Search results

The purpose of this paper is the presentation of a new method for blog quality assessment. The method uses the temporal sequence of link creation events between blogs as an implicit source for the collective tacit knowledge of blog authors about blog quality.

The blog data are processed by the novel method for the assessment of blog quality. The results are compared to Google Page Rank with respect to the Gold Standard, the BlogRazzi Bookmark Rank.

The method is similar or better than Google Page Rank with respect to the chosen Gold Standard.

The major contribution of this paper is the introduction of a novel method for blog quality assessment. Even though its superiority to other and more established methods cannot be proven in the context of this limited study, it enriches the toolset available for blog quality assessment and may become important for a deeper understanding of organizational learning.

The objective of this paper is to further explore relationships among social influence, blog platform qualities and usage intention for improving the understanding of the effect that social influence exerts on bloggers' usage intention.

Based on the IS success model, the authors propose a conceptual framework incorporating information quality, system quality, blog function quality and social influence as key determinants of bloggers' usage intention. Empirical data from 613 participants were collected via a web survey.

The results show that information quality, system quality and blog function quality, i.e. the technical factors, positively influence bloggers' usage intention. Among these qualities, system quality is the most prominent. For social factors, social influence significantly affects bloggers' usage intention directly and indirectly through blog platform qualities. A multi‐group analysis revealed the differences between blog readers and writers in the perceptions of blog platform qualities and the intensity of path coefficients among factors in the conceptual model.

Results from this study can be used as guidance for blogging service providers to enhance and develop blog platform functions. Moreover, the differences between blog readers and writers revealed in the findings can help service providers to develop campaigns to strengthen their usage intention accordingly.

This paper advances the understanding of the effects of social influence on users' perception of information system qualities as well as usage intention. Social influence exhibits strong effects on users' perception of blog platform qualities. Specifically social influence not only directly affects bloggers' usage intention but also has an indirect effect on intention through the mediation of blog platform qualities.

While many studies have focussed on web site stickiness, little is known about the antecedents of blog stickiness such as visit duration and user retention. How demographic differences affect the antecedents of blog stickiness is another research question. Based on social cognitive theory, the IS success model and individual differences theory, this study aims to explore blog quality, the need for cognition, and social influence as the antecedents of blog stickiness.

The subjects of this study were users who had blog reading experience. The structural equation modelling (SEM) approach was used to evaluate the research model.

After surveying 231 blog users, the results demonstrate that content is still king in the blog environment. Social influence affects the duration of visits to a blog, but not the retention to the blog. Female readers are mainly interested in content, while males are more interested in system quality and social influence. While blog veterans or heavy users care about content and social influence, blog “newbies” care about context and system quality. Students and non‐students also have different antecedents of blog stickiness.

This study increases understanding of blog stickiness and suggests avenues for future research.

There has been an explosive growth of blog usage recently. However, little research has explored the forces motivating people to engage in blog activities. The purpose of this paper is to suggest that the driving forces to engage in blog participation not only includes utilitarian motivation (i.e. perceived usefulness) and hedonic motivation (i.e. perceived playfulness) but also habitual behaviour and social identity (blog identification). The quality of the blog is included as an antecedent to perceived usefulness and perceived playfulness.

In total, 225 valid questionnaires were collected from blog users. Structural equation modelling was used to test the research hypothesis.

The results show that blog users' intentions to participate in blogs are determined by all four key drivers: habit, perceived playfulness, blog identification, and perceived usefulness. Blog quality has an effect on perceived usefulness and perceived playfulness.

Previous studies emphasise the importance of perceived usefulness as the key determinant for user acceptance of technology. However, in the blog context this study finds habit, perceived playfulness, and blog identification have more significant effects on users' intention than perceived usefulness.

Blog hosts should encourage habitual blog usage (habit), pay more attention to the hedonic nature of the blog (perceived playfulness) and establish a stronger sense of blog identification among participants, in order to retain active users.

This study articulates and empirically validates a motivational research model of blog usage, helping researchers to better understand such behaviour.

The purpose of this paper is to study the responses of young consumers to suspected covert and overt product-brand recommendations in a blog.

Experimental design was applied to investigate the effect of covert and overt marketing on young consumers’ perceptions of blogger credibility and their behavioural intentions.

Overt marketing had a negative effect on behavioural intentions, such as future interest in the blogger, intention to engage in word-of-mouth, and purchase intention. Covert marketing did not affect the intended behaviour. Neither covert nor overt marketing influenced the blogger’s credibility.

