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Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

Drawing upon the third-person effect (TPE) theory, this study focuses on two types of misinformation countering intentions (i.e. simple correction and correction with justification). Accordingly, it aims to (1) assess the tenability of the third-person perception (TPP) in the face of misinformation on social media, (2) explore the antecedents of TPP and its relationship with individual-level misinformation countering intentions and (3) examine whether the mediating process is contingent on different social media usage conditions.

An online survey was conducted with 1,000 representative respondents recruited in Mainland China in January 2022 using quota sampling. Paired t-test, multiple linear regression and moderated mediation analysis were employed to examine the proposed hypotheses.

Results bolster the fundamental proposition of TPP that individuals perceive others as more susceptible to social media misinformation than they are. The self-other perceptual bias served as a mediator between the perceived consequence of misinformation and misinformation countering (i.e. simple correction and correction with justification) intentions. Furthermore, intensive social media users were likely to be motivated to counter social media misinformation derived from the indirect mechanism.

The findings provide further evidence for the role of TPE in explaining misinformation countering intention as prosocial and altruistic behavior rather than self-serving behavior. Practically, promising ways to combat rampant misinformation on social media include promoting the prosocial aspects and beneficial outcomes of misinformation countering efforts to others, as well as reconfiguring the strategies by impelling intensive social media users to participate in enacting countering actions

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-09-2022-0507.

Research has focused primarily on the antecedents that influence the risk taking of CEOs themselves. This study examines how an important event experienced by a CEO at a direct rival firm influences a CEO's risk-taking. It also examines how prior firm performance relative to aspirations moderates the relationship.

In order to test the hypothesis, the authors perform an a difference-in-differences methodology.

Using a difference-in-differences methodology, we find that when a CEO wins a prestigious CEO award, competitor CEOs increase their firm risk-taking in the post-award period. The proclivity becomes stronger when their prior firm performance relative to aspirations is better. These findings suggest that a CEO winning a prominent CEO award influences competitor CEOs' risk-taking.

This study contributes to the literature on managerial risk-taking by highlighting that a star CEO winning a prominent award may serve as a striving aspiration and induce competitor CEOs to take risks, and that two different types of aspirations – striving and competitive aspirations – interact to influence the competitor CEOs' risk-taking.

The purpose of this study was to examine the influence of adding a small amount of Ti to a Cu-based alloy, specifically the commercial Hyper Titanium Copper alloy (C1990 HP), which contains Cu-3.28 wt.% Ti, on its interfacial reaction with Sn-9.0 wt.% Zn (SnZn) solder, using the liquid/solid reaction couple technique.

The SnZn/C1990 HP couples were subjected to a reaction temperature of 240–270°C for a duration of 0.5–5 h. The resulting reaction couple was characterized using a scanning electron microscope, energy dispersive spectrometer, electron probe microanalyzer and X-ray diffractometer.

It was observed that the scallop-shaped CuZn5 and planar Cu5Zn8 phases were formed in almost all SnZn/C1990 HP couples. With increased reaction duration and temperature, the Cu-rich intermetallic compound (IMC)-Cu5Zn8 phase became a dominant IMC formed at the interface. The total thickness of the IMCs was increased with the increase in the reaction duration and temperature. The IMC growth obeyed the parabolic law, and the IMC growth mechanism was diffusion controlled. The activation energy of the SnZn/C1990 HP couple was 64.71 kJ/mol.

This article presents an analysis of the IMC thickness in each sample using ImageJ software, followed by kinetic analysis using Origin software at various reaction temperatures of SnZn/C1990 HP in liquid/solid couples. The study also includes detailed reports on the morphology, interface composition and X-ray diffraction analysis, as well as the activation energy. The findings can serve as a valuable reference for electronic packaging companies that utilize C1990 HP substrates.

Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology.

A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students.

A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others.

Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users.

This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.

The rise of emerging economies in the innovation landscape has often been attributed to the positive spillovers of innovation capabilities from multinational corporations (MNCs). However, it is less certain that their innovative capabilities imported from the home country function effectively in the host country from the outset. This study examines the performance of the innovation capabilities of MNC subsidiaries in emerging economies over time by considering the gradual process of their learning about host countries.

We employed stochastic frontier analysis to measure innovation capabilities, our focal construct. For regression analysis, we applied the Mundlak estimator, a variant of the fixed-effects panel estimator, to a sample comprising subsidiaries of MNCs from technologically advanced nations operating in Korea between 2006 and 2016.

Our results indicate that the innovation capabilities of MNC subsidiaries initially underperform those of local firms but improve over time, eventually surpassing the capabilities of their local counterparts. Furthermore, our findings reveal that institutional distance amplifies the underperformance of the innovation capabilities of MNC subsidiaries.

