Purpose Digital game-based learning (DGBL) has emerged as a new learning method that offers ample advantages compared to traditional learning environments. Although previous research supports the effectiveness of DGBL, there is a lack of studies explaining the relationship between the concrete elements of a digital game and the highly abstract and intangible personal values. Thus, this paper aims to employ means-end chain (MEC) theory to identify the attributes of DGBL, the benefits that learners derive from these attributes and how these benefits contribute to learners’ terminal values. Design/methodology/approach This paper used MEC theory to map the attributes, consequences and values of DGBL. The study was conducted on 20 students at a European university, and data analysis using the laddering technique included content analysis, classification into A-C-V levels, construction of an implication matrix and generation of a hierarchical value map (HVM). Findings This study provides insight into key design elements of digital educational games through a hierarchical value map, identifying how attributes such as interactive content, simulation of real-world situations and adaptability influence psychological and functional consequences that lead to higher student values: happiness, achievement, personal growth and autonomy. The four dominant trajectories associated with DGBL are the happiness-driven, achievement-driven, growth-driven and autonomy-driven trajectories, each of which is supported by relevant learning and motivation theories. The study also highlights the importance of elements such as reduced cognitive load, greater emotional engagement and tailored educational content in improving learning outcomes. Research limitations/implications The research is based on subjective, self-reported data and a sample of higher education students at a single European university, which may limit the applicability of the findings to lower educational levels and other cultural contexts. Additionally, the analysis encompasses DGBL in general, without focusing on specific types of games or modes of play. Practical implications The results obtained from the means-end analysis are valuable for understanding the fundamental values of learners that motivate them to engage in DGBL, offering insight into game design attributes and consequences related to higher-order personal values. The present study shows that the three most important game design elements are interactive content, simulation of the real-world and customization. Originality/value This study extends the application of the MEC approach in a new context and validates the laddering technique, revealing the hierarchy of values that students realize through DGBL. It also provides insight into the pathways linking attributes, consequences and values and offers a solid HVM framework for future research on the impact of game design elements on learning outcomes.

Abstract The main aim of this study is to explore the mediating effect of innovation in the relationship between human resource management (HRM) practices and organizational performance. HRM practices are observed through selective hiring, training, participative decision-making, and rewarding. Innovation is conceptualized over behavioral, product, process, and market innovation. The study relies upon the principles of social exchange theory and resource-based theory. Data were collected from 408 managers in an emerging economy context. The proposed conceptual model is evaluated with structural equation modeling using Lisrel 8.8 and SPSS 22. Study findings suggest that innovation influences the relationship between selective hiring, training, and participative decision-making and organizational performance. However, no mediating effect of innovation was found in a relationship between rewarding and organizational business performances. Since human resources and innovation are among the leading sources for building competitive advantage for companies, the study findings contribute to HRM and innovation.

Enterprise resource planning (ERP) systems have become the most important tool for integrating businesses and achieving the “once only” principle in data entry, which contributes to resource efficiency, the enhancement of numerous organizational processes and capabilities, and, ultimately, improved business performance. In this study, we examine the ERP system’s quality as the company’s dynamic capability, contributing to business performance according to the dynamic capability perspective. Thus, we incorporate theoretical mechanisms into the model of the ERP system’s dimensions as a function of financial and non-financial organizational performance. We hypothesized that companies with a better ERP system, with all three dimensions, information, system, and services, will achieve better non-financial and financial performance. The model was tested using primary data collected using a survey method in the environment of a developing country, where the digital transformation of companies is still at a lower level. Structural equation modeling was employed for data analysis, and the results suggest a positive relationship between ERP system quality and both types of organizational business performance. The results indicate that not all dimensions have the same effect. The quality of information and service is particularly important for business performance until the system’s technical characteristics have no significant effect.

As we look at our daily lives and the world around us, it is becoming more and more difficult to learn new things and our new knowledge is suffering because of the fast and intense way of life we lead. The development of technology has greatly influenced this way of life. In recent years, we have witnessed the rapid growth and development of technology and seen how technology affects many aspects of our lives. Therefore, the aim of this paper is to contribute to the under-standing of the concept of e-learning in organizations and the influence of organizational support on the intention to use e-learning systems and how the use of e-learning improves individual work performance. The paper used structural equation modelling technique to test the hypotheses at the level of employees in different sectors. The results showed that the most significant predictor of individual job performance was intention to use e-learning, followed by knowledge sharing. In addition, the results showed that knowledge sharing and personal innovative-ness were significant predictors of perceived usefulness.