Pub Date : 2024-10-28DOI: 10.1016/j.chb.2024.108468
Dawei SHANG , Caiyi ZHANG , Li JIN
Learning engagement has received the attention of academics and practitioners; however, studies on employee learning engagement are limited. Based on an integrated hardware-software-value-design perspective and domain-specific innovativeness theory, we developed and tested a theoretical framework using a novel and hybrid multistage approach combining a partial least squares (PLS) structural equation model (SEM) and artificial neural networks from deep learning. We used multigroup analysis (PLS-MGA-ANN), which examines key integrated design elements and domain-specific innovativeness drivers of employee learning engagement in ubiquitous learning context. According to a sample of learners’ responses, the linear PLS-SEM results demonstrated that (a) integrating design elements, including perceived compatibility, familiarity, value, and user interface design, had a direct impact on domain-specific innovativeness; (b) domain-specific innovativeness had a direct impact on employee learning engagement and played a mediating role in the relationship between integrating design elements and employee learning engagement; and (c) copresence moderated the relationships between domain-specific innovativeness and employee learning engagement. Furthermore, through the evaluation of nonlinear models of the neural network, perceived compatibility and value revealed nonlinear average importance. Practical and theoretical implications are discussed.
{"title":"Exploring the impact of integrated design on employee learning engagement in the ubiquitous learning context: A deep learning-based hybrid multistage approach","authors":"Dawei SHANG , Caiyi ZHANG , Li JIN","doi":"10.1016/j.chb.2024.108468","DOIUrl":"10.1016/j.chb.2024.108468","url":null,"abstract":"<div><div>Learning engagement has received the attention of academics and practitioners; however, studies on employee learning engagement are limited. Based on an integrated hardware-software-value-design perspective and domain-specific innovativeness theory, we developed and tested a theoretical framework using a novel and hybrid multistage approach combining a partial least squares (PLS) structural equation model (SEM) and artificial neural networks from deep learning. We used multigroup analysis (PLS-MGA-ANN), which examines key integrated design elements and domain-specific innovativeness drivers of employee learning engagement in ubiquitous learning context. According to a sample of learners’ responses, the linear PLS-SEM results demonstrated that (a) integrating design elements, including perceived compatibility, familiarity, value, and user interface design, had a direct impact on domain-specific innovativeness; (b) domain-specific innovativeness had a direct impact on employee learning engagement and played a mediating role in the relationship between integrating design elements and employee learning engagement; and (c) copresence moderated the relationships between domain-specific innovativeness and employee learning engagement. Furthermore, through the evaluation of nonlinear models of the neural network, perceived compatibility and value revealed nonlinear average importance. Practical and theoretical implications are discussed.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"164 ","pages":"Article 108468"},"PeriodicalIF":9.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-23DOI: 10.1016/j.chb.2024.108476
Xuetao Tian, Jing Li, Xinyi Wang, Liang Xu, Fang Luo
Suicidal ideation refers to the thoughts related to suicide, including but not limited to specific plans for death and desires for suicide. Its recognition is of great significance in preventing individuals from suicide. In the context of large-scale screening on suicide ideation, self-report scale is the most used approach, but the subjects are easy to conceal real information. Though some automated methods based on social media platforms are put forward, they are difficult to cover all the populations that need to be tested. To this challenge, in this paper, a new perspective on suicidal ideation recognition via sentence completion test (SCT) is provided. SCT contains some sentence fragments and requires subjects to complete them, having implicitness and being suitable for large-scale screening, but its use depends on automated scoring method. Therefore, based on a self-developed SCT, a dataset is collected, containing 1,399 individuals’ responses on both the SCT and one classical self-report scale about suicidal ideation. To support the prediction with reasonable evidences for such a psychometric task, considering that individual suicidal ideation may be reflected by the different response patterns of each item or the general topic contained in all items, a coding- and topic-enhanced model for suicidal ideation recognition is proposed. The strategies of contrastive learning and focal loss are leveraged to establish different representations of different response patterns in the SCT and solve the class-imbalanced problem. To verify the effectiveness, extensive experiments are conducted, demonstrating that the proposed method achieves a feasible and practical performance.
{"title":"Suicidal ideation recognition based on sentence completion test via coding- and topic-enhanced model","authors":"Xuetao Tian, Jing Li, Xinyi Wang, Liang Xu, Fang Luo","doi":"10.1016/j.chb.2024.108476","DOIUrl":"10.1016/j.chb.2024.108476","url":null,"abstract":"<div><div>Suicidal ideation refers to the thoughts related to suicide, including but not limited to specific plans for death and desires for suicide. Its recognition is of great significance in preventing individuals from suicide. In the context of large-scale screening on suicide ideation, self-report scale is the most used approach, but the subjects are easy to conceal real information. Though some automated methods based on social media platforms are put forward, they are difficult to cover all the populations that need to be tested. To this challenge, in this paper, a new perspective on suicidal ideation recognition via sentence completion test (SCT) is provided. SCT contains some sentence fragments and requires subjects to complete them, having implicitness and being suitable for large-scale screening, but its use depends on automated scoring method. Therefore, based on a self-developed SCT, a dataset is collected, containing 1,399 individuals’ responses on both the SCT and one classical self-report scale about suicidal ideation. To support the prediction with reasonable evidences for such a psychometric task, considering that individual suicidal ideation may be reflected by the different response patterns of each item or the general topic contained in all items, a coding- and topic-enhanced model for suicidal ideation recognition is proposed. The strategies of contrastive learning and focal loss are leveraged to establish different representations of different response patterns in the SCT and solve the class-imbalanced problem. To verify the effectiveness, extensive experiments are conducted, demonstrating that the proposed method achieves a feasible and practical performance.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"162 ","pages":"Article 108476"},"PeriodicalIF":9.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142529793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-21DOI: 10.1016/j.chb.2024.108477
Ting Xiao , Yu Zeng , Cai Yang , Haowen Xiao , Yueyan Wu
Unlike traditional centralized innovation within a firm, digital innovation is more distributed and involves many heterogeneous innovators within a society. A key challenge is the personalized governance of different innovators. We explored how innovation contests affected digital product innovation across multiple innovators, using a self- or meta-organized contest. Using a dataset of 17,985 innovators, 14,734 innovation contests, and 212,767 digital products from 2015 to 2022, we found that a self-organized contest increases the originality and popularity of digital products, whereas a meta-organized contest decreases these outcomes. An innovation contest is a valuable governance tool for digital innovation, but it backfires when there is a mismatch with a particular innovator. Specifically, the self-organized contest is more helpful for experts' and openers' digital product innovation, but not for novices' or conservatives’ innovation. The opposite is true for meta-organized contests. This study contributes to contest management and personalized governance in digital innovation.
{"title":"Self-organized or meta-organized contests? The two faces of innovation contests in digital product innovation","authors":"Ting Xiao , Yu Zeng , Cai Yang , Haowen Xiao , Yueyan Wu","doi":"10.1016/j.chb.2024.108477","DOIUrl":"10.1016/j.chb.2024.108477","url":null,"abstract":"<div><div>Unlike traditional centralized innovation within a firm, digital innovation is more distributed and involves many heterogeneous innovators within a society. A key challenge is the personalized governance of different innovators. We explored how innovation contests affected digital product innovation across multiple innovators, using a self- or meta-organized contest. Using a dataset of 17,985 innovators, 14,734 innovation contests, and 212,767 digital products from 2015 to 2022, we found that a self-organized contest increases the originality and popularity of digital products, whereas a meta-organized contest decreases these outcomes. An innovation contest is a valuable governance tool for digital innovation, but it backfires when there is a mismatch with a particular innovator. Specifically, the self-organized contest is more helpful for experts' and openers' digital product innovation, but not for novices' or conservatives’ innovation. The opposite is true for meta-organized contests. This study contributes to contest management and personalized governance in digital innovation.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"163 ","pages":"Article 108477"},"PeriodicalIF":9.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-20DOI: 10.1016/j.chb.2024.108472
Steven J. Howard , Nicole Hayes , Sumudu Mallawaarachchi , Daniel Johnson , Cathrine Neilsen-Hewett , Janelle Mackenzie , Laura A. Bentley , Sonia L.J. White
