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This study aims to analyse the differences between professional interaction mediated by video conferencing and direct professional interaction. The research identifies diverging interests of office workers for the purpose of addressing work ethical and business ethical issues of professional collaboration, competition, and power in future hybrid work models.

Based on 28 qualitative interviews conducted between November 2020 and June 2021, and through the theoretical lens of phenomenology, the study develops explanatory hypotheses conceptualising four basic intentions of professional interaction and their corresponding preferences for video conferences and working on site.

The four intentions developed on the basis of the interviews are: the need for physical proximity; the challenge of collective creativity; the will to influence; and control of communication. This conceptual framework qualifies a moral ambivalence of professional interaction. The authors identify a connectivity paradox of professional interaction where the personal dimension remains unarticulated for the purpose of maintaining professionality. This tacit human connectivity is intertwined with latent power relations. This plasticity of both connectivity and power in direct interaction can be diminished by transferring the interaction to video conferencing.

The application of phenomenology to a collection of qualitative interviews has enabled the identification of underlying intention structures and the system in which they affect each other. This research identifies conflicts of interests between workers relative to their different self-perceived abilities to persevere in competitive professional interaction. It is therefore able to address consequences of future hybrid work models at an existential and societal level.

The primary objective of this investigation was to explore how employees’ utilization of social media for work-related purposes impacts their service innovation behavior, both directly and through the intermediary mechanisms of knowledge management and employees’ risk-taking.

In developing its conceptual framework, this study has drawn upon the stimulus-organism-response (SOR) theory. To test its hypotheses, this study has surveyed 241 financial analysts from ten Iranian financial companies and has employed variance-based structural equation modeling (specifically, PLS-SEM) with the assistance of “WarpPLS 8.0 software.”

The findings revealed that employees’ work-related use of social media positively influences their service innovation behavior using knowledge management, encompassing knowledge sharing and acquisition capability as well as employee risk-taking. However, this influence is not directly significant.

To the best of our knowledge, this study marks the first instance in which the effect of work-related use of social media on employee service innovation behavior directly and through the mediating roles of knowledge management and risk-taking has been investigated through the lens of the SOR paradigm, especially in the financial sector.

There is an ongoing challenge to map the efficacy of e-retailing strategies in building both value co-creation opportunities for online customers and customer value for companies. Based on the service-dominant (S-D) logic, an integrative model is provided that connects the impact of convenience and personalisation strategies (CPSs) on an e-retailer's performance – by offering co-creation opportunities and customer engagement.

The survey instrument is validated and the model is tested with data from active online customers using a novel methodology that blends artificial neural network (ANN) analysis with partial least squares (PLS) in both the measurement model and the path analysis.

The findings robustly support the model and yield evidence of the contribution of CPSs in effective value propositions, the interface between the S-D logic and customer engagement, and the direct effect of customer engagement on tangible forms of value for companies.

This study is the first scholarly effort to provide a comprehensive understanding of how and why CPSs can maximise customer value for the e-retailer, while simultaneously testing the customer value/engagement interface with a new blended ANN-PLS method.

Although previous research has acknowledged the significance of comprehending the initial acceptance and adoption of ChatGPT in educational contexts, there has been relatively little focus on the user’s intention to continue using ChatGPT or its continued usage. Therefore, the current study aims to investigate the students’ continuance intentions to use ChatGPT for learning by adopting the stimulus–organism–response (SOR) model.

This study has employed the SOR model to investigate how UTAUT factors (such as performance expectancy, facilitating conditions, effort expectancy and social influence) influence the cognitive responses of students (e.g. trust in ChatGPT and attitude towards ChatGPT), subsequently shaping their behavioral outcomes (e.g. the intention to continue using ChatGPT for study). A sample of 392 higher students in Vietnam and the PLS-SEM method was employed to investigate students’ continuance intention to use ChatGPT for learning.

This study reveals that students’ continuance intention to use ChatGPT for learning was directly affected by their attitude toward ChatGPT and trust in ChatGPT. Meanwhile, their attitude toward ChatGPT was built on effort expectancy, social influence, and facilitating conditions and trust in ChatGPT was developed from effort expectancy and social influence.

By extending the analysis beyond initial acceptance, this research provides valuable insights into the factors that influence the sustained utilization of ChatGPT in an educational environment.

This paper seeks to understand users' perceptions of their experiences in mobile applications (apps) with gamified loyalty programs (GLPs) that use rewards as the primary engagement vehicle. The research focuses particularly on the motivations to further interact with GLPs and the motivational changes occurring after successive interactions.

The authors conducted weekly open qualitative interviews over a month (four rounds of interviews) with five Portuguese active users of the mobile app Yorn Shake It, from Vodafone, which is a relevant case study to illustrate GLPs in mobile apps.

Participants' motivations to interact with the mentioned GLP are shaped by the reward incentive and users' perceptions of the gamified interactive experience. Motivational changes occur regardless of the presence of external contingencies and depend on contextual changes or perceived results of the gamified experience. This means that rewards also satisfy intrinsic needs, but users may remain connected to the system as long as fun experiences are provided without exhausting perceptions. Also, motivation may turn to reward contingencies when the challenge becomes boring.

This is the first qualitative study explaining the perceptions of gamified experiences after continued participation, extending knowledge about the importance of a fair balance between the value and achievement of rewards and the entertainment of the challenge provided after continued exposure. The findings provide insights to GLP marketing managers and developers to better engage target audiences according to their needs and past experience, creating levels of challenges and fair rewards to maintain motivation and prevent abandonment after continued exposure.

The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.

This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.

It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).

The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.

The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.

The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.

In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

This study aims to explore the potential benefits of integrating Artificial Intelligence (AI) with Social Emotional Learning (SEL) in educational settings.

A systematic review of emerging AI technologies such as virtual reality, chatbots, sentiment analysis tools, gamification and wearable devices is conducted to assess their applicability in enhancing SEL.

AI technologies present opportunities for personalized support, increased engagement, empathy development and promotion of well-being within SEL frameworks.

Future research should focus on addressing ethical concerns, fostering interdisciplinary collaborations, conducting longitudinal studies, promoting cultural sensitivity and developing robust ecosystems for AI in SEL.

This study contributes by outlining pathways for leveraging AI to create inclusive and supportive learning environments that nurture students' socio-emotional competencies, preparing them for success in a globally connected world.

This paper aims to understand how the perceived usefulness of voice assistants (VAs) is affected by the perceived quality of the process (interaction) and the outcome (information). The authors also aim to determine the extent to which the perceived usefulness of VAs improves the perceived privacy associated with their use and increases users’ intention to continue using them. Consumer technology innovativeness is included as a personal trait moderator, to compare the results between tech and nontech innovators. For this purpose, the authors use the framework of the uses and gratifications theory (U&GT).

A survey of 467 VA users was conducted and structural equation modeling was used to analyze the data.

The authors identify two main determinants of the perceived usefulness of VAs that influence users’ intention to continue using this technology, process quality and outcome quality. These two factors influence the continued use of VAs in different ways depending on the technology innovativeness of the consumers. The results show that tech innovators are oriented toward the interactive experience, and therefore, mainly value the process quality. In addition, nontech innovators are oriented toward a satisfactory response from VAs, and therefore, primarily value the outcome quality. In addition, the positive effect of perceived usefulness on perceived privacy is higher for tech innovators.

This study enhances the literature on the perceived usefulness of VAs within the framework of U&GT. It identifies two antecedents (process quality and outcome quality) of perceived usefulness and observes significant differences based on technological innovativeness.

This study enhances the literature on the perceived usefulness of VAs within the framework of U&GT. It identifies two antecedents (process quality and outcome quality) of perceived usefulness and observes significant differences based on technological innovativeness.

Este artículo tiene como objetivo entender cómo la utilidad percibida de los Asistentes de Voz (AV) se ve afectada por la calidad percibida del proceso (interacción) y el resultado (información). Asimismo, busca determinar hasta qué punto la utilidad percibida de los AVs mejora la privacidad percibida asociada con su uso y, consecuentemente, la intención de los usuarios de seguir utilizándolos. La innovación tecnológica se incluye como moderador personal para comparar los resultados entre innovadores tecnológicos y no tecnológicos. Para este propósito, utilizamos la Teoría de Usos y Gratificaciones (U&GT).

Se realizó una encuesta a 467 usuarios de AVs, y se utilizó la modelización de ecuaciones estructurales (SEM) para analizar los datos.

La calidad del proceso y la calidad del resultado son antecedentes claros de la utilidad percibida de los AVs, que afecta a la intención de los usuarios de seguir usándolos. La influencia de ambos factores difiere entre usuarios según su nivel de innovación tecnológica. Los resultados muestran que los innovadores tecnológicos valoran más la experiencia interactiva y la calidad del proceso, mientras que los no innovadores tecnológicos se enfocan en obtener respuestas satisfactorias de los AVs. Además, la influencia positiva de la utilidad percibida en la privacidad percibida es más pronunciada en los innovadores tecnológicos.

Este estudio enriquece la literatura sobre la utilidad percibida de los AVs dentro del marco de la U&GT. Identifica dos factores previos (calidad del proceso y calidad del resultado) de la utilidad percibida y observa diferencias significativas basadas en la innovación tecnológica.

本文旨在了解语音助手（VAs）的感知有用性如何受到过程（交互）和结果（信息）的感知质量的影响。我们还旨在确定语音助手的感知有用性在多大程度上改善了与使用语音助手相关的感知隐私, 并提高了用户继续使用语音助手的意愿。我们将消费者的技术创新性作为个人特质调节因素, 以比较技术创新者和非技术创新者的结果。为此, 我们使用了 “使用与满足理论"（U&GT）框架。

我们对 467 名增值服务用户进行了调查, 并使用结构方程模型（SEM）对数据进行了分析。

我们确定了影响用户继续使用该技术意向的虚拟机构感知有用性的两个主要决定因素：（1）过程质量和（2）结果质量。根据消费者的技术创新能力, 这两个因素以不同的方式影响着虚拟现实技术的持续使用。结果显示, 技术创新者以互动体验为导向, 因此主要看重过程质量。此外, 非技术创新者倾向于从虚拟机构获得令人满意的回应, 因此主要看重结果质量。此外, 对于科技创新者来说, 感知有用性对感知隐私的积极影响更大。

本研究在 U&GT 框架内加强了有关虚拟机构感知有用性的文献。它确定了感知有用性的两个前因（过程质量和结果质量）, 并观察到了基于技术创新性的显著差异。

Integrating the theory of consumption value into the stimulus-organism-response framework, this study aims to analyse the influence of external and internal factors on the customers’ perceptions of utilitarian, hedonic, social and epistemic values as drivers of the overall perceived value and customers’ continuance use of mobile banking (m-banking).

An online survey was conducted with 252 actual m-banking users, and the partial least squares structural equations modelling was applied to analyse the data.

The results reveal that ubiquity and gamification positively influence the perceived usefulness and entertainment, that is the utilitarian and hedonic perceived values. Furthermore, users’ self-congruence and innovativeness affect subjective norms and novelty-seeking, representing social and epistemic values. Except for the hedonic value, each value element impacts the overall perceived value, which in turn incites clients’ intention to continue using m-banking services.

By exploring the simultaneous effect of service-related and personal factors (stimuli) on different elements of perceived value (organism), this study contributes to the existing knowledge of consumption reactions (response) in the context of m-banking. The research of the Macedonian m-banking offers a closer insight into Western Balkan mobile commerce.

Integrando la Teoría del Valor de Consumo (TCV) en el marco Estímulo-Organismo-Respuesta (S-O-R), este estudio pretende analizar la influencia de factores externos e internos en las percepciones de valor utilitario, hedónico, social y epistémico de los clientes, como impulsores del valor percibido global y del uso continuado del m-banking por parte de los clientes.

Se realizó una encuesta en línea a 252 usuarios reales de banca móvil y se aplicó el modelo de ecuaciones estructurales por mínimos cuadrados parciales (PLS-SEM) para analizar los datos.

Los resultados revelan que la ubicuidad y la gamificación influyen positivamente en la utilidad y el entretenimiento percibidos, es decir, en los valores utilitarios y hedónicos percibidos. Además, la autocongruencia y la capacidad de innovación de los usuarios afectan a las normas subjetivas y a la búsqueda de novedades, que representan el valor social y epistémico. A excepción del valor hedónico, cada elemento de valor influye en el valor percibido global, que a su vez incita a los clientes a seguir utilizando los servicios de banca móvil.

Al explorar el efecto simultáneo de factores personales y relacionados con el servicio (estímulos) sobre diferentes elementos del valor percibido (organismo), contribuimos al conocimiento existente sobre las reacciones de consumo (respuesta) en el contexto del m-banking. La investigación del m-banking macedonio ofrece una visión más cercana del comercio móvil de los Balcanes Occidentales.

本研究将消费价值理论（TCV）纳入刺激-组织-反应（S-O-R）框架, 旨在分析外部和内部因素对客户感知功利价值、享乐价值、社会价值和认识价值的影响, 这些因素是客户整体感知价值和持续使用移动银行的驱动因素。

对 252 名实际移动银行用户进行了在线调查, 并采用偏最小二乘法结构方程模型（PLS-SEM）分析数据。

结果表明, 普遍性和游戏化对用户的有用性和娱乐性感知, 即功利性和享乐性感知价值有积极影响。此外, 用户的自我一致性和创新性也会影响主观规范和新奇寻求, 这代表了社会价值和认识价值。除享乐价值外, 每个价值要素都会影响整体感知价值, 进而激发客户继续使用移动银行服务的意愿。

通过探索服务相关因素和个人因素（刺激）对感知价值不同要素（有机体）的同时影响, 我们为现有的有关移动银行背景下消费反应（响应）的知识做出了贡献。通过对马其顿移动银行的研究, 我们可以更深入地了解西巴尔干移动商务。

With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.

We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.

This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.

The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.