G. Haus, Y. Pasquinelli, D. Scaccia, N. Scarabottolo
The paper deals with the problem of carrying on online written exams in the University of Milan, suddenly closed due to the Covid-19 emergency. Main goal of the paper is to present and compare the different scenarios envisioned, depending on the number of students to be monitored in parallel to avoid cheating. After illustrating the solutions identified at the beginning of the pandemic, the paper concentrates on what happened since May 2020 up the end of April 2021, when these solutions have been adopted by the University. In particular, the paper shows how the different envisaged scenarios have been perceived and applied by the teachers. An analysis of grades given to students before and during pandemic is also included.
{"title":"ONLINE WRITTEN EXAMS AT THE UNIVERSITY OF MILAN DURING COVID-19 CRISIS","authors":"G. Haus, Y. Pasquinelli, D. Scaccia, N. Scarabottolo","doi":"10.33965/ijwi_202119203","DOIUrl":"https://doi.org/10.33965/ijwi_202119203","url":null,"abstract":"The paper deals with the problem of carrying on online written exams in the University of Milan, suddenly closed due to the Covid-19 emergency. Main goal of the paper is to present and compare the different scenarios envisioned, depending on the number of students to be monitored in parallel to avoid cheating. After illustrating the solutions identified at the beginning of the pandemic, the paper concentrates on what happened since May 2020 up the end of April 2021, when these solutions have been adopted by the University. In particular, the paper shows how the different envisaged scenarios have been perceived and applied by the teachers. An analysis of grades given to students before and during pandemic is also included.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116592661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The internet plays a central role in much of contemporary parenting, which includes parent participation in social media networks. When people use social media to support parenting activities, they may seek information as well as social support, and in turn may provide information and social support to others. This study presents a systematic scoping review of empirical research on social media use for parenting support activities, whether parent-initiated and organic in origin or externally-initiated and intervention-focused. This review identified 70 relevant empirical articles published across a decade (2010-2019) and explored research trends (e.g., trajectory, study populations, research type and social media platforms) and parenting support topics. Findings show that health-related parenting support has been studied most frequently, followed by general parenting support and school-related support. This study yields insights into research gaps and potential areas for further research of parenting support via social media.
{"title":"SOCIAL MEDIA AND PARENTING SUPPORT: A SYSTEMATIC SCOPING REVIEW (2010-2019)","authors":"V. Dennen, Daeun Jung, Casey Cargill, A. Hedquist","doi":"10.33965/ijwi_202119201","DOIUrl":"https://doi.org/10.33965/ijwi_202119201","url":null,"abstract":"The internet plays a central role in much of contemporary parenting, which includes parent participation in social media networks. When people use social media to support parenting activities, they may seek information as well as social support, and in turn may provide information and social support to others. This study presents a systematic scoping review of empirical research on social media use for parenting support activities, whether parent-initiated and organic in origin or externally-initiated and intervention-focused. This review identified 70 relevant empirical articles published across a decade (2010-2019) and explored research trends (e.g., trajectory, study populations, research type and social media platforms) and parenting support topics. Findings show that health-related parenting support has been studied most frequently, followed by general parenting support and school-related support. This study yields insights into research gaps and potential areas for further research of parenting support via social media.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123574486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the impact on faculty and students of the forced transition to eLearning caused by the COVID-19 pandemic. A review of the literature on eLearning modalities and the issues involved in transitioning from face-to-face instruction is followed by a series of reports on the experiences of 11 faculty and in making the change from traditional instruction to various modalities of eLearning. The impacts on students were assessed through a survey of students in classes during the pandemic. The methodology employed is an adaptation of the grounded theory approach used in sociology along with survey research. The results indicate that the primary advantages to the transition to eLearning were the flexibility afforded both faculty and students and the ability to continue delivering quality instruction during the pandemic. The primary negatives were the difficulty in engaging students in the new delivery modalities and the significant challenges involved in proctoring exams. Prior experience with online and blended learning on the part of the faculty and students made the transition smoother.
{"title":"THE IMPACT OF EMERGENCY eLEARNING DURING A PANDEMIC ON UNIVERSITY FACULTY AND STUDENTS","authors":"G. Evans, D. Evans, M. Harrington","doi":"10.33965/ijwi_202119202","DOIUrl":"https://doi.org/10.33965/ijwi_202119202","url":null,"abstract":"This paper explores the impact on faculty and students of the forced transition to eLearning caused by the COVID-19 pandemic. A review of the literature on eLearning modalities and the issues involved in transitioning from face-to-face instruction is followed by a series of reports on the experiences of 11 faculty and in making the change from traditional instruction to various modalities of eLearning. The impacts on students were assessed through a survey of students in classes during the pandemic. The methodology employed is an adaptation of the grounded theory approach used in sociology along with survey research. The results indicate that the primary advantages to the transition to eLearning were the flexibility afforded both faculty and students and the ability to continue delivering quality instruction during the pandemic. The primary negatives were the difficulty in engaging students in the new delivery modalities and the significant challenges involved in proctoring exams. Prior experience with online and blended learning on the part of the faculty and students made the transition smoother.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"294 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127165617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global pandemic led the higher educational sphere worldwide to the amplified emergency digitalization measures, that sprang from the necessity to take quick comprehensive action to transform educational workflow and both standard and dynamic educational scenarios into digital, blended, and hybrid formats. As a result, there are identified several challenges that higher educational institutions had to face and overcome in a manner that was efficient and expedient: 1) to activate comprehensive complex skillsets, otherwise latent or underutilized in the educational process; 2) to boost ICT competence and digital literacy of all participants of the educational process, relocated to the computer realm. The study objective is informed by the research task to conduct a structured, case-based diagnostics of viral development of digital skills and their application to construe interdisciplinary competencies and professional linguistic competences of students of European and Oriental Languages major programs at Borys Grinchenko Kyiv University (Ukraine), that took place over the span of 2020-2021 due to lockdown measures. The inquiry is founded on the identification of various soft and communicative competency principles and estimated digital literacy components that inform the meta-digital competence in Foreign Languages Education. The empirical study is derived from the comprehensive survey data that disclosed digital literacy components and e-skills implementation in various tiers of professional linguistic and FLE activities. The inquiry determines structural interoperability between different groups of applied e-skills, linguistic competence components and soft skills, necessary for the development of the interdisciplinary professional capacity of Foreign Languages students in Ukraine.
{"title":"DIGITAL SKILLS DEVELOPMENT FOR FOREIGN LANGUAGES EDUCATION IN UKRAINE","authors":"R. Makhachashvili, I. Semenist","doi":"10.33965/ijwi_202119204","DOIUrl":"https://doi.org/10.33965/ijwi_202119204","url":null,"abstract":"The global pandemic led the higher educational sphere worldwide to the amplified emergency digitalization measures, that sprang from the necessity to take quick comprehensive action to transform educational workflow and both standard and dynamic educational scenarios into digital, blended, and hybrid formats. As a result, there are identified several challenges that higher educational institutions had to face and overcome in a manner that was efficient and expedient: 1) to activate comprehensive complex skillsets, otherwise latent or underutilized in the educational process; 2) to boost ICT competence and digital literacy of all participants of the educational process, relocated to the computer realm. The study objective is informed by the research task to conduct a structured, case-based diagnostics of viral development of digital skills and their application to construe interdisciplinary competencies and professional linguistic competences of students of European and Oriental Languages major programs at Borys Grinchenko Kyiv University (Ukraine), that took place over the span of 2020-2021 due to lockdown measures. The inquiry is founded on the identification of various soft and communicative competency principles and estimated digital literacy components that inform the meta-digital competence in Foreign Languages Education. The empirical study is derived from the comprehensive survey data that disclosed digital literacy components and e-skills implementation in various tiers of professional linguistic and FLE activities. The inquiry determines structural interoperability between different groups of applied e-skills, linguistic competence components and soft skills, necessary for the development of the interdisciplinary professional capacity of Foreign Languages students in Ukraine.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127246680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stine Ordemann, Marita Skjuve, Asbjørn Følstad, C. Bjørkli
Chatbots are changing customer service interactions, enabling higher reliance on self-serving behavior. There seems to be an emphasis on designing these chatbots to be as humanlike as possible. One drawback is that such humanlike design might lead users to apply the same mental models when interacting with chatbots as they do when interacting with human customer service personnel. Arguably, this may cause issues in the chatbot interaction because the technology may not be capable of handling interactions at the same level of sophistication as human personnel. Thus, the mental models that users apply are important for successful system interactions, but little research have been dedicated towards understanding these mental models. To close this research gap, we asked 16 users to interact with two customer service chatbots to explore the mental models guiding their interactions. Based on qualitative interviews and screen-captured videos of the participants’ dialogues, an exploratory analysis indicated that the participants drew on two types of mental models to understand, predict, and interact with chatbots: a human-oriented model and a technology-oriented model. We discuss our findings and their theoretical and practical implications.
