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1 – 5 of 5Sampa Chisumbe, Clinton Ohis Aigbavboa, Erastus Mwanaumo and Wellington Didibhuku Thwala
Sampa Chisumbe, Clinton Ohis Aigbavboa, Erastus Mwanaumo and Wellington Didibhuku Thwala
This study examined the students' academic performance through psychological capital, academic engagement and academic persistence. It also investigated the function of…
Abstract
Purpose
This study examined the students' academic performance through psychological capital, academic engagement and academic persistence. It also investigated the function of psychological capital in mediating the relationship between academic engagement, persistence and performance.
Design/methodology/approach
The study utilized a quantitative method and structural equation modeling using PLS-SEM version 3. A total of 900 questionnaires were issued to Chinese university students, and 814 data were analyzed.
Findings
Findings suggest that academic engagement and persistence significantly and positively impact psychological capital. Psychological capital is also mediated between academic engagement, persistence and performance. Additionally, the study made several recommendations for upcoming researchers and industry professionals.
Originality/value
Analyzing the pupils' academic achievement after COVID-19 reopening as it indicates their attention and engagement in the study. Although previous studies explored students' academic performance regarding the post-COVID effect, the role of psychological capital and engagement in academia in the study has been studied in a post-COVID context.
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This paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence…
Abstract
Purpose
This paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive.
Design/methodology/approach
This conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices.
Findings
A review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature.
Originality/value
This paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice.
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Qian Chen, Yaobin Lu, Yeming Gong and Jie Xiong
This study investigates whether and how the service quality of artificial intelligence (AI) chatbots affects customer loyalty to an organization.
Abstract
Purpose
This study investigates whether and how the service quality of artificial intelligence (AI) chatbots affects customer loyalty to an organization.
Design/methodology/approach
Based on the sequential chain model of service quality loyalty, this study first classifies AI chatbot service quality into nine attributes and then develops a research model to explore the internal mechanism of how AI chatbot service quality affects customer loyalty. The analysis of survey data from 459 respondents provided insights into the interrelationships among AI chatbot service quality attributes, perceived value, cognitive and affective trust, satisfaction and customer loyalty.
Findings
The results show that AI chatbot service quality positively affects customer loyalty through perceived value, cognitive trust, affective trust and satisfaction.
Originality/value
This study captures the attributes of the service quality of AI chatbots and reveals the significant influence of service quality on customer loyalty. This study develops research on service quality in the information system (IS) field and extends the sequential chain model of quality loyalty to the context of AI services. The findings not only help an organization find a way to improve customers' perceived value, trust, satisfaction and loyalty but also provide guidance in the development, adoption, and post-adoption stages of AI chatbots.
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