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This study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.

This research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).

The results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.

Studies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

Building on the socio-cultural theory and the climate literature, the purpose of this paper is to examine: how to effectively manage computer-mediated platforms to improve innovation performance, and which types of computer-mediated platforms firms should be more involved with.

The multivariate mediated regression method and relative effect analysis were employed to test the model.

Analyses reveal that online creative climate mediates the effects of the perceived innovation policy on both novelty and meaningfulness of creative behaviors. In addition, online creative climate is positively related to both radical and incremental innovation performance. Further, the relative performance results of the four types of computer-mediated platforms are found to be unequal.

The results suggest to managers that establishing creative climates in computer-mediated platforms is a promising approach to improve firms’ innovation performance. The results further indicate that managers should acknowledge the advantages and limitations of each type of computer-mediated platform in order to increase innovation performance. Otherwise, firms may misallocate resources and investment efforts in computer-mediated platforms.

By categorizing computer-mediated platforms into four types, this study provides the first synthesis of personal interactions that occur in computer-mediated environments. This study presents the first empirical assessment of how creative climate can be used as a facilitator for improving innovation performance and which type of computer-mediated platforms is more appropriate for radical or incremental innovations.

The aim of this paper is to investigate the characteristics of edutainment consumption and to analyze how new technologies influence it. It discusses a new theme, both with reference to the selected context (the phenomenon of edutainment itself and its consumption), and to the object itself (artistic consumption mediated by technological applications).

This paper addresses the research question previously mentioned by conducting an analysis of the marketing literature as it has been developed. The main areas of investigation are the experiential interpretation of consumer behaviour, entertainment and education. This paper is multidisciplinary in nature. An in‐depth analysis of the main object of the research and an original model of analysis of cultural experience are provided.

The use of new technologies that stimulate all the senses of the individual allows the re‐creation of the content of the message, both in terms of education and entertainment. A new form is given to the message, which is set in a new virtual environment, a “virtual edutainment environment” (VEE), where the interaction with the customer takes place. In our review of the marketing literature analysis we highlight the reasons that give rise to the VEE as a particular kind of cyberspace. A VEE is an environment in which one or more consumers experience the re‐created message. In this context, the users may interact amongst each other, but what is essential is that the information be elaborated in one complex way, utilizing multimedia tools in order to affect the consumer's senses. Hence, consumers are immersed in a deep experience of edutainment.

The convergence of education and entertainment, favoured by the diffusion of technology and its use, involves a very high risk for institutions that are trying to cling to their past history and their traditional managerial behaviour. Institutions like these need to use technological applications to increase the value of what they can offer to the consumer. For example, the learning process of the visitors of a museum will not be impaired by the entertaining use of new technologies. Instead, the memory of their experience will be reinforced and reinvigorated. The experiential interpretation of consumer behaviour has been one of the most innovative fields of study in the last 20 years, and it is even more promising for the future of marketing, as it is spreading into product categories that are far from being hedonistic.

The value of this paper is based on the proposal of an original model of analysis of cultural experience. The definition of the VEE takes its roots in other marketing concepts, such as the computer‐mediated environment and cyberspace, but it differs from them since it highlights the particular features of a cultural experience mediated through technological applications. The same is true with regard to the edutainment immersion experience, which is a particular interpretation of this kind of interaction between customers and the message.

The proliferation of the internet and world wide web (WWW) in recent years has resulted in the creation of new social and marketing spaces, and a new form of interaction and identity formation. This paper aims to investigate this phenomenon.

Whilst cost benefits and profit derivation from the internet and other hypermedia mediated communication environments have been the focus of much research, the majority of these assessments have left many assumptions unarticulated. Questions of how contemporary communication content and interactivity is different from the singular “one‐to‐many” communication models have been avoided in this research. This paper investigates these deficiencies and goes on to suggest how academics and practitioners can realign their thinking in the light of these findings.

Computer mediated marketing environments provide organisations with a medium that can be used to deliver content in a variety of ways to consumers. This capability highlights the distinction between the information in marketing communication and the vehicle used to deliver the information: that is, content differs from communication.

The paper highlights how versatility of the internet as an instrument for mediated communication means that organisations can integrate different modalities of marketing communications into a strategy that combines on‐line and off‐line tactics to meet strategic objectives.

Computer-mediated knowledge transfer has been at the forefront of consultancy research. The underlying idea is that individual knowledge can be externalized into disembodied symbols and codes, which can then be disseminated and accessed electronically within and across organizations. Although the process of externalization and transfer of knowledge has been investigated from various theoretical perspectives (positivism, social constructionism, pluralism), little research has addressed the role of cognition in computer-mediated knowledge transfer. Based on a case study within an international technical consulting firm, we argue that the success or failure of computer-mediated knowledge transfer is influenced to a large degree by embodied mental frames, social networks, and individuals’ creative and explanatory use of artifacts in real-world situations.

