Faculty of Economics
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Item type:Publication, Proceedings of the 6th International Conference "Economic and Business Trends Shaping the Future" | 2025(Faculty of Economics-Skopje, Ss. Cyril and Methodius University in Skopje, 2025-12)Palamidovska-Sterjadovska, Nikolina - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Short-Term Gains and Emerging Long-Term Concerns: A Systematic Review and Synthesis of Meta-Analytic Evidence on AI's Impact on Student Creativity and Problem-Solving(UDEKOM Balkans, 2025-12); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Design of an Intelligent System for Automated Personalization in B2B Sales Processes(UDEKOM Balkans, 2025-12); ; Ivan TrenchevThis paper explores the design of a semi-automated system for personalization in B2B sales, with a focus on the role of Sales Development Representatives (SDRs). The main issue addressed is the trade-off between quality and volume in the initial outreach to potential clients. Manual personalization produces relevant messages but is too slow and difficult to sustain at scale. Through detailed documentation of the practical SDR process at Semos Cloud, the paper identifies the key steps and data sources that lead to effective personalization. Based on these insights, a conceptual system design is proposed that integrates data collection, data enrichment, and automated message generation using language models. The system features a modular architecture, a user interface with human oversight, and ethical mechanisms ensuring transparency and privacy. The evaluation was conducted through a manual simulation of the future process. The results show significant improvements: a 3.46-fold increase in outreach volume, more than an 11-fold increase in response rate, and a reduction in message preparation time from 15 to 5 minutes. These findings confirm the practical value of the proposed system and justify its further implementation. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, AI Readiness in Educational Institutions: A Policy-Aligned Framework for Strategy, Governance, and Responsible Adoption(UDEKOM Balkans, 2025-12); ; Tea JosimovskaThis paper presents a policy-aligned framework for assessing and enhancing AI readiness in educational institutions. Drawing on secondary research and existing international standards, it integrates strategic, governance, and ethical dimensions to guide responsible AI adoption across teaching, research, and administration. The framework aligns institutional capabilities with key policy references, including the EU AI Act, OECD AI Principles, and UNESCO's recommendations for education and AI. It identifies core domains such as strategy formulation, governance structures, workforce capability, data management, and ethical compliance, proposing measurable indicators for each. The study offers an actionable roadmap for universities and ministries to evaluate their current maturity, close capability gaps, and ensure trustworthy, transparent, and policy-compliant implementation of artificial intelligence in education. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, THE GAMIFICATION PYRAMID: A CONCEPTUAL FRAMEWORK FOR ADULT LEARNING AND ORGANIZATIONAL READINESS(Institute for Knowledge Management, 2025-10); ; Tea JosimovskaOne of the most talked-about tactics in corporate training, education, and organizational development is gamification. Gamification aims to promote desirable behaviors, maintain engagement, and encourage participation by incorporating game design elements—such as quests, challenges, leaderboards, badges, and points—into non-gaming contexts. Organizations are looking for scalable ways to improve readiness and learning outcomes, and learners and employees are already used to interactive and reward-driven systems in their everyday digital lives, which explains why gamification is being adopted quickly across sectors. However, despite its increasing popularity, gamification research is still dispersed. Current models frequently offer descriptive taxonomies of user types or motivational drivers, but they are unable to explain how gamification systems transform from superficial rewards into long-lasting frameworks that encourage sustained engagement and significant results. The literature is dominated by a few key frameworks. Eight fundamental human motivational factors are identified by Yu-kai Chou's Octalysis Framework, which also makes a distinction between positive and negative motivators and intrinsic and extrinsic drivers. A systematic viewpoint that describes how gamification components work together over time to create scalable, sustainable engagement is what's lacking; this gap is especially noticeable in programs for organizational readiness and adult learning. By presenting the Gamification Pyramid as a helpful interpretive tool that enhances rather than replaces current models, this paper fills that gap. The Pyramid divides gamification into three levels: dynamics, which stand for the emergent psychological states of mastery, trust, collaboration, and purpose that maintain motivation over time; mechanics, which arrange and link those components into meaningful pathways; and components, which offer the obvious building blocks of engagement. The benefits of this progression are particularly noticeable in organizational and adult learning settings. Adult learners who are