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This paper investigates the moderating-mediation roles of synchronous and asynchronous learning, as well as virtual self-efficacy between digital learning space experience and continuous use among learners in Ghanaian institutions of higher learning.

A convenience sampling technique was used in the selection of 604 students who answered questions on digital learning space experience, synchronous and asynchronous learning, virtual self-efficacy and learner continuous use within the Greater Accra Region of Ghana. The study employed regression analysis to measure the hypothesized paths.

The findings show that asynchronous learning partially mediates between digital learning space experience and learner continuous use, but the mediating effect of synchronous learning between digital learning space experience and learner continuous use was not significant. Further, virtual self-efficacy significantly moderates the mediated relationship between asynchronous learning and learner continuous use, but the moderated mediated role of synchronous learning was not established in the study.

Generalization of the study findings is limited due to the sampling scope, which was restricted to students of IHL in the Greater Accra Region of Ghana.

In this research, the academic scope of digital transformation was expanded from both digital structure elements and psychological perspectives within the domain of higher education literature.

The purpose of this article is to investigate digital public spaces and audiences and to explore the relationship of digital public spaces to both ideas of nationhood and physical public institutions.

The article investigates tensions arising from the conjuncture of public spaces and digital culture through the lens of the Digital Public Library of America (DPLA). This research uses qualitative content analysis of a range of data sources including semi-structured interviews, primary texts and secondary texts.

The construction of the public library space as a digital entity does not attract anticipated audiences. Additionally, the national framing of the DPLA is not compatible with how audiences engage with digital public spaces.

Drawing on original, qualitative data, this article engages with the prevalent but undertheorized concept of digital public spaces. The article addresses unreflexive uses of the digital public and the assumptions connected to the imagined audiences for platforms like the DPLA.

This article explores the implications of virtual social spaces for conceptualizing community engagement in the practice of architecture and design by critically analyzing multidisciplinary approaches to conceptualizing community namely space, place, and context to envision social spaces of virtual community engagement by architects and designers.

This conceptual article utilized narrative literature review as the primary method for conducting a transdisciplinary theoretical integration. First, the authors defined the metaverse as all manner of human-technological interaction. Second, the authors discussed theories of place from architecture, social geography, and human ecology and employed neoecological theory to describe the interactional processes inherent in research and practice with virtual communities. Finally, the authors documented specific types of virtual engagement strategies in architectural research and practice.

Virtual environments provide varied opportunities for effective collaborations among architects, designers, and community members. The primary strategies identified by the literature review of virtual community engagement were collaborative, augmented reality, and situated digital experiences. In addition, researchers have found that the most effective community engagement bridges interactions in the physical space and digitally mediated interactions.

The authors advocate for increased research towards understanding how the expanded availability of more complex technological tools, such as future versions of artificial intelligence (AI) software, may further layer the landscape of community engagement in ways that may be unpredictable and currently less understood. Additional research is also needed to address participants' perspectives in virtual community engagement and explore how the building of communities in the meta-context is felt, lived, and understood by those who act in them.

The availability of new technological tools and digital platforms challenges diverse professionals to expand their community-engaged practice into the metaverse. Although not every community has broadband Internet or software access, many physical locations whether community centers, libraries, schools, or one’s own home may serve as safe spaces for novel virtual engagement experiences by individuals and groups. Digital engagement can increase opportunities for involvement from persons who are home-bound, lack transportation or child-care to attend in-person community events, or may desire the anonymity afforded by virtual engagement.

Virtual environments can provide varied opportunities for effective collaboration among architects, designers, and community members by overcoming physical or nonphysical barriers to in-person engagement. For example, recent case studies of civic and community organizations have successfully integrated physical and virtual community engagement during the global COVID-19 pandemic by overcoming physical or nonphysical barriers to in-person engagement. Community development theorists have referred to such contexts as a “post-place community” in which individuals find solidarity through digital global networks.

This article theorizes virtual community engagement in the metaverse from a transdisciplinary perspective and coins the innovative concept of meta-contexts to describe a global “post-place” community. Integrating theories of place from architecture, social geography, and human ecology guides an original review of effective strategies for meta-contextual digital community engagement by architects and designers.

The facilitation of digital spaces, in lieu of urban material spaces, for social interaction through computer gaming and other play activities has become particularly important to children in the wake of the 2020–2021 Coronavirus pandemic, to combat the negative effects of physical lockdown restrictions. Pre-pandemic, autistic children living in urban areas may already experience exclusion from physical society and may consequently already be isolated from current imposed normative societal groupings due to their neuro-difference, sensory sensitivities to the surrounding environment, communication comprehension, and social understanding. However, an exploration into personally and independently chosen play activities by autistic youth has identified how such isolation can be overcome and positive social experiences created. A particular play practice, cosplay, and related companionable fandom activities are providing and creating digital spaces for autistic youth to be social. Character play is also enabling the use of limited physical spaces within urban contexts and as such combatting anxiety from sensory overstimulation. Thematic analysis of online content together with semi-structured interviews with autistic young people have indicated a positive connection between cosplay practice, increased social activity, and reduced levels of sensory overload, anxiety, and depression, with early findings suggesting transferrable elements that could inform more effective support for others with social, environmental, and communication challenges or restrictions.