The study was delimited to a small sample; one blog, one type of product recommendation, and a well-known brand. Young, well-educated consumers with experience in reading blogs may be able to filter the brand recommendations and focus on the content of the blog.

This study has implications for bloggers, companies, and policy makers. Although overt marketing is the most open and the recommended form of blog marketing, the study showed that overt marketing has negative effects. Therefore, bloggers need to carefully consider how they present a sponsorship.

The study makes three important contributions. First, it answers the call for research on consumer reactions to covert (deceptive) and overt marketing tactics. Second, it contributes to blog marketing research by studying a case of suspected covert marketing where consumers do not know whether the blog is sponsored or not. Third, the study contributes to knowledge around young consumers, demonstrating that covert and overt tactics do not affect blogger credibility.

Students’ use of blogging tools in learning environments is increasing across the world. The purpose of this paper is to contribute to the literature by examining the effects of relevant factors that engender satisfaction and positive impacts of the technology for learning.

A cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems course. The partial least squares technique of structural equation modelling was used to test the reliability and validity of the data, and the study’s hypothesised relationships or paths.

This study revealed that perceived enjoyment, compatibility, usefulness, ease of use, and confirmation have positive influence on students’ satisfaction with blog use. Perceived enjoyment had the greatest influence on students’ satisfaction with blog use for learning. Perceived impact on learning was positively influenced by perceived ease of use, enjoyment, and satisfaction.

A limited amount of empirical research has focussed on students’ perceptions of satisfaction and perceived impact on learning through blog use in higher educational contexts. This study adds to the growing literature in this area of study.

The purpose of this paper is to explore the factors affecting users’ continuous microblog usage intention. In recent years, the number of microblog users has gradually declined. This research can reveal microblog users’ needs and provide the improvement direction of microblog services.

By integrating Wixom and Todd’s theoretical framework, the Uses and Gratifications Theory and the DeLone and McLean Information System Success Model, a conceptual model is proposed. In this model, gratification is defined as a kind of behavioral attitude, and satisfaction is viewed as an object-based attitude. The survey data were collected online and analyzed using the partial least squares method.

The results suggest that users’ continuance intention (behavioral intention) is jointly determined by users’ gratification (behavioral-based attitude) and their habitual microblog usage behavior. Likewise, gratification is positively affected by satisfaction (object-based attitude) which is a joint function of system quality and information quality (object-based beliefs).

In this research, Wixom and Todd’s principle is applied as the basic theoretical framework; gratification is viewed as a behavior attitude and user satisfaction is identified as an object-based attitude. This research model is a new lens for continuance usage research.

With the growth in popularity of academic social networking sites, evaluating the quality of the academic information they contain has become increasingly important. Users' evaluations of this are based on predefined criteria, with external factors affecting how important these are seen to be. As few studies on these influences exist, this research explores the factors affecting the importance of criteria used for judging high-quality answers on academic social Q&A sites.

Scholars who had recommended answers on ResearchGate Q&A were asked to complete a questionnaire survey to rate the importance of various criteria for evaluating the quality of these answers. Statistical analysis methods were used to analyze the data from 215 questionnaires to establish the influence of scholars' demographic characteristics, the question types, the discipline and the combination of these factors on the importance of each evaluation criterion.

Particular disciplines and academic positions had a significant impact on the importance ratings of the criteria of relevance, completeness and credibility. Also, some combinations of factors had a significant impact: for example, older scholars tended to view verifiability as more important to the quality of answers to information-seeking questions than to discussion-seeking questions within the LIS and Art disciplines.

This research can help academic social Q&A platforms recommend high-quality answers based on different influencing factors, in order to meet the needs of scholars more effectively.

Based on previous information systems/educational technology success models, the purpose of this paper is to establish a comprehensive, multidimensional model for assessing blog-based learning systems success.

Data collected from 240 blog-based learning systems users in the context of higher education were tested against the model using the structural equation modelling approach.

The results indicate the interrelationships between six system success variables: system quality, content quality, context and linkage quality, user satisfaction, system use, and learning performance. In particular, this study confirms that quality attributes positively affect user satisfaction, which in turn positively influences learning performance directly or indirectly through the mediation of system use.

This study is a pioneering effort to develop and validate a blog-based learning systems success model.