There is good reason to implicate self-regulation in our digital recreation duration, choices, and behaviours. However, the direction, degree, and diversity of their association is unclear. To offer more robust and nuanced evidence to this issue of acute public concern, the current study presents a comprehensive meta-analysis of the associations between self-regulation and digital recreation from birth to adolescence – consolidating 183 studies reporting 232 associations from 234,476 children and adolescents. Across these studies, digital recreation clustered into investigations of screen time, features of problematic digital engagement, exposure to violent content, communicating with strangers online, sexting, and media multitasking. Although a pattern of negative bivariate associations was observed between self-regulation and aspects of digital recreation, the strength of association for screen time was weak (r = −.04 for computer use to r = −.15 for social media use). Once control variables were considered, relationships with exposure to violent digital content were rendered similarly trivial, suggesting other variables likely account for these correlations. This reduces our confidence in these associations. In contrast, lower self-regulation was more highly associated with problematic engagement (r = −.28 for problematic gaming to r = −.41 for problematic mobile phone use), communicating with strangers online (r = −.18), and sexting (r = −.20). This pattern of results points to a relationship that is variable by type of digital activity, which in our meta-analyses ranged from null to strong and negative. Where a relationship exists, it may be bi-directional given associations remained for longitudinal studies that positioned either self-regulation or digital recreation as predictor. Most moderators of these associations were non-significant, although the negative association of self-regulation with time spent gaming was increasingly strong with increasing participant age. This study instigates a disentangling of the nature of the relationship between self-regulation and digital choices and behaviours across the early stages of life.
{"title":"A meta-analysis of self-regulation and digital recreation from birth to adolescence","authors":"Steven J. Howard , Nicole Hayes , Sumudu Mallawaarachchi , Daniel Johnson , Cathrine Neilsen-Hewett , Janelle Mackenzie , Laura A. Bentley , Sonia L.J. White","doi":"10.1016/j.chb.2024.108472","DOIUrl":"10.1016/j.chb.2024.108472","url":null,"abstract":"<div><div>There is good reason to implicate self-regulation in our digital recreation duration, choices, and behaviours. However, the direction, degree, and diversity of their association is unclear. To offer more robust and nuanced evidence to this issue of acute public concern, the current study presents a comprehensive meta-analysis of the associations between self-regulation and digital recreation from birth to adolescence – consolidating 183 studies reporting 232 associations from 234,476 children and adolescents. Across these studies, digital recreation clustered into investigations of screen time, features of problematic digital engagement, exposure to violent content, communicating with strangers online, sexting, and media multitasking. Although a pattern of negative bivariate associations was observed between self-regulation and aspects of digital recreation, the strength of association for screen time was weak (<em>r</em> = −.04 for computer use to <em>r</em> = −.15 for social media use). Once control variables were considered, relationships with exposure to violent digital content were rendered similarly trivial, suggesting other variables likely account for these correlations. This reduces our confidence in these associations. In contrast, lower self-regulation was more highly associated with problematic engagement (<em>r</em> = −.28 for problematic gaming to <em>r</em> = −.41 for problematic mobile phone use), communicating with strangers online (<em>r</em> = −.18), and sexting (<em>r</em> = −.20). This pattern of results points to a relationship that is variable by type of digital activity, which in our meta-analyses ranged from null to strong and negative. Where a relationship exists, it may be bi-directional given associations remained for longitudinal studies that positioned either self-regulation or digital recreation as predictor. Most moderators of these associations were non-significant, although the negative association of self-regulation with time spent gaming was increasingly strong with increasing participant age. This study instigates a disentangling of the nature of the relationship between self-regulation and digital choices and behaviours across the early stages of life.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"163 ","pages":"Article 108472"},"PeriodicalIF":9.0,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-19DOI: 10.1016/j.chb.2024.108475
Alberto Cattaneo , Maria-Luisa Schmitz , Philipp Gonon , Chiara Antonietti , Tessa Consoli , Dominik Petko
This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upper secondary schools in Switzerland to construct structural equation models of the interplay between school-related factors, teacher-related factors, and technology integration. Apart from confirming that technology integration is generally high across all school types, the study shows that among school-related factors, goal clarity is a significant predictor of constructive learning activities and of all the three personal factors considered in the study: teachers’ positive beliefs, technological knowledge, and technological pedagogical content knowledge. Moreover, these personal factors, in turn, constitute significant predictors of all the four types of learning activities. Both full-time and dual vocational schools integrate constructive and interactive activities more than general schools, and vocational teachers report significantly higher beliefs and lower technological pedagogical content knowledge than general school teachers. These findings confirm the importance of considering the interplay between personal and school-related factors when training teachers in technology integration, with interesting differences across school types that seem to depend more on the contextual culture than on the curriculum organisation.
{"title":"The role of personal and contextual factors when investigating technology integration in general and vocational education","authors":"Alberto Cattaneo , Maria-Luisa Schmitz , Philipp Gonon , Chiara Antonietti , Tessa Consoli , Dominik Petko","doi":"10.1016/j.chb.2024.108475","DOIUrl":"10.1016/j.chb.2024.108475","url":null,"abstract":"<div><div>This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upper secondary schools in Switzerland to construct structural equation models of the interplay between school-related factors, teacher-related factors, and technology integration. Apart from confirming that technology integration is generally high across all school types, the study shows that among school-related factors, goal clarity is a significant predictor of constructive learning activities and of all the three personal factors considered in the study: teachers’ positive beliefs, technological knowledge, and technological pedagogical content knowledge. Moreover, these personal factors, in turn, constitute significant predictors of all the four types of learning activities. Both full-time and dual vocational schools integrate constructive and interactive activities more than general schools, and vocational teachers report significantly higher beliefs and lower technological pedagogical content knowledge than general school teachers. These findings confirm the importance of considering the interplay between personal and school-related factors when training teachers in technology integration, with interesting differences across school types that seem to depend more on the contextual culture than on the curriculum organisation.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"163 ","pages":"Article 108475"},"PeriodicalIF":9.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-19DOI: 10.1016/j.chb.2024.108480
Jin Chen , Xin-Yue Wang , Sai-Nan Huang , Jian-Xia Lu , Hui Zheng
Background
Motivation, encompassing positive reinforcement, negative reinforcement, and compulsion, significantly influences addictive behavior. Yet, there is little research available on these motivational dimensions and their connection to addictive behavior. This study addressed these gaps by investigating motivation in internet addiction (IA) and nicotine dependence (ND).
Methods
Cross-sectional data from 472 nicotine users (NUs) and 1004 internet users (IUS) were examined using the Chinese version of the Habit, Reward, and Fear Scale. The Glasso network method was used to estimate the networks, and four interrelated centrality measures were calculated.
Results
IUs exhibited significantly lower total addiction motivation scores, as well as lower reward and fear dimensions, compared to NUs. In the Severity-Motivation Network, reward and fear motivations had the highest centrality. The habitual motivation of NUs demonstrated the highest closeness and betweenness centrality, showing a strong positive correlation with the degree of ND. The fear motivation of IUs exhibited a strong positive correlation with the degree of IA. In the symptom-motivation network, reward and habit nodes displayed higher centrality in NUs, whereas reward and fear nodes were most central for IUs.
Conclusions
The findings indicate that reward, fear, and habit motivations are key factors in explaining behaviors associated with nicotine use and internet use. The unique positions of habitual motivation in ND and fear motivation in IA provide new perspectives for understanding addictive behaviors. These should be considered key motivational targets for clinicians to address.
背景动机包括正强化、负强化和强迫，对成瘾行为有重大影响。然而，有关这些动机维度及其与成瘾行为之间联系的研究却很少。本研究通过调查网络成瘾（IA）和尼古丁依赖（ND）中的动机来填补这些空白。方法使用中文版习惯、奖赏和恐惧量表对 472 名尼古丁使用者（NUs）和 1004 名网络使用者（IUS）的横断面数据进行研究。结果与 NUs 相比，IUs 表现出明显较低的成瘾动机总分，以及较低的奖励和恐惧维度。在严重程度-动机网络中，奖励和恐惧动机的中心度最高。NU 的习惯性动机表现出最高的接近性和中心度之间性，与 ND 程度呈很强的正相关。IU 的恐惧动机与 IA 的程度有很强的正相关性。结论 研究结果表明，奖励、恐惧和习惯性动机是解释尼古丁使用和互联网使用相关行为的关键因素。习惯性动机在 ND 中的独特位置和恐惧动机在 IA 中的独特位置为理解成瘾行为提供了新的视角。临床医生应将这两种动机作为重点研究对象。
{"title":"Similarities and differences between internet addiction and nicotine dependence —— motivation network","authors":"Jin Chen , Xin-Yue Wang , Sai-Nan Huang , Jian-Xia Lu , Hui Zheng","doi":"10.1016/j.chb.2024.108480","DOIUrl":"10.1016/j.chb.2024.108480","url":null,"abstract":"<div><h3>Background</h3><div>Motivation, encompassing positive reinforcement, negative reinforcement, and compulsion, significantly influences addictive behavior. Yet, there is little research available on these motivational dimensions and their connection to addictive behavior. This study addressed these gaps by investigating motivation in internet addiction (IA) and nicotine dependence (ND).</div></div><div><h3>Methods</h3><div>Cross-sectional data from 472 nicotine users (NUs) and 1004 internet users (IUS) were examined using the Chinese version of the Habit, Reward, and Fear Scale. The Glasso network method was used to estimate the networks, and four interrelated centrality measures were calculated.</div></div><div><h3>Results</h3><div>IUs exhibited significantly lower total addiction motivation scores, as well as lower reward and fear dimensions, compared to NUs. In the Severity-Motivation Network, reward and fear motivations had the highest centrality. The habitual motivation of NUs demonstrated the highest closeness and betweenness centrality, showing a strong positive correlation with the degree of ND. The fear motivation of IUs exhibited a strong positive correlation with the degree of IA. In the symptom-motivation network, reward and habit nodes displayed higher centrality in NUs, whereas reward and fear nodes were most central for IUs.</div></div><div><h3>Conclusions</h3><div>The findings indicate that reward, fear, and habit motivations are key factors in explaining behaviors associated with nicotine use and internet use. The unique positions of habitual motivation in ND and fear motivation in IA provide new perspectives for understanding addictive behaviors. These should be considered key motivational targets for clinicians to address.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"162 ","pages":"Article 108480"},"PeriodicalIF":9.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142529794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-19DOI: 10.1016/j.chb.2024.108479
Hakan Cengiz , Arezoo Pouyan , Hasan Azdemir
This study investigated the effects of competitive attitudes on in-game impulse purchase behaviors, focusing on the mediating role of the need for popularity and the moderating effect of social competence. Data collected from 234 participants via broadcasters on Discord and Twitch platforms was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings confirm that the need for popularity fully mediates the relationship between competitive attitudes and in-game impulse purchases. Moreover, social competence was found to moderate this relationship negatively, indicating that individuals with lower social competence are more influenced by their need for popularity when making in-game impulse purchases. These insights highlight the significant impact of social dynamics and individual psychological traits on consumer behavior in gaming environments. Furthermore, these results emphasize the ethical imperative for game developers to implement protective measures to safeguard consumers from the potential negative effects of in-game impulse purchases.
{"title":"Linking gamers’ competitive spirit and in-game impulse purchase: The need for popularity as a mediator and social competence as a moderator","authors":"Hakan Cengiz , Arezoo Pouyan , Hasan Azdemir","doi":"10.1016/j.chb.2024.108479","DOIUrl":"10.1016/j.chb.2024.108479","url":null,"abstract":"<div><div>This study investigated the effects of competitive attitudes on in-game impulse purchase behaviors, focusing on the mediating role of the need for popularity and the moderating effect of social competence. Data collected from 234 participants via broadcasters on Discord and Twitch platforms was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings confirm that the need for popularity fully mediates the relationship between competitive attitudes and in-game impulse purchases. Moreover, social competence was found to moderate this relationship negatively, indicating that individuals with lower social competence are more influenced by their need for popularity when making in-game impulse purchases. These insights highlight the significant impact of social dynamics and individual psychological traits on consumer behavior in gaming environments. Furthermore, these results emphasize the ethical imperative for game developers to implement protective measures to safeguard consumers from the potential negative effects of in-game impulse purchases.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"163 ","pages":"Article 108479"},"PeriodicalIF":9.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142540361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-19DOI: 10.1016/j.chb.2024.108478
Heleen Dekoninck , Desiree Schmuck
Environmental social media influencers (SMIs)—or ‘greenfluencers’—nowadays receive considerable scholarly and public attention. Yet, SMIs' persuasive power compared to institutional sources like environmental nonprofit organizations (ENPOs) on social media remains uninvestigated. We address this gap with a pre-registered between-subjects experiment (N = 269) among 16-to-25-year-olds from Belgium using real SMIs and ENPOs. We find that both sources affect pro-environmental outcomes, but via different mechanisms and among different groups. ENPOs are perceived as more trustworthy, which translates to higher pro-environmental attitudes and behavior intentions. SMIs affect pro-environmental behavior intentions via wishful identification and perceived similarity—yet only among women with higher environmental concern. Both sources stimulate pro-environmental outcomes via perceptions of attainability. Finally, SMIs' effects on pro-environmental outcomes are not fully explained by these source perceptions, which points to the necessity to study additional mechanisms. Overall, our findings illuminate important boundary conditions and mechanisms of newfangled pro-environmental persuasion via social media.
{"title":"Battle of the E-cowarriors: Differential effects of environmental appeals by influencers and organizations on youth's pro-environmental attitudes and behavior intentions","authors":"Heleen Dekoninck , Desiree Schmuck","doi":"10.1016/j.chb.2024.108478","DOIUrl":"10.1016/j.chb.2024.108478","url":null,"abstract":"<div><div>Environmental social media influencers (SMIs)—or ‘greenfluencers’—nowadays receive considerable scholarly and public attention. Yet, SMIs' persuasive power compared to institutional sources like environmental nonprofit organizations (ENPOs) on social media remains uninvestigated. We address this gap with a pre-registered between-subjects experiment (<em>N</em> = 269) among 16-to-25-year-olds from Belgium using real SMIs and ENPOs. We find that both sources affect pro-environmental outcomes, but via different mechanisms and among different groups. ENPOs are perceived as more trustworthy, which translates to higher pro-environmental attitudes and behavior intentions. SMIs affect pro-environmental behavior intentions via wishful identification and perceived similarity—yet only among women with higher environmental concern. Both sources stimulate pro-environmental outcomes via perceptions of attainability. Finally, SMIs' effects on pro-environmental outcomes are not fully explained by these source perceptions, which points to the necessity to study additional mechanisms. Overall, our findings illuminate important boundary conditions and mechanisms of newfangled pro-environmental persuasion via social media.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"162 ","pages":"Article 108478"},"PeriodicalIF":9.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142529795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social media offer constant social interactions, but young people do not necessarily benefit from these regarding social connectedness. We investigated whether adolescents with higher digital maturity (Laaber et al., 2023) are better able to use social media to enhance social connectedness, and tested three mechanisms of how, who and why individuals engage with others online. The results of a longitudinal and cross-sectional study with adolescent-parent dyads from three European countries (Ntotal = 573) showed that with higher digital maturity, adolescents report higher social connectedness. The relation was not explained by higher active use, but engaging with real-life rather than virtual friends online and holding compassionate goals for others mediated the positive relationship between digital maturity and social connectedness. The findings support digital maturity as an important ability when using digital technologies, as it relates to beneficial social interactions, and suggest potential mechanisms to be strengthened to help adolescents experience positive interactions online.