This study contributes to the literature by extending both theoretical development and empirical measurement of innovation capabilities in cross-national settings. Additionally, it deepens our understanding of whether and how MNC subsidiaries adapt their innovation capabilities to the local market environment.

This study aims to understand and analyze the aspects influencing students’ attitudes and behavior toward the use of metaverse in education. The metaverse is currently viewed as technology with immense prospects. However, the practice of the metaverse for educational motives is rarely deliberated.

To assess the effect of the metaverse on students' knowledge and use of resources, general interests and attitudes toward the metaverse in education, a survey was conducted. The collected data were analyzed using a confirmatory factor analysis (CFA) in the first phase to address the various validity parameters. In the second phase, path analysis of the model was performed using structural equation modeling (SEM).

The study investigated how students intended to behave while using the metaverse for learning. The attitude toward adopting metaverse as technology is influenced by perceived utility and simplicity of use. This leads to behavioral intention as well. Studies reveal that the aspect of perceived usefulness is considered to be more significant in assessing the intention of use.

This quantitative study contributes to the literature on metaverse, which is in the growing stage. In the educational sector, the existing studies are scarce; hence, the addition to the literature on metaverse is quite significant in the education domain.

The study benefits the students and the academicians because metaverse is largely considered an integral part of technology platforms, which has to be included in the learning systems eventually. There are few courses where the use of metaverse is already initiated at an introductory level, thus opening a broad spectrum of opportunities at all levels. It can provide scholars access to a massive array of resources, including multimedia presentations, interactive objects that support the delivery of lessons, videos, images and audio recordings.

This study adds to the existing literature by examining the impact of metaverse in education. The research focused on the students pursuing higher education who were mostly aware of metaverse and were open to the idea of learning and understanding through technology inclusion.

The current study aims at developing a conceptual framework containing original dimensions of SERVQUAL and adding two modified dimensions: patient safety and medical professionalism in healthcare service quality (HSQ) model.

An extensive review of HSQ literature pertaining to its dimensions and models with respect to content analysis and bibliometric studies of service quality in healthcare and SERVQUAL in healthcare were performed on 47 relevant studies, 4,689 and 529 documents after applying inclusion and exclusion criteria. Google Scholar and Scopus were the primary sources to find the relevant documents.

The content analysis was conducted to group HSQ dimensions into seven themes. Co-occurrence analysis of author keywords was performed in VOSviewer to find the links between service quality, SERVQUAL and proposed dimensions. Organization and analysis of different HSQ models and dimensions emerged from the literature result in a comprehensive conceptual framework comprising modified dimensions of healthcare service quality – medical professionalism and patient safety.

SERVQUAL is a widely accepted, tested and validated model in perceiving HSQ from the lenses of patients. But it does not cover the complex nature of healthcare service, thus requiring modification and the addition of new contextual dimensions. Therefore, a comprehensive conceptual framework is developed to validate and test quantitatively.

Vision, audition, olfactory, tactile and taste are five important senses that human uses to interact with the real world. As facing more and more complex environments, a sensing system is essential for intelligent robots with various types of sensors. To mimic human-like abilities, sensors similar to human perception capabilities are indispensable. However, most research only concentrated on analyzing literature on single-modal sensors and their robotics application.

This study presents a systematic review of five bioinspired senses, especially considering a brief introduction of multimodal sensing applications and predicting current trends and future directions of this field, which may have continuous enlightenments.

This review shows that bioinspired sensors can enable robots to better understand the environment, and multiple sensor combinations can support the robot’s ability to behave intelligently.

The review starts with a brief survey of the biological sensing mechanisms of the five senses, which are followed by their bioinspired electronic counterparts. Their applications in the robots are then reviewed as another emphasis, covering the main application scopes of localization and navigation, objection identification, dexterous manipulation, compliant interaction and so on. Finally, the trends, difficulties and challenges of this research were discussed to help guide future research on intelligent robot sensors.

This paper aims to consolidate empirical studies between 2013 and 2022 to investigate the impact of artificial intelligence (AI) in higher education. It aims to examine published research characteristics and provide insights into the promises and challenges of AI integration in academia.

A systematic literature review was conducted, encompassing 44 empirical studies published as peer-reviewed journal papers. The review focused on identifying trends, categorizing research types and analysing the evidence-based applications of AI in higher education.

The review indicates a recent surge in publications concerning AI in higher education. However, a significant proportion of these publications primarily propose theoretical and conceptual AI interventions. Areas with empirical evidence supporting AI applications in academia are delineated.

The prevalence of theoretical proposals may limit generalizability. Further research is encouraged to validate and expand upon the identified empirical applications of AI in higher education.

This review outlines imperative implications for future research and the implementation of evidence-based AI interventions in higher education, facilitating informed decision-making for academia and stakeholders.

This paper contributes a comprehensive synthesis of empirical studies, highlighting the evolving landscape of AI integration in higher education and emphasizing the need for evidence-based approaches.