{"title":"UNDERSTANDING HOW CHATBOTS WORK: AN EXPLORATORY STUDY OF MENTAL MODELS IN CUSTOMER SERVICE CHATBOTS","authors":"Stine Ordemann, Marita Skjuve, Asbjørn Følstad, C. Bjørkli","doi":"10.33965/ijwi_202119102","DOIUrl":"https://doi.org/10.33965/ijwi_202119102","url":null,"abstract":"Chatbots are changing customer service interactions, enabling higher reliance on self-serving behavior. There seems to be an emphasis on designing these chatbots to be as humanlike as possible. One drawback is that such humanlike design might lead users to apply the same mental models when interacting with chatbots as they do when interacting with human customer service personnel. Arguably, this may cause issues in the chatbot interaction because the technology may not be capable of handling interactions at the same level of sophistication as human personnel. Thus, the mental models that users apply are important for successful system interactions, but little research have been dedicated towards understanding these mental models. To close this research gap, we asked 16 users to interact with two customer service chatbots to explore the mental models guiding their interactions. Based on qualitative interviews and screen-captured videos of the participants’ dialogues, an exploratory analysis indicated that the participants drew on two types of mental models to understand, predict, and interact with chatbots: a human-oriented model and a technology-oriented model. We discuss our findings and their theoretical and practical implications.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134177632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jeferson Gonçalves de Oliveira, C. D. Muylder, Fernando Hadad Zaidan, Ana Maria Pereira Cardoso, J. N. Januário
Many recent studies have underscored the complexity of public health systems. At the same time, information systems are discussed from a strictly technological point of view to break away from a social context in which they are inseparable. Furthermore, the literature lacks research on the implementation of these systems in environments that target social innovation. To explore these relationships, this study seeks to answer the following question: What are the relationships/influences between the Social Information System, public health and social innovation? Thus, the purpose of this research is to develop an analysis model of the relationship between the studied constructs and apply it to the reality of the Neonatal Screening Program of the State of Minas Gerais (PTN-MG). To do so, the study was applied within the SUS, in the state of Minas Gerais, using the program's 15-year database. For testing the relationships between model constructs, statistical techniques of multivariate data analysis were employed. Key findings confirm that healthcare networks are configured as complex systems that require information systems with features that respect this concept. In addition, it is noted that the information system is a fundamental pillar in social innovation in health, as it has shown a significant relationship with the reduction of health problems and with the PTN-MG quality indicators. From this new tested model, others will emerge pointing to the scientific and social contribution of this research, organized in documents.
{"title":"SOCIAL INFORMATION SYSTEMS: IMPACT ON THE MORTALITY RATE OF A PUBLIC HEALTH PROGRAM","authors":"Jeferson Gonçalves de Oliveira, C. D. Muylder, Fernando Hadad Zaidan, Ana Maria Pereira Cardoso, J. N. Januário","doi":"10.33965/ijwi_202119104","DOIUrl":"https://doi.org/10.33965/ijwi_202119104","url":null,"abstract":"Many recent studies have underscored the complexity of public health systems. At the same time, information systems are discussed from a strictly technological point of view to break away from a social context in which they are inseparable. Furthermore, the literature lacks research on the implementation of these systems in environments that target social innovation. To explore these relationships, this study seeks to answer the following question: What are the relationships/influences between the Social Information System, public health and social innovation? Thus, the purpose of this research is to develop an analysis model of the relationship between the studied constructs and apply it to the reality of the Neonatal Screening Program of the State of Minas Gerais (PTN-MG). To do so, the study was applied within the SUS, in the state of Minas Gerais, using the program's 15-year database. For testing the relationships between model constructs, statistical techniques of multivariate data analysis were employed. Key findings confirm that healthcare networks are configured as complex systems that require information systems with features that respect this concept. In addition, it is noted that the information system is a fundamental pillar in social innovation in health, as it has shown a significant relationship with the reduction of health problems and with the PTN-MG quality indicators. From this new tested model, others will emerge pointing to the scientific and social contribution of this research, organized in documents.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131515951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Moriki, Hiroki Satoh, Shinpei Takami, Kie Yoshiji, Miho Kobayashi, N. Komoda
With the pandemic of a new type of infectious disease, people are trying to shift to a new way of working, mainly by working from home. To address the concerns of remote work, such as poor communication among employees and loss of a sense of self-efficacy, the authors have designed and developed an in-house currency system that promotes mutual aids among employees. The system is implemented mainly on a cloud system and is accessed by employees as a web application on their smartphones. This in-house currency application accepts reports of mutual aids behavior and provides a small monetary incentive. It also has a user interface that fosters empathy by visualizing the mutual aid behaviors of employees to all participants. This system has been implemented on a trial basis for our R&D department, and employee participation is evaluated over a year. During the test period, in addition to daily mutual aid activities among employees, the activities that promoted actions among employees are observed. User interviews indicate that the in-house currency system is effective in stimulating communication among employees and strengthening their sense of self-efficacy.
