Alice Guzzetti, Roberta Crespi and Glyn Atwal
The purpose of this exploratory study is to identify the antecedents of brand hate in respect to luxury brand gamification marketing activities.
Abstract
Purpose
The purpose of this exploratory study is to identify the antecedents of brand hate in respect to luxury brand gamification marketing activities.
Design/methodology/approach
Five gamified product placements characterized by the ad hoc design of luxury co-branded virtual and/or physical products were selected for the research study. Content analysis was used to identify patterns and classify negative comments shared online into categories.
Findings
A content analysis of the negative comments (n. 2,321) related to the perception toward gamification of luxury fashion in videogames revealed the following seven domains: monetization of the game; promotion of inappropriate behavior; unethical placement; games commodified by brands; predatory monetization; perceived incongruence; poor product performance.
Research limitations/implications
The exploratory research study revealed how the perception of gamification activities trigger negative emotions toward luxury fashion brands. It was significant that many of these emotions fall within the antecedents of brand hate.
Practical implications
Luxury companies and game developers need to be aware and manage the antecedents of brand hate in respect to luxury brand gamification activities in videogames. Moreover, luxury brands need to consider customers’ influencing behavior via online word-of-mouth and the potential to impact attitudes and behaviors of other consumers toward brands.
Originality/value
The ethics of gamification within a marketing context have largely escaped inquiry. The study provides evidence that luxury brands need to align the fundamentals of luxury brand management in the digital world of gaming.
Details
Keywords
The Final Girls (Todd Strauss-Schulson, 2015) is the story of a group of teenage friends that, during the screening of a Friday the 13th-like 1980s slasher horror, happen to be…
Abstract
The Final Girls (Todd Strauss-Schulson, 2015) is the story of a group of teenage friends that, during the screening of a Friday the 13th-like 1980s slasher horror, happen to be sucked into the film. Trapped in the gruesome narrative, they have to survive the deranged killer that haunts the premises of the campsite by applying their knowledge of the rules and cliches of the slasher genre. The film is of interest not only because it mixes horror and comedy and exaggerates the horror genre’s conventions – as Scream and other neo-slashers already did. By employing the device of the screen rupture, the film constructs a complex network of self-reflexive moments and intertextual references. The metalinguistic play involves in particular the notoriously sexophobic and gender-led dynamics of the 1980s slashers – those more emancipated girls who have sex are killed; the most prudish girl is the one that eventually manages to defeat the monster, the ‘Final Girl’. In this sense, the film is almost like a video essay that reprises and illustrates one of the most seminal study of the slasher genre, Carol Clover’s 1992 Men, Women, and Chainsaws: Gender in the Modern Horror Film. The chapter presents the defining elements of the slasher subgenre as theorized by Clover and then focusses on the analysis of the metalinguistic elements of The Final Girls vis-à-vis Clover’s classic text.
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Alice Annelin and Gert-Olof Boström
The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO…
Abstract
Purpose
The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations’ sustainable development goals. To plan education for sustainability, teachers need to know the students’ competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed.
Design/methodology/approach
Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors’ conceptualise how the competencies influence each other and provide propositions for future research.
Findings
The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need.
Originality/value
The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors’ offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework.