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This study seeks to explore digital natives' mobile usage behaviors and, in turn, develop an analytic framework that helps articulate the underlying components of mobile addiction syndrome (MAS), its severity levels and mobile usage purposes.

The investigation adopts a survey method and a case study. The results of the former are based on 411 random classroom observations and 205 questionnaire responses, and the insights of the latter are derived from 24 interviews and daily observations.

The findings validate five distinctive signs that constitute MAS and their significant correlations with each of the Big Five personality traits. Classroom observations confirm the prevalence of addiction tendency among digital natives in the research context. Seven levels of MAS and six different mobile usage purposes further manifest themselves from case analysis. There appears to be a sharp contrast between the addicted and non-addicted groups in their mobile purposes and behavioral patterns. Additionally, family relationships seem influential in shaping non-addictive mobile usage behaviors.

Psychological perspectives on MAS may be important but insufficient. Empirical investigation on a global scale, especially with distinctive cross-cultural comparisons, will be highly encouraged. How MAS evolves over time should also serve as future research interests.

Teaching pedagogy of college education might need certain adjustments to intrigue digital natives' learning interests. Future managers might also need to adopt better performance measurements for digital natives who barely separate work from personal matters in their mobile devices.

Parents and healthcare institutions may need to develop response mechanism to tackle this global issue at home and in society. The long-term effects of the COVID-19 pandemic on MAS might also deserve global attention.

The analytic framework developed provides an original mechanism that can be valuable in identifying MAS severity and associated behavioral patterns.

The rapid growth of technology, including artificial intelligence (AI), in the banking industry has played a disrupting role in traditional banking channels. This study aims to investigate factors that influence the attitudes and perceptions of digital natives pertaining to mobile banking and comfort interacting with AI-enabled mobile banking activities.

Data were collected from 218 digital natives. This paper uses multivariate regression and two separate multiple regression analyses to examine the differential effects of technology-based (i.e. attitudes toward AI, relative advantage, perceived trust and security in specific mobile banking activities) and non-technology based (i.e. need for service, quality of service) factors on mobile banking usage and AI-enabled mobile banking services.

This study identifies determining factors for mobile banking and AI-enabled mobile banking services. Results indicate a divide in how digital natives perceive relative advantage between our two dependent variables. Consistent with previous studies, the relative advantage construct has the most impact on mobile banking usage. However, relative advantage was not significant for AI-enabled mobile banking, suggesting an extra layer of complexity that goes beyond convenient fast banking.

A limitation of this study is that it does not incorporate age groups outside of digital natives. Further research is needed to test for differential effects between age groups. In addition, the discovery of no significant impact of relative advantage on AI mobile banking warrants more research on the similarities and differences between mobile banking and AI-enabled mobile banking.

To better appeal to digital natives, it is suggested that the banking industry emphasize mobile banking’s anywhere/anytime access to financial accounts, as this is important to college-age customers who may not live near their local banking institution. Moreover, the paper suggests that improvement to mobile banking features for one-on-one interpersonal contact with bank employees is needed.

This study addresses the gap in the understanding of how digital natives perceive mobile banking in comparison to AI-enabled mobile banking services.

The purpose of this research is to analyse how to adapt teaching and learning methodologies to new generations of digital natives to promote their commitment to sustainable development. The research explores the existence of a relationship between digital natives’ characteristics, individual dynamic capabilities and their commitment to innovation and therefore to sustainability.

A structural equation model is used to test the proposed hypothesis by a survey conducted with 532 digital-native higher education students.

The results show the existence of a significant relationship between digital natives’ competences, individual dynamic capabilities and a better approach to managing situations with regard to relationships with key stakeholders and the fostering of innovation and commitment to the social and environmental issues demanded by society.

The limitations of this study are that it is based on a sample from a specific Spanish university that cannot be representative of all digital natives from all universities and different cultural contexts. The variables measuring the characteristics of digital natives have only recently been used in the academic literature.

The research proposes including individual dynamic capabilities and innovation courses in sustainable development education to accelerate the implementation of sustainable development goals. These research findings can be used as insights into the development of university programmes and courses.

This research is one of the first attempts at understanding how to promote education for sustainable development among digital natives and at identifying them as future change makers for sustainable development.

This paper aims to analyze the visual attention, transparency perception and attitude of Brazilian women from generation Z toward sponsorship disclosures with a different number of text messages used in native advertisements made by a digital influencer.

A quantitative and multi-method experiment was conducted through a within-subjects experimental design with 149 women. The eye-tracker assessed visual attention and questionnaires measured transparency perception of sponsorship and attitude toward native advertisements. To analyze eye-tracking and transparency perception data, Friedman’s analysis of variance was used. Structural equations were modeled for analyzing attitude data.

The quantitative results indicate that disclosures with a single textual message obtain more visual attention than multiple textual messages. However, sponsorship disclosures with multiple textual messages obtain the best transparency perception and generate a better attitude toward native advertisements.

This study extends the theory by investigating the relationship between visual attention to sponsorship disclosure with a different number of textual messages and the target audience's responses to them.

