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Kabul Arzusu Aracılığında Oyun Deneyiminin Örgütsel Öğrenme Kapasitesine Etkisi

Year 2022, Volume: 11 Issue: 1, 227 - 252, 31.03.2022
https://doi.org/10.15869/itobiad.956554

Abstract

Rekabetin vazgeçilmez öğesi olan örgütsel öğrenme kapasitesinin artmasında gönüllülüğün önemi, diğer güdüleyicilerden daha belirgin görünmektedir. Örgütlerde öğrenme ve öğretme etkinliklerinde oyunlaştırmanın önemi hakkındaki kabullenme de koşut etkililik faktörlerinden sayılabilecek, oyun deneyimine katılım arzusu yaratacaktır. Eğer bu sav yerindeyse oyun deneyiminin örgütsel öğrenmeyi gerçekleştirmesi için çalışanların oyuna katılma arzusu taşımaları gerekmektedir. Hem örgüt yöneticileri hem de çalışanlar bilgi üretme ya da edinme yarışında iş yerinde oyun deneyiminden yararlanma olasılığını araştırmaktadır. Böylelikle hem daha uzun süre çalışmak hem de daha başarılı olmanın mümkün olup olmadığı ile ilgili pek çok araştırma yapılmaktadır. Bu çalışma bu alandaki kurama dair bir denemedir. Çalışmanın amacı oyunlaştırmanın, oyun deneyimine katılım arzusu aracılığıyla örgütsel öğrenme kapasitesi üstündeki olumlu etkisini incelemektir. Oyunlaştırma deneyimi Afyonkarahisar İlindeki işyerlerinde çalışanlara 22 Mart- 21 Mayıs 2021 tarihleri arasında verilen Endüstri 4.0 eğitimlerinde incelenmiştir. Oyun deneyimi için Türkiye’de ilk kez kullanılacak araştırma ölçeğinin keşfedici faktör incelemesi yapılmıştır. Ardından, aracı değişkenlerde ilişki analizi için “PROCESS” makro algoritması yardımıyla uygulanan hipotez testiyle iş yerinde yenilikçilik sürecinde çalışanların ön kabulüne bağlı olarak oyunlaştırmanın örgütsel öğrenme kapasitesini artırdığı bulunmuştur. Bu kapsamda araştırmacı ve yöneticilere getirilebilecek bazı önerilere değinilmiştir. Diğer araştırmalardan farklı olarak bu araştırmada güçlü çıkan kabul arzusunun aracılık etkisi örgüt yöneticilerinin dikkatine sunulmaktadır. Bu kapsamda önerilen dikkat, yöneticilerin oyunlaştırmayı dayatarak gönüllü katılım koşulunu kaçınılmaz olarak ihlal etmekte oldukları üzerinedir. Böyle bir zorunlu katılım dayatması belki de oyunlaştırmanın liderler ve yöneticiler tarafından her derde deva görülmesinden kaynaklanmaktadır. Bu çalışmanın ortaya koyduğu gibi bu tavır çalışan bağlamını önceki çalışmaların çoğunun kullandığı ilk müşterilerin çalışanlar olduğu var sayımından önemli ölçüde uzaklaşmaya neden olabilecektir.

References

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The Effect of Game Experience on Organizational Learning Capacity through the Will for Acceptance

Year 2022, Volume: 11 Issue: 1, 227 - 252, 31.03.2022
https://doi.org/10.15869/itobiad.956554

Abstract

The importance of volunteering in increasing organizational learning capacity, which is an indispensable element of competition, seems to be more prominent than other motivators. The acceptance about the importance of gamification in learning and teaching activities in organizations will also be considered as a parallel effectiveness factor and will create a desire to participate in the game experience. If this argument is valid, employees must have a desire to participate in the game in order for the game experience to realize organizational learning. Both organizational managers and employees are exploring the possibility of benefiting from the gaming experience at work in the race to produce or acquire knowledge. Thus, there are many studies on whether it is possible to work longer and be more successful. This essay is an attempt on theory in this field. The aim of the study is to examine the positive effect of gamification on organizational learning capacity through the will to participate in the game experience. The gamification experience was examined in the Industry 4.0 trainings given to the employees in the workplaces for two months in Afyonkarahisar Province. An exploratory factor analysis of the research scale, which will be used for the first time in Turkey for gaming experience, was conducted. Then, with the help of the "PROCESS" macro algorithm for the analysis of the relationship with mediator variables, it was found that gamification increased organizational learning capacity depending on the pre-acceptance of the employees in the innovation process at work. The mediation effect of the strong desire for acceptance was presented to the attention of the managers of the organization. Administrators inevitably violate the condition of voluntary participation by imposing gamification. This attitude may lead to a significant departure from the assumption that employees are the first customers.

