Purpose: Education is undergoing digital transformation intensified by COVID-19. In this context, gamification is an attractive alternative based on the use of elements of the games with educational purposes. However, it keeps the educational content to be learned as a central element without neglecting the “fun,” which contributing to engaging students. Therefore, this study aims to analyze the factors that affect students' engagement in an undergraduate course of Business Administration with gamified activities in remote education.Design/methodology/approach: The authors collected data through a survey available to students of the administration course at a private university in São Paulo (n = 671). This study used a quantitative approach, using SEM with PLS estimation and with the support of other analytical techniques.Findings: The results support all the hypotheses formulated. Those with the associated construct “competition” obtained the most robust relationships, which denotes that competition is an essential element in gamification. Despite being supported by the results, “network exposure” influencing engagement is one point of attention to improving teaching strategies.Research limitations/implications: Graduate schools could implement this type of gamified activity, evaluating whether students enrolled in higher degrees would willingly engage in a learning activity considered “less serious.”Practical implications: Higher education institutions can benefit from this study by understanding that gamification is presented as an active methodology that increases students' engagement in teaching.Originality/value: This research addressed gaps in the factors that affect students' engagement with gamified activities, proposing an alternative theoretical model to those present in the literature.

Purpose: The primary purpose of this article is to understand the behavior of young people at the beginning of their careers, in the context of Covid-19, considering the intention to continue using the services of the professional social network LinkedIn. Originality/value: This article expands the scope of studying a user group from acceptance in the continuance intention (continuous use) of LinkedIn, analyzing a series of positive and negative factors regarding the processes. Design/methodology/approach: We carried out a descriptive quantitative approach. The authors collected data from a survey (n = 386). To test the hypotheses, the researchers applied the technique of structural equation modeling (SEM), with estimation and partial least squares, and a moderating effect with the technological optimism construct for the predictive variables of the intention to continue using. Findings: The results indicated that all direct and indirect relationships were accepted, except a moderation (H7d) which was rejected, considering that users less optimistic about the technology may feel positively overwhelmed regarding the service’s perceived usefulness. LinkedIn’s variety of services can lead users to continue using the platform. The platform’s objective is to facilitate collective self-presentation, keeping profes sional relationships active. The results also indicated that the sample respondents are more likely to be actively and semi-passively involved on LinkedIn.

O objetivo deste trabalho foi identificar como o blended learning impacta o modelo de negócios das instituições de ensino superior (IES) e quais são as vantagens e desvantagens percebidas pelos alunos de IES quanto à utilização do blended learning. Para alcançar essa objetivo, realizou-se uma revisão sistemática da literatura em cinco bases de dados e, após todas as etapas necessárias para a sua execução, a amostra final para análise foi composta de 21 trabalhos. Como resultados nota-se que a implementação do blended learning nas IES altera o modelo de negócios existente, porém esse impacto é analisado sob a perspectiva de alguns elementos em específico (como o custo) e não por meio de uma abordagem holística. No que se refere às vantagens e desvantagens percebidas pelos alunos de IES tem-se uma convergência dos resultados dos trabalhos analisados. Esses aspectos podem ser vistos como um bom direcionador de quais aspectos potencializam o blended learning na perspectiva dos alunos e quais aspectos necessitam de maior atenção por parte dos responsáveis pela implementação e execução do blended learning nas IES por serem entendidas como desvantagens pelos alunos.

O papel da FAPESP no ecossistema empreendedor do Estado de São Paulo