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This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.

The authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes.

The findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow.

This study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games.

The findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games.

Prior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.

The purpose of this paper is to present the results of a discrete choice experiment (DCE) on the competencies of potential information technology (IT)-retrainees. The results give insights in the monetary value and relative returns to both soft and hard skills.

The authors apply a DCE in which the authors propose seven pairs of hypothetical candidates to employers based in the municipality of Amsterdam, the Netherlands. These hypothetical candidates differ on six observable skill attributes and have different starting wages. The authors use the inference from the DCE to calculate the marginal rates of substitution (MRS). The MRS gives an indication of the monetary value of each skill attribute.

Employers prefer a candidate who possesses a degree in an exact field over a similar candidate from another discipline. Programming experience from previous jobs is the most highly valued characteristic for an IT-retrainee. Employers would pay a candidate with basic programming experience a 53 percent higher starting wage. The most high-valued soft skill is listening skills, for which employers are willing to pay a 46 percent higher wage. The results of this paper show that both hard and soft skills are important, but not all soft skills are equally important.

The results on the returns to skills provide guidelines to tailor IT training and retraining programs to the needs of the business environment. A key strength of this paper is that the authors have information on the preference orderings for different skills and kinds of experience.

Using guest lectures can provide graduate students with the opportunity to link theories with practice. This study aims to investigate perceptions towards online and face-to-face guest lectures among graduate students specialized in Curriculum and Instruction of Computer Science. Data was collected via reflection logs, semi-structured interviews and observations, revealing mainly positive experiences of both types of guest lecture. The participants acknowledged the flexibility and accessibility of an online guest lecture; on the other hand, they found that a face-to-face guest lecture facilitated better interaction and discussion. It is recommended to consider three issues for a successful guest lecture: guest speaker selection, teaching strategy of guest speaker and the role of the course lecturer. Future research based on identified gaps is recommended.

Mobile Facebook (m-Facebook) creates many business opportunities for brands and firms while increasingly drawing interest in scientific literature. However, research is scarce on the immersive experiences prompted by m-Facebook, and how these experiences facilitate users’ engagement, their positive attitude towards Facebook and their continued use of it. The paper aims to discuss these issues.

This paper theoretically and empirically analyses m-Facebook users’ immersive experiences, along with their affective and behavioural effects.

The results reveal the important role of imagery, presence and flow in the context of m-Facebook; the interplay between these three immersive phenomena; and the influence the user’s optimum stimulation level has on them.

The investigation offers a foundation for understanding users’ immersive experiences on m-Facebook, and informs practitioners who aim to enhance users’ engagement with, attitude towards, and continued use of m-Facebook content.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

With the growing use of technology in second language learning (L2), many techniques of incorporating digital video in L2 learning and platforms of task implementation appear in the field, however, with little, if any, research on how tasks can be designed and developed in these contexts. Based on Chapelle (2001, 2014) task design criteria, the current paper evaluates specifically the “interactivity” of task design interface and how it may contribute towards either dispersing or directing the learners' attention (Robinson, 2011) during the process of task completion in video-based L2 listening.

Using a qualitative approach – mainly focus groups and interviews – the current study evaluated a number of tasks that were used for computer-based L2 listening when digital video is the mode of presentation. The participants, i.e. English as a foreign language (EFL) teachers and learners, were presented with a number of task designs to try and evaluate.

The findings revealed that some task designs are perceived to be less interactive and can disperse the learner's attentional resources during the process of task completion. They also shed light on the importance of improving EFL teachers' current practices of task design in computer-based L2 listening.

This paper has contributed to our growing understanding of interactivity in relation to video-based learning and its task designs.

Social commerce websites entail a completely new scenario for retaining e-customers due to the richness of their social interactions. Nowadays, users can interact with companies and with other users; hence, it is considered important to study how social stimuli affect users. Drawing on the Stimulus Organism Response framework and Flow Theory, this paper aims to propose that the social stimulus (sPassion) has a positive effect on the organism (state of flow) causing positive responses from users (flow consciousness, trust and eLoyalty).

The data were collected through an online survey. The sample consists of 771 users of social commerce websites, of which 51 per cent are male and 49 per cent female, aged between 16 and 80 years. The structural equation model statistical software EQS 6 was used to test the model.

The empirical results confirm that passionate users are prone to experience state of flow, and, as a consequence, they are conscious of this optimal experience, resulting in an increase in trust.

The originality of this research stems from analysing how users’ passion on social commerce creates an optimal experience that boost customers’ retention.

Las páginas web de social commerce ofrecen un escenario completamente diferente al estudiado hasta la fecha, favoreciendo la retención de clientes en Internet gracias a la riqueza de las interacciones sociales del medio. En la actualidad los usuarios pueden interactuar tanto con la compañía como con otros usuarios, de ahí que se considere importante estudiar cómo los estímulos sociales afectan a los usuarios. Enmarcado en el modelo SOR (del inglés stimulus, organism, response) y la Teoría del Flujo, este estudio propone que el estímulo social (la pasión en el social commerce) tiene un efecto positivo sobre el organismo (estado de flujo), causando respuestas positivas en los usuarios (consciencia de flujo, confianza y lealtad online).

Los datos fueron recogidos a través de una encuesta online. La muestra está compuesta por 771 respuestas de usuarios de páginas de social commerce, de los cuales el 51 per cent son hombres y el 49 per cent mujeres, con edades comprendidas entre los 16 y los 80 años. Para testar el modelo se utilizó el software estadístico EQS 6 para modelos de ecuaciones estructurales.

Los resultados empíricos confirman que los usuarios más apasionados son más propensos a experimentar el estado de flujo y, como consecuencia, son conscientes más de alcanzar ese estado de experiencia óptima, lo que tiene como resultado un incremento de su confianza en la página web de social commerce.

La originalidad de esta investigación radica en analizar cómo la pasión de los usuarios en entornos de social commerce crea una experiencia óptima que ayuda a retener clientes.