The analysis of Brazilian generation Z women's responses to native ads might contribute to companies, marketing professionals and digital influencers obtaining great visual attention, transparency perception and attitude toward ethical and transparent ads to this audience.

To the best of the authors’ knowledge, this is the first study to analyze Brazilian generation Z women's visual attention, transparency perception and attitude toward sponsorship disclosure with single and multiple textual messages in native advertisements.

Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.

Although numerous studies have examined factors that influence smartphone acceptance and use, few have analyzed cognitive age. This study aims to use the unified theory of acceptance and use of technology (UTAUT) to test two models to analyze the moderating effect of cognitive age. This research offers relevant suggestions among different cognitive age groups.

A questionnaire survey was conducted to collect research data in Taiwan and the UTAUT model was used. Model 1 ensures all four antecedent constructs among digital natives (those under 34 years old). Model 2 divides the digital immigrants into two groups to test the influence of cognitive age on the behaviors of smartphone use. This study tests Model 1 using AMOS 20 to examine the measurement and structural model and validates Model 2 using partial least squares (PLSs).

In Model 1, the digital natives have sufficient confidence to accept a new technology with ease and little effort owing to most educational resources and the widespread internet. Group 1 in Model 2 reveals that the behavior of digital immigrants is similar to that of digital natives. For Group 2 in Model 2, they tend to infer that skills or tasks they associate with having higher value are more difficult to learn.

This study provides another dimensional result for different cognitive age groups and it has to consider not only chronological age but also cognitive age in user behavior. The result can enrich the theoretical perspective on technology adoption and use behavior via cognitive age, which is a significant and important self-related factor that can help predict technology adoption and use behavior.

Many academic libraries use digital humanities projects to disseminate unique materials in their collections; during project planning, librarians will consider platforms, scanning rates and project sustainability. Rarely, though, will academic librarians consider how members from the communities that created the materials can contribute to digitization projects. The purpose of this study is to explain how collaboration with Zuni Pueblo (a Native American tribe in the southwest) community members improved a digital humanities project to disseminate Zuni language learning materials.

Methodologically relying on critical making, which involved community member feedback throughout the process, the Zuni Language Materials Collection will provide digital access to 35 language learning items.

The authors argue that collaboration with members of the community of creation dramatically improved item description, collection discoverability and collection interactivity. This study historicizes CONTENTdm and describes how the team modified this content management system to meet user needs. This project produced a prototype digital collection, collaboratively authored metadata and an interactive portal that invites users to engage with the collection.

Libraries continue to struggle to reach and reflect their diverse users. This study describes a process that others may use and modify to engage nearby Native American communities.

This piece shares a unique strategy of partnering with Native American community members on all aspects of digital humanities project development and design. This case study attempts to fill a gap in the literature as the first study to describe a digitization process using CONTENTdm with a Native American community.

The higher education community is facing a new generation of students – the “Digital Natives”. They are the first generation born into a world of pervasive digital technology. They think and learn differently than the “Digital Immigrants” who are teaching them and educators today should be aware of these differences and how this knowledge can be utilized to create a more effective learning environment.

The purpose is to provide a description of the new generation of students in higher education, “Digital Natives” and their technology needs.

A summary of the characteristics of “Digital Natives.”

This article provides an overview of who are the “Digital Natives” and their influence on technologies used to support learning environments.

This paper is useful for information management professionals who seek greater understanding of the ever‐changing student population in higher education.

This paper addresses a new generation of employees and the effect this generation is having on the current business landscape.

It is only recently that business leaders have become aware of this generational shift that is impacting on their organizations, but digital natives are not well understood by most senior management today.

This paper discusses the salient differences between two current generations of employees, and aims to improve managers' understanding of digital natives and what they need to do to attract and retain the necessary talent required to achieve ongoing business success.

The issues addressed in this paper will benefit all those who are responsible for the recruitment, development, promotion and management of people, irrespective of the nature or size of their businesses.

The term “digital natives” appeared in the academic literature more than a decade ago, but little attention has been paid to them at the business level.

This chapter is the result of an interest in the professional and research literature exploring the intersection between education and digital technology. Decades of research and press have largely focused on the ways in which particular devices might be productively used in the K-12 classroom. Educational radio, educational television, the computer, and more recently the tablet have all been framed as being valuable for supporting student learning. Critics such as Neil Selwyn have argued that research in educational technology needs to focus less on supporting particular devices and more on the nature of social interactions that are mediated, constrained, and enabled by various technological affordances.

This chapter reviews four theoretical frameworks in terms of their approach the social nature of the use of technology in education.

The chapter introduces a number of conceptual frameworks that are helpful for considering the social implications of using digital technologies to support the needs of diverse learners in a teacher education classroom.

Scholars, especially who are also teacher educators can consider using and developing frameworks that are more robust for thinking about digital learning in education.

The value in this chapter lies in the critical conceptions explored and interrogated. The author demonstrates the complexity of teacher knowledge overlaid with technology.