Despite the prevalence of technology in health care, marketing research on social media in the birthspace is limited. The purpose of this paper is to explore how birthing women leverage social media for transformative well-being in the liminal context of birth.

A qualitative study of women who had recently experienced birth was undertaken. Thematic analysis of data from in-depth interviews reveals birthing women’s digital practices and social media capabilities for well-being in a liminal space.

Within the birthspace, women use social media and digital platforms in an effortful and goal-directed way for role transitions and transformation, curating self and other history, goal striving and normalizing experience. These digital practice styles facilitate consumer integration of the liminal digital birthspace and in situ service encounter enabling diverse value outcomes. Drawing on liminality and social presence theories, the authors interpret these practices as demonstrating three interactive liminal stages of suspending, comprehending and transforming. Multi-modality and rapid connection afforded by digital devices and social media platforms provide social presence (according to perceived immediacy and intimacy) enabling transformative well-being outcomes.

This study is unique, as it provides insights into the traditionally private health service experience of birth. Further, the authors extend the understanding of liminal spaces and use of digital technology, specifically for transformative outcomes, by proposing a framework of consumers’ digital practice styles for well-being in liminal spaces.

The increasing presence of traditional or new forms of robots at work demonstrates how the copresence of workers and robots might reframe work and workplaces and consequently arouse new human resource management (HRM) questions regarding how to manage the spatiotemporal change of work in organizations. Based on a spatiotemporal perspective, this conceptual article examines the implication of new spatiotemporal dynamics of work, which are generated by the interaction between workers and traditional or new forms of robots that are driven by advanced digital technologies, for HRM.

The article begins by carrying out a selective review focusing on the studies that enhanced the comprehension of the digital-driven spatiotemporal dynamics of work. It then presents a spatiotemporal framework from which it examines the implications of digital-driven spatiotemporal work boundaries for HRM. The article ends by underscoring the theoretical and empirical importance of taking more interest in new spatiotemporal forms of work for developing the HRM of the future.

By developing the notion of workuniverses, which denotes the spatiotemporal boundaries generated by the act of working through the interaction between workers and different forms of robots, this research first develops a theoretical framework that discerns three forms of spatiotemporal dynamics forming workuniverses at different levels and two spatiotemporal arrays for managing the spatiotemporal change of work in organizations. The HRM questions and ethical concerns generated by the formation of workuniverses are then revealed through four focuses: the management ethics in workuniverses, individuals' spatiotemporal well-being, collective spatiotemporal coordination and spatiotemporal change management in workuniverses.

This research provides an original perspective, which is the spatiotemporal perspective, to examine the new spatiotemporal dynamics that form workuniverses and the HRM questions and concerns generated by the increasing interaction between workers and different forms of digital-driven robots.

This paper, through empirical evidence, presents a framework for exploring how entrepreneurs navigate the challenges of building legitimacy in a digital context. In so doing, this paper goes beyond the seemingly forgone conclusion that legitimacy is important for the entrepreneur's success by focusing on the contextualised mechanisms through which digital legitimacy is built.

Empirical findings are drawn from semi-structured interviews conducted with 21 digital entrepreneurs in Nigeria, a leading example of the West African context and analysed using a phenomenological approach.

The paper shows how digital entrepreneurs in a non-Western context draw on an aspect of legitimation in the digital space, and in particular, highlights three mechanisms via which this takes place, namely: digital shielding, digital curating and digital networking. Presented via an inductive approach, the three mechanisms described in the paper provide a scaffold for thinking about and understanding entrepreneurial legitimacy within a contextual framework, which incorporates institutional, cultural and digital dimensions.

This paper contributes to the literature on digital entrepreneurship by empirically identifying and theoretically elaborating themes that are important for understanding how entrepreneurs navigate the challenges of digital entrepreneurship and build entrepreneurial legitimacy in complex contexts.

This paper aims to explore the characteristics of playful literacies in case study research examining digital games in secondary English classrooms. It analyzes how educators use play as a resource for meaning-making and the impacts of play on student learning.

The authors used a keyword search in relevant academic databases to identify articles within specified search parameters. This was followed by bibliographic branching to identify additional articles. Following the identification of 30 articles, two rounds of open coding were used to identify themes for analysis.

The literature revealed five types of playful pedagogical practices: single-player gameplay, