarchy of difficulty between the tasks, which is concordant with results reported previously for BSL and American Sign Language (ASL). Additionally, the reported psychometric properties of the FinSL vocabulary test strengthen previous claims made for BSL and ASL that the underlying construct is appropriate for use with signed languages. Results also add new insights into the adaptation process of tests from one signed language to another and show this process to be a reliable and valid way to develop assessment tools in lesser-researched signed languages such as FinSL. [ABSTRACT FROM AUTHOR]

This study presents a novel conceptual illustration of the non-voluntary anti-consumption practices that evolve in poor circumstances. The study brings a complementary and contrasting perspective to current discussions on anti-consumption by clarifying the understanding of non-voluntary anti-consumption practices and market resistance. Three conceptual elements—hidden, repressed and innovative—are identified to characterize non-voluntary anti-consumption practices; these elements are different from those of voluntary anti-consumption, which are collective, active and/or self-expressive. Applying the social constructivist practice-based approach, the analysis shows how the three types of non-voluntary anti-consumption practices—engaging in simple life, mastering consumerism and exploiting systems—are intertwined with other social practices and how they enable the poor to hold agency. [ABSTRACT FROM AUTHOR]

Pets live with people; they participate in people's everyday life activities and are often seen as human-like family members. Consumers in the industrialized countries are investing more money in their pets and spending more time with them than ever before. The pet and the owner can even be considered to form a unit that consumes together. In this article, we develop a conceptual understanding of co-consumption by examining how pets act as co-consumers in everyday consumption. The pet owner and pet have joint consumption experiences in which they interact with other actors such as service providers. The consumer (pet owner) consumes because of the pet, meaning that he or she constantly needs to take the pet into account in choices and activities beyond pet-related consumption, such as what kind of car to buy, where to work, whom to marry and how to live. The co-consumer (pet) also acts as an active agent who experiences, feels, suffers and likes the goods and services that the consumer buys for the pet. Reciprocally, the pet provides the consumer (pet owner) with companionship, support and a boost to wellbeing. As such, our research suggests that co-consumption provides an understanding not only of consumption with pets but also of other contexts, especially those in which the aim is shared well-being such as consumption together with children, the disabled or the elderly. [ABSTRACT FROM AUTHOR]