References

  • Alkaç, Ş., ve Yıldız, M. L. (2021). İşletmelerde bir eğitim aracı olarak oyunlaştırma üzerine nitel bir araştırma. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23(1), 481-520.
  • Argyris, C., & Schön, D. A. (1997). Organizational learning: A theory of action perspective. Reis, (77/78), 345-348.
  • Bedwell, W. L., Pavlas, D., Heyne, K., Lazzara, E. H., & Salas, E. (2012). Toward a taxonomy linking game attributes to learning: An empirical study. Simulation & Gaming, 43(6), 729-760.
  • Bentler, P. M., & Wu, E. J. (2005). EQS 6.1 for Windows. Encino, CA: Multivariate Software INC.
  • Blohm, I., & Leimeister, J. M. (2013). Gamification. Business & information systems engineering, 5(4), 275-278.
  • Buzan, T., & Buzan, B. (2002). How to mind map. London: Thorsons.
  • Büchel, B., & Probst, G. (2000). From organizational learning to knowledge management.
  • Callan, R. C., Bauer, K. N., & Landers, R. N. (2015). How to avoid the dark side of gamification: Ten business scenarios and their unintended consequences. In T. Reiners & L. Wood (Eds.), Gamification in education and business. New York, NY: Springer. 553-568.
  • Chiva, R., & Alegre, J. (2009). Organizational learning capability and job satisfaction: An empirical assessment in the ceramic tile industry. British Journal of Management, 20(3), 323-340.
  • Chiva, R., Alegre, J., & Lapiedra, R. (2007). Measuring organisational learning capability among the workforce. International Journal of Manpower, 28(3/4), 224-242.
  • Cole, M. S., Walter, F., Bedeian, A. G., & O’Boyle, E. H. (2012). Job burnout and employee engagement: A meta-analytic examination of construct proliferation. Journal of management, 38(5), 1550-1581.
  • Déprez, G. R. M., Battistelli, A., Boudrias, J. S., & Cangialosi, N. (2020). Constructive deviance and proactive behaviors: two distinct approaches to change and innovation in the workplace. Le travail humain, 83(3), 235-267.
  • Deterding, S. (2019). Gamification in management: Between choice architecture and humanistic design. Journal of Management Inquiry, 28(2), 131-136.
  • DeWinter, J., Kocurek, C. A., & Nichols, R. (2014). Taylorism 2.0: Gamification, scientific management and the capitalist appropriation of play. Journal of Gaming & Virtual Worlds, 6(2), 109-127.
  • Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International journal of educational technology in higher education, 14(1), 1-36.
  • Dirani, K. M. (2009). Measuring the learning organization culture, organizational commitment and job satisfaction in the Lebanese banking sector. Human Resource Development International, 12(2), 189-208.
  • Donner, J. (2010). Framing M4D: The utility of continuity and the dual heritage of “mobiles and development.” Electronic Journal of Information Systems in Developing Countries, 44(3), 1–16.
  • Eppmann, R., Bekk, M., & Klein, K. (2018). Gameful experience in gamification: Construction and validation of a gameful experience scale [GAMEX]. Journal of Interactive Marketing, 43, 98-115.
  • Friedrich, J., Becker, M., Kramer, F., Wirth, M., & Schneider, M. (2020). Incentive design and gamification for knowledge management. Journal of Business Research. 106, 341–352.
  • Galperin, B. L., & Burke, R. J. (2006). Uncovering the relationship between workaholism and workplace destructive and constructive deviance: An exploratory study. The International Journal of Human Resource Management, 17(2), 331-347.
  • Greenfield, D. N., & Davis, R. A. (2002). Lost in cyberspace: The web@ work. CyberPsychology & Behavior, 5(4), 347-353.
  • Grover, V., & Malhotra, M. K. (1997). Business process reengineering: A tutorial on the concept, evolution, method, technology and application. Journal of operations management, 15(3), 193-213.
  • Gündüz E., A Study on Competition Supremacy over Cooperation, The Second Mediterranean International Congress on Social Sciences (MECAS II), International Vision University, Ohrid, Macedonia, October 10-13, 2017, pp. 7-20.
  • Hammedi, W., Leclercq, T., Poncin, I., & Alkire, L. (2021). Uncovering the dark side of gamification at work: Impacts on engagement and well-being. Journal of Business Research, 122, 256-269.
  • Hayes, A. F., & Preacher, K. J. (2013). Conditional process modeling: Using structural equation modeling to examine contingent causal processes.
