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The purpose of this paper is to consider how product characteristics, segment differences, and brand‐name effects determine the price structure of the new car market.

The authors design and implement a hedonic price model that includes functional characteristics and addresses segment and brand heterogeneity.

The application of the model to an extensive dataset supports the hypotheses of segment differences and brand‐name effects. In mainstream segments automobile prices are determined more completely by functional characteristics. In high‐end segments carmakers follow implicit premium pricing strategies. The brand‐name effects reflect the incremental value added to a car by its brand name. Prestige brands not only earn brand‐name premia but also seize high‐margin market segments.

Several issues await investigation including possible discrepancies between the primary and secondary market, inter‐temporal change, and differences in attribute value across segments and marques.

The study has clear implications for auto manufactures, distributors and advertisers. It demonstrates the role of brands, segments, and observed product differences in the price structure of the automobile market. The proposed approach also allows managers to appraise new concepts and determine market‐driven prices.

The paper provides new interesting insights into critical issues for pricing strategy and brand management. It demonstrates the return on investment in brand building and identifies considerable opportunities for future research.

The purpose of this paper is to explore the integration of serious games (SGs) in the area of special educational needs in the last ten years (2007-2017).

SGs indicate positive effects on students with special educational needs and promote a multi-sensory style of learning.

Research showed that SGs are able to keep K-12 education students with attention, memory and developmental disabilities engaged in classroom facilities scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem.

Time constraints, cost and availability of appropriate games as well as the small sample of the individuals being investigated are some of the research limitations the paper refers to.

Learning through SGs has educational values that are based on learning concepts intrinsically motivating.

Students with attention, memory and developmental disabilities demonstrate characteristics of engagement, creativity, control and communication.

SGs-based learning has proven its value added to students with attention, memory and executive control difficulties as well as mental or developmental disabilities engaging students better than when using traditional methods.