juggling many obligations rarely pay attention to badges and points, even though they can produce temporary compliance. To show progress and relevance, strategies like feedback systems, staged challenges, and group projects are crucial. But in the end, only dynamics—the higher-order results of mastery, trust, and cooperation—can generate long-lasting motivation that complements corporate strategy and career advancement. The paper places the Pyramid in the larger context of models like Octalysis, Hexad, Werbach and Hunter's taxonomy, and Nicholson's meaningful gamification through an organized review of gamification research. This positioning is summarized in two comparative tables. The first explains the special value of a hierarchical progression lens by contrasting major frameworks based on their focus, advantages, and disadvantages. With applications ranging from compliance training and onboarding to upskilling, leadership development, and organizational transformation, the second converts these insights into useful suggestions for creating gamification in adult learning and organizational contexts. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, MEDIATING EFFECTS IN THE ADOPTION OF GAMIFIED E-GOVERNMENT SERVICES AMONG GENERATION Z(Institute for Knowledge Management, 2025-10); ; ; Mare Bogeva MicovskaGamification has been used more and more in the digital transformation of public administration as a tactic to increase compliance, transparency, and citizen engagement. Points, prizes, and social components are used by gamified e-government services to encourage behavior change, especially in younger generations accustomed to digital engagement. Even though models like the Unified Theory of Acceptance and Use of Technology (UTAUT) are used in a large portion of the current research on digital adoption in the public sector, these frameworks frequently place an emphasis on peer influence and usability while under examining the institutional aspect of trust. However, it has been repeatedly noted that a key determinant of whether or not citizens embrace and continue to use digital services is their level of trust in public institutions and the government. In light of this, this study explores how trust functions as a mediating factor in Generation Z's adoption of gamified e-government initiatives. The study expands on UTAUT by presenting trust in institutions and the government as a possible mediator between the behavioral intention to use gamified public services and two important predictors: facilitating conditions and social influence. A survey of 119 young people in North Macedonia, where e-government initiatives are being pushed as instruments for fiscal accountability and transparency, was used to gather data. Respondents, who are primarily from Generation Z, are a perfect group to research how digital innovations are adopted because of their experience with gamified environments and their changing perceptions of institutional trust. Both direct and indirect effects were tested using regression-based mediation analysis, which was backed by 5,000 bootstrap resamples. The findings offer compelling evidence that behavioral intention is significantly predicted by social influence and favorable circumstances. Peer approval and the presence of dependable infrastructure in particular were found to be strong predictors of sustained use of gamified services. Furthermore, trust was also significantly predicted by facilitating conditions, indicating that institutional competence and system reliability perceptions serve as the cornerstones for fostering trust in open digital platforms. Conversely, trust was not significantly impacted by social influence, suggesting that increased institutional confidence is not solely a result of peer approval. The results showed that trust did not significantly mediate the relationship between behavioral intention and either facilitating conditions or social influence when mediation was evaluated. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, INTEGRATING LEARNING ANALYTICS FOR PERSONALIZED EDUCATION: A CONCEPTUAL FRAMEWORK(Institute for Knowledge Management, 2025-10); ; Ana Josimovska NikolovDespite being two of the most important advancements in the digital transformation of education, gamification and learning analytics have mostly been handled as distinct areas of study and application. In order to boost motivation and engagement, gamification is the use of game features like quests, leaderboards, badges, and points in non-gaming contexts. Gamification can boost student engagement, produce immersive learning environments, and affect both intrinsic and extrinsic motivation, according to an expanding body of research. The goal of learning analytics, on the other hand, is to predict results, guide interventions, and offer insights into learner activity through the methodical collection, measurement, and analysis of digital traces. Although both strategies are based on the digitization of education, their complementary potential has rarely been systematically combined. By putting forth a conceptual framework for the integration of gamification and learning analytics in higher education, this paper seeks to close that gap. The foundation of the framework is the understanding that gamified learning environments produce constant streams of behavioral data in addition to motivating students. These digital traces provide