  • Huang, H. C., Cheng, T. C. E., Huang, W. F., & Teng, C. I. (2018). Who are likely to build strong online social networks? The perspectives of relational cohesion theory and personality theory. Computers in Human Behavior, 82, 111-123.
  • Huseynli, B., & Bozbay, Z. (2018). Mobil Uygulamalarda Oyunlaştırma Kabulünün Tüketicilerin Tutumuna ve Kullanım Niyetlerine Olan Etkisinin Belirlenmesi. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 47(1), 64-87.
  • Iansiti, M., & Lakhani, K. R. (2020). Competing in the age of AI: strategy and leadership when algorithms and networks run the world. Harvard Business Press.
  • İnce, M., & Gül, H. (2011). The relation of cyber slacking behaviors with various organizational outputs: Example of Karamanoğlu Mehmetbey University, 507-527.
  • Ivan, G., Carla, P., & Antonio, C. M. J. (2019). Introducing gamification to increase staff involvement and motivation when conducting SPI initiatives in small-sized software enterprises. IET Software, 13(5), 456-465.
  • Jagoda, P. (2017). Videogame Criticism and Games in the Twenty-First Century. American Literary History. 205–218. DOI: 10.1093/alh/ajw064
  • Jennett, C., Cox, A. L., Cairns, P., Dhoparee, S., Epps, A., Tijs, T., & Walton, A. (2008). Measuring and defining the experience of immersion in games. International journal of human-computer studies, 66(9), 641-661.
  • Keklik, B., Kılıç, R., Yıldız, H., & Yıldız, B. (2015). Sanal kaytarma davranışlarının örgütsel öğrenme kapasitesi üzerindeki etkisinin incelenmesi.
  • Kim, D. H. (1998). The link between individual and organizational learning. The strategic management of intellectual capital, 41, 62.
  • Koo, B., Yu, J., & Han, H. (2020). The role of loyalty programs in boosting hotel guest loyalty: Impact of switching barriers. International Journal of Hospitality Management, 84, 102328.
  • Kooti, F., Grbovic, M., Aiello, L. M., Bax, E., & Lerman, K. (2017, February). iPhone's Digital Marketplace: Characterizing the Big Spenders. In Proceedings of the Tenth ACM International Conference on Web Search and Data Mining, 13-21.
  • Kurzweil, R. (2005). The singularity is near: When humans transcend biology. Penguin.
  • Kurzweil, R. (2014). The singularity is near. In Ethics and emerging Technologies, Palgrave Macmillan, London, 393-406.
  • Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & gaming, 45(6), 752-768.
  • Leclercq, T., Poncin, I., Hammedi, W., Kullak, A., & Hollebeek, L. D. (2020). When gamification backfires: The impact of perceived justice on online community contributions. Journal of Marketing Management, 36(6), 550–577.
  • Loayza, J. (2019). The 10 Best Educational Apps that use Gamification for adults in 2019. Yu-kai Chou. Çevrimiçi: https://yukaichou.com/gamification-examples/top-10-education-gamification-examples/
  • Lucassen, G., & Jansen, S. (2014). Gamification in Consumer Marketing-Future or Fallacy?. Procedia-Social and Behavioral Sciences, 148, 194-202.
  • Marlow, S. L., Salas, E., Landon, L. B., & Presnell, B. (2016). Eliciting teamwork with game attributes: A systematic review and research agenda. Computers in Human Behavior, 55, 413-423.
  • Mishra, S., & Malhotra, G. (2020). The gamification of in-game advertising: Examining the role of psychological ownership and advertisement intrusiveness. International Journal of Information Management, 102245.
  • Oppong-Tawiah, D., Webster, J., Staples, S., Cameron, A. F., de Guinea, A. O., & Hung, T. Y. (2020). Developing a gamified mobile application to encourage sustainable energy use in the office. Journal of Business Research, 106, 388-405.
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Details

Primary Language Turkish
Subjects Behaviour-Personality Assessment in Psychology, Business Administration
Journal Section Articles
Authors

Ertan Gündüz 0000-0003-4843-4126

Early Pub Date March 7, 2022
Publication Date March 31, 2022
Published in Issue Year 2022 Volume: 11 Issue: 1

Cite

APA Gündüz, E. (2022). Kabul Arzusu Aracılığında Oyun Deneyiminin Örgütsel Öğrenme Kapasitesine Etkisi. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 11(1), 227-252. https://doi.org/10.15869/itobiad.956554

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