{"title":"DESIGN AND IMPLEMENTATION OF IN-HOUSE CURRENCY SYSTEM TO FOSTER MUTUAL ACTIONS","authors":"T. Moriki, Hiroki Satoh, Shinpei Takami, Kie Yoshiji, Miho Kobayashi, N. Komoda","doi":"10.33965/ijwi_202119107","DOIUrl":"https://doi.org/10.33965/ijwi_202119107","url":null,"abstract":"With the pandemic of a new type of infectious disease, people are trying to shift to a new way of working, mainly by working from home. To address the concerns of remote work, such as poor communication among employees and loss of a sense of self-efficacy, the authors have designed and developed an in-house currency system that promotes mutual aids among employees. The system is implemented mainly on a cloud system and is accessed by employees as a web application on their smartphones. This in-house currency application accepts reports of mutual aids behavior and provides a small monetary incentive. It also has a user interface that fosters empathy by visualizing the mutual aid behaviors of employees to all participants. This system has been implemented on a trial basis for our R&D department, and employee participation is evaluated over a year. During the test period, in addition to daily mutual aid activities among employees, the activities that promoted actions among employees are observed. User interviews indicate that the in-house currency system is effective in stimulating communication among employees and strengthening their sense of self-efficacy.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125145396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The world is moving towards achieving sustainable development goals that benefit the environment, society, and the economy. The COVID-19 pandemic has forced many education institutions to shift from traditional learning to online learning. Since 1960, e-learning has been delivering through the website. However, there is a rise in e-learning security and ethical issues that lead to poor education quality and an unsustainable e-learning system. Thus, security and ethics components need to be integrated into a sustainable e-learning and gamification framework. Interestingly, e-learning needs to integrate the gamification context to increase online learning quality and secure learners' education while promoting lifelong learning. To identify the relationship between security and ethics in gamified e-learning, this paper examined and assessed various types of security threads and learners’ ethics and well-being in the e-learning environment. The framework intends to increase e-learning strength in promoting a better e-learning environment, well-being, and lifelong learning among their learners. Thus, enabling sustainable education through a reliable e-learning system.
{"title":"SECURITY AND ETHICS IN SUSTAINABLE E-LEARNING AND GAMIFICATION FRAMEWORK FOR HIGHER EDUCATION","authors":"A. Sofiadin","doi":"10.33965/ijwi_202119106","DOIUrl":"https://doi.org/10.33965/ijwi_202119106","url":null,"abstract":"The world is moving towards achieving sustainable development goals that benefit the environment, society, and the economy. The COVID-19 pandemic has forced many education institutions to shift from traditional learning to online learning. Since 1960, e-learning has been delivering through the website. However, there is a rise in e-learning security and ethical issues that lead to poor education quality and an unsustainable e-learning system. Thus, security and ethics components need to be integrated into a sustainable e-learning and gamification framework. Interestingly, e-learning needs to integrate the gamification context to increase online learning quality and secure learners' education while promoting lifelong learning. To identify the relationship between security and ethics in gamified e-learning, this paper examined and assessed various types of security threads and learners’ ethics and well-being in the e-learning environment. The framework intends to increase e-learning strength in promoting a better e-learning environment, well-being, and lifelong learning among their learners. Thus, enabling sustainable education through a reliable e-learning system.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126708404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing use of social media for learning purposes, especially during the COVID-19 pandemic, has opened new horizons for self-learning. Although several affordances are associated with social media use, there remains limited understanding of the social affordance’s users enjoy from social media, specifically, users engaged in informal learning a free-choice learning option where learners participate in activities voluntarily. Being aware of these social affordances can improve our understanding on how social media users learn informally as they draw upon those affordances. This study identifies the social affordances of social media when presented as an informal learning tool to learners; and in so doing, seeks to respond to the question What are the social affordances of social media tools in an informal learning context? Following a descriptive systematic literature review synthesis as a methodological approach, the literature on social media and informal learning from an information system (IS) perspective were identified and analyzed to identify the social affordances. The findings show thirteen social affordances which online users enjoy in informal learning context when using social media. Given that social media was not designed for learning purposes, these findings contribute towards the discussion of social media as a learning tool by providing a descriptive contribution on the social affordances enabled by these platforms.