a rich dataset that can guide analytics procedures, encompassing everything from achievement patterns and peer interactions to participation frequency and time on task. Institutions can create adaptive, evidence-based learning environments and go beyond surface-level engagement by integrating game mechanics with analytics pipelines. Four interconnected layers make up the suggested framework. By creating challenges, rewards, progression systems, and feedback loops, the gamification layer lays the groundwork for motivation. The second layer is the data layer, which records and arranges the digital footprints created by student interactions. This layer captures the learning process in real time, in contrast to conventional assessment techniques that concentrate on results at specific moments in time. The third layer is analytics, where descriptive, diagnostic, and predictive techniques are used to turn raw data into insightful knowledge. While predictive models can identify students at risk of dropping out, dashboards and visualization tools can highlight trends like declining engagement or mastery of specific concepts. In order to close the loop, the personalization layer offers customized feedback, scaffolded challenges, or advanced content based on analytics insights. By considering gamification as a source of actionable data for learning analytics as well as a motivational tactic, this framework advances educational research. It closes a significant gap between evidence-based and engagement-focused methodologies, showing how their combination can improve learning outcomes and motivation. Practically speaking, the framework gives universities a road map for combining analytics dashboards with gamified platforms to build flexible ecosystems that cater to the various needs of students - Some of the metrics are blocked by yourconsent settings
Item type:Publication, LIQUIDITY AS A HARBINGER OF PROFITABILITY: A CROSS REGIONAL STUDY BETWEEN EU AND SEEC COMPANIES(University of Sarajevo, School of Economics and Business, 2024-10-18); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, GENDER DIFFERENCES IN GEN Z IN GAMIFIED APP ENGAGEMENT: THE CASE OF THE MOJDDV APP(2024-12); ; This study examines gender differences in Generation Z’s engagement with the MojDDV app, a gamification initiative designed to reduce tax evasion and promote fiscal transparency in North Macedonia. The research aims to explore how gender shapes app usage and the influence of key factors—performance expectancy, effort expectancy, social influence, and facilitating conditions—on behavioral intention to use the app. A structured questionnaire was distributed to 120 Generation Z users of the MojDDV app, equally representing male and female participants. The data were analyzed using descriptive and inferential statistics, including independent samples t-tests and multiple regression analysis, to identify gender-specific engagement patterns. The findings reveal significant gender differences, with females reporting higher levels of social influence and overall engagement with the app compared to males. Social influence emerged as the most significant predictor of behavioral intention, particularly for female users, while facilitating conditions also played a key role in driving app usage. Conversely, performance expectancy and effort expectancy showed no significant gender differences, though both positively influenced overall app engagement. These results highlight the importance of gender-specific strategies to enhance engagement with government-led gamification initiatives. Leveraging social networks and providing reliable technical support can significantly increase app adoption, particularly among women, fostering broader participation in digital fiscal systems. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, THE IMPACT OF GAMIFICATION IN HIGHER EDUCATION: EXAMINING ACADEMIC PERFORMANCE THROUGH PARTIAL AND FULL GAMIFICATION INTERVENTIONS(2024-12); ; Josimovska nikolov, AnaThis study examines the effects of gamification in higher education, focusing on its impact on academic performance, internal motivators, and student satisfaction. The research aimed to evaluate how varying levels of gamification—partial and full—affect students' engagement and learning outcomes. A total of 162 students participated, divided into three groups: a control group, a partially gamified group, and a fully gamified group. Data were collected through a structured survey and analyzed using statistical techniques such as Cronbach's Alpha for reliability, Chi-Square tests, Levene's test, and ANOVA to determine the influence of gamification on academic metrics and motivation. The findings show that full gamification significantly improves academic performance, internal motivators like autonomy, goal-setting, and social interaction, while partial gamification had mixed effects. However, neither form of gamification showed a significant impact on overall student satisfaction. These results highlight the potential of full gamification to boost academic achievement and motivation, while also suggesting that satisfaction may depend on additional factors beyond gamification. The study contributes valuable insights for educators and policymakers seeking to implement gamification strategies in higher education. It emphasizes the importance of a holistic approach to enhance both student engagement and satisfaction.