ORCID Profile
0000-0001-5267-7599
Current Organisation
Bond University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Emerald
Date: 27-04-2022
DOI: 10.1108/JMLC-03-2022-0047
Abstract: This paper advocates the use of graph database platforms to investigate networks of illicit companies identified in money laundering schemes. It explains the setup of the data structure to investigate a network of illicit companies identified in cases of money laundering schemes and presents its key application in practice. Grounded in the technology acceptance model (TAM), this paper aims to present key operationalisations and theoretical considerations for effectively driving and facilitating its wider adoption among a range of stakeholders focused on anti-money laundering solutions. This paper explores the benefits of adopting graph databases and critiques their limitations by drawing on primary data collection processes that have been undertaken to derive a network topology. Such representation on a graph database platform provides the opportunity to uncover hidden relationships critical for combatting illicit activities such as money laundering. The move to adopt a graph database for storing information related to corporate entities will aid investigators, journalists and other stakeholders in the identification of hidden links among entities to deter activities of corruption and money laundering. This paper does not display the nodal data as it is framed as a background to how graph databases can be used in practice. To the best of the authors’ knowledge, no studies in the past have considered companies from multiple cases in the same graph network and attempted to investigate the links between them. The advocation for such an approach has significant implications for future studies.
Publisher: Elsevier BV
Date: 02-2023
Publisher: Wiley
Date: 27-02-2023
DOI: 10.1111/BJET.13311
Abstract: While gamification and game‐based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game‐based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete ERIC Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed‐methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game‐based learning usage were their beliefs that it encourages student interactions and collaborative learning provides fun and improves engagement and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design‐related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game‐based learning and develop more effective strategies to overcome these barriers to its successful implementation. Gamification and game‐based learning may have many benefits for university students. The majority of university educators do not routinely use gamification and game‐based learning in their teaching. University educators' major drivers that positively influence the use of gamification and game‐based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students. University educators' major barriers that negatively influence the use of gamification and game‐based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. These drivers and barriers may be classified as attitudinal, design‐related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching. Attitudinal factors such as university educators' intention to use gamification and game‐based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use. A range of design‐related and administrative barriers may need to be overcome to increase the use of gamification and game‐based learning in the university sector.
Publisher: Elsevier BV
Date: 2018
DOI: 10.2139/SSRN.3146726
No related grants have been discovered for Vishal Mehrotra.