{"title":"THE SOCIAL AFFORDANCES OF SOCIAL MEDIA FOR INFORMAL LEARNERS","authors":"Maryam Almukhaylid, S. Kabanda, N. Al-haidari","doi":"10.33965/ijwi_202119101","DOIUrl":"https://doi.org/10.33965/ijwi_202119101","url":null,"abstract":"The increasing use of social media for learning purposes, especially during the COVID-19 pandemic, has opened new horizons for self-learning. Although several affordances are associated with social media use, there remains limited understanding of the social affordance’s users enjoy from social media, specifically, users engaged in informal learning a free-choice learning option where learners participate in activities voluntarily. Being aware of these social affordances can improve our understanding on how social media users learn informally as they draw upon those affordances. This study identifies the social affordances of social media when presented as an informal learning tool to learners; and in so doing, seeks to respond to the question What are the social affordances of social media tools in an informal learning context? Following a descriptive systematic literature review synthesis as a methodological approach, the literature on social media and informal learning from an information system (IS) perspective were identified and analyzed to identify the social affordances. The findings show thirteen social affordances which online users enjoy in informal learning context when using social media. Given that social media was not designed for learning purposes, these findings contribute towards the discussion of social media as a learning tool by providing a descriptive contribution on the social affordances enabled by these platforms.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126343635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Use of mobile payment applications (m-payment) has been growing over the past decade. However, much of the existing studies generally: a) focus on participants chosen from a single cultural background, b) rely on using the traditional attitude-oriented theories (e.g., TRA, TAM), and c) are concerned with use attitudes and/or intention to use. Hence, studies about the effect of national culture (differing among various nationalities) on m-payment are scarce. In this paper, using value orientations theoretical perspective we report on a study that focuses on understanding the key factors that could possibly affect customers’ continuance intention for using m-payment from a cross-nationality perspective. A research model is proposed to investigate whether four specific value factors, as conceptualized in the theory of consumption value, affect m-payment continuance intention as well as whether the influence of such factors are perceived differently among two different nationalities (i.e., India, China). Our findings reveal that the m-payment continuance intention is largely indirectly explained by emotional value. In addition, the effects of social value differ between Indian and Chinese students. The research findings offer insights to m-payment providers in terms of the culture-based m-payment application strategy related to designing content and interface, so as to properly guide the momentum.
{"title":"EVALUATING CUSTOMERS’ CONTINUANCE INTENTION FOR USING MOBILE PAYMENT: CONSUMPTION VALUE THEORY PERSPECTIVE","authors":"Qiang Huang, M. Rahim, Misita Anwar","doi":"10.33965/ijwi_202119103","DOIUrl":"https://doi.org/10.33965/ijwi_202119103","url":null,"abstract":"Use of mobile payment applications (m-payment) has been growing over the past decade. However, much of the existing studies generally: a) focus on participants chosen from a single cultural background, b) rely on using the traditional attitude-oriented theories (e.g., TRA, TAM), and c) are concerned with use attitudes and/or intention to use. Hence, studies about the effect of national culture (differing among various nationalities) on m-payment are scarce. In this paper, using value orientations theoretical perspective we report on a study that focuses on understanding the key factors that could possibly affect customers’ continuance intention for using m-payment from a cross-nationality perspective. A research model is proposed to investigate whether four specific value factors, as conceptualized in the theory of consumption value, affect m-payment continuance intention as well as whether the influence of such factors are perceived differently among two different nationalities (i.e., India, China). Our findings reveal that the m-payment continuance intention is largely indirectly explained by emotional value. In addition, the effects of social value differ between Indian and Chinese students. The research findings offer insights to m-payment providers in terms of the culture-based m-payment application strategy related to designing content and interface, so as to properly guide the momentum.","PeriodicalId":245560,"journal":{"name":"IADIS INTERNATIONAL JOURNAL ON WWW/INTERNET","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124531918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：