As more destinations jump on the bandwagon of branding, their marketing organizations increasingly employ the Internet as a convenient medium for promotion. This chapter argues that instead of extending their brand communications to the Web by simply digitizing the logos, taglines, and other elements, destinations can build brands virtually in an internet-mediated environment where virtual experience takes place. The study examines how branding can be achieved through building virtualized destination image. It adopts the concepts of telepresence, virtual experience, and integrated informational response and explains how online and offline communication stimuli can affect various components of virtualized image. This expands and modifies the conventional image constructs by specifying information sources as antecedents through telepresence and integrated behavioral responses as consequences. The relationships between the image, its antecedents, and consequences, and among the image constructs are illustrated through 14 propositions. The chapter concludes with a discussion of the net community in which residents and other stakeholders of communities actively participate in virtually building a strong destination brand.

The purpose of this study is to chart the development in computer-assisted language learning (CALL), by building a map of existing research work in the field. Based on a corpus of 163 manuscripts, published between January 2009 and September 2010 in four major journals devoted to CALL, it sets out to describe the range of topics covered under the umbrella of CALL and provide a holistic view of the field.

The approach adopted in this research includes: development of the 2009-2010 CALL corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the CALL map version 1.0; refinement of the CALL map version 1.0 following a systematic approach of content analysis and development of the CALL map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the CALL map version 2.0 using card sorting technique; and finally development of the CALL map version 3.0.

The research trends in the categories of the CALL map are discussed, as well as possible future directions in the field.

This paper provides a holistic view of the field of CALL guiding both junior CALL researchers to place themselves in the field, and policy and decision makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.

This paper examines the three-dimensional (3D)virtual world users’ perceptions of authenticity and trustworthiness in the virtual prototypes and users’ potential purchase behavior in the real-world settings. The 3D virtual worlds provide a new platform that exhibits virtual prototypes as a promotion channel for new products of real-world and online service, where users can communicate “face to face” via their representative avatars.

The authors conducted an experiment in Second Life and collected data in a post-study questionnaire to test our proposed conceptual model. Structural equation modeling was the main methodology.

The research results showed that 3D virtual world users obtained a high sense of telepresence and social presence. The sense of telepresence positively leads to users’ perceptions of online trust in the virtual prototypes and thus increases their intention to purchase real-world objects; the users’ sense of social presence positively associates to their perceptions of authenticity and online trust and, therefore, their purchase intention.

In survey research, the common method variance is a problem. A more robust way is to use objective measures.

A new channel was proposed for businesses to enhance their online strategies that will increase their business value.

3D virtual world is also a cutting-edge platform for remote education, public information service, etc.

This paper initially contributes to the literature that interprets underlying factors in 3D virtual worlds associated to purchase intention in real-world objects. We demonstrated the advantages, i.e. the communication efficacy and vivid virtual design in the 3D user-generated environment.

In this paper, the aim is to study virtual presence in travel blogs. The paper seeks to argue that though some conceptualization of virtual presence has been made in the literature, this only took account of one's presence among a community of “known” others. Increasingly, however, in blogging and other online communities, users do not necessarily know the “others” but they nevertheless interact with them and develop friendships and lasting relationships. This stresses the multidimensional character of the study; one which sees presence as the core topic by considering different perspectives to it.

An exploratory case study is conducted with a backpackers' blogging site, its members and audience; a setting that was considered suitable for finding answers to the research questions. The data are analysed qualitatively following a thematic analysis approach.

It was found that the invisible and unknown audience has an important role to play in backpackers' presence online. In particular, the study highlights the role played by the audience in shaping the blogging experience and the sense of presence that this experience develops.

The exploratory case study carries a number of limitations. The findings are based on: reflections and views shared with the researchers by the bloggers, through interviews; a discussion forum; and on an enacted audience through their reflections.

For practitioners, the study has implications in the areas of attracting and keeping audiences' interest and also in how to develop and support shared identity among independent travellers.

The paper contributes to a better understanding of online communities and virtual social networks in general by showing how virtual worlds reshape social space and social interactions.

The purpose of this paper is to provide a student learning outcome focussed assessment of the benefits and limitations of traditional internships, e-internships, and simulated internships to evaluate the potential of computer-mediated internships (CMIs) (e-internships and simulated internships) within higher education from a student perspective.

The paper undertakes a systematic conceptually based assessment of the extent to which CMIs are able to replicate the cognitive, skill-based and affective learning outcomes of traditional internships. In addition, the key limitations of traditional internships from a student perspective are identified, and the potential ability of CMIs to address these limitations is assessed.

The findings of this paper highlight that CMIs are able to replicate most of the benefits of traditional internships, whilst concurrently addressing many of their limitations. However, the current paper also identifies a number of important limitations for student learning in CMIs, and provides advice that aims to assist students in maximising their learning outcomes in these situations.

The paper is the first to provide a systematic student learning outcome focussed comparison of traditional internships and CMIs. In addition, the paper establishes the high potential of simulated internships for student learning in higher education, and provides students, higher education providers and researcher with learning outcome focussed criteria sets that enable the empirical evaluation of CMIs in future research.