{"title":"Socially (dis)connected in a connected world: The role of young people's digital maturity","authors":"Teresa Koch , Franziska Laaber , Alvaro Arenas , Arnd Florack","doi":"10.1016/j.chb.2024.108473","DOIUrl":"10.1016/j.chb.2024.108473","url":null,"abstract":"<div><div>Social media offer constant social interactions, but young people do not necessarily benefit from these regarding social connectedness. We investigated whether adolescents with higher digital maturity (Laaber et al., 2023) are better able to use social media to enhance social connectedness, and tested three mechanisms of how, who and why individuals engage with others online. The results of a longitudinal and cross-sectional study with adolescent-parent dyads from three European countries (<em>N</em><sub><em>total</em></sub> = 573) showed that with higher digital maturity, adolescents report higher social connectedness. The relation was not explained by higher active use, but engaging with real-life rather than virtual friends online and holding compassionate goals for others mediated the positive relationship between digital maturity and social connectedness. The findings support digital maturity as an important ability when using digital technologies, as it relates to beneficial social interactions, and suggest potential mechanisms to be strengthened to help adolescents experience positive interactions online.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"163 ","pages":"Article 108473"},"PeriodicalIF":9.0,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-12DOI: 10.1016/j.chb.2024.108474
Lingjie Yuan , Xiaojuan Liu
The use of Artificial Intelligence (AI) tools has become increasingly prevalent within higher education and numerous studies have indicated the efficacy of AI applications within the English as a foreign language (EFL) context. Enhancing student engagement, foreign language enjoyment (FLE), and motivation in the field of AI education are significant in promoting effective learning outcomes. The rise of AI in educational settings has led to a paucity of research exploring its impact on various educational constructs. This quasi-experimental research examined the role of utilizing an AI tool, specifically Duolingo, on the engagement of FLE, and motivation of Chinese EFL learners. The present study involved 383 out of 412 Chinese university EFL students, who were assigned to either the experimental or control group. Both groups participated in pre- and post-intervention assessments prior to and following a 12-session intervention. Running a One-way Analysis of Covariance (ANCOVA) revealed statistically significant improvements in FLE, engagement, and motivation within the experimental group. On the contrary, the control group demonstrated a minor alteration in the aforementioned variables. AI tools possess the capability to captivate the attention of students and consequently enhance their motivation to actively participate in the educational experience. The results of the study designate that there are significant implications for both teachers and teacher educators concerning the incorporation of AI tools in the EFL classroom environment.
{"title":"The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation","authors":"Lingjie Yuan , Xiaojuan Liu","doi":"10.1016/j.chb.2024.108474","DOIUrl":"10.1016/j.chb.2024.108474","url":null,"abstract":"<div><div>The use of Artificial Intelligence (AI) tools has become increasingly prevalent within higher education and numerous studies have indicated the efficacy of AI applications within the English as a foreign language (EFL) context. Enhancing student engagement, foreign language enjoyment (FLE), and motivation in the field of AI education are significant in promoting effective learning outcomes. The rise of AI in educational settings has led to a paucity of research exploring its impact on various educational constructs. This quasi-experimental research examined the role of utilizing an AI tool, specifically Duolingo, on the engagement of FLE, and motivation of Chinese EFL learners. The present study involved 383 out of 412 Chinese university EFL students, who were assigned to either the experimental or control group. Both groups participated in pre- and post-intervention assessments prior to and following a 12-session intervention. Running a One-way Analysis of Covariance (ANCOVA) revealed statistically significant improvements in FLE, engagement, and motivation within the experimental group. On the contrary, the control group demonstrated a minor alteration in the aforementioned variables. AI tools possess the capability to captivate the attention of students and consequently enhance their motivation to actively participate in the educational experience. The results of the study designate that there are significant implications for both teachers and teacher educators concerning the incorporation of AI tools in the EFL classroom environment.</div></div>","PeriodicalId":48471,"journal":{"name":"Computers in Human Behavior","volume":"162 ","pages":"Article 108474"},"PeriodicalIF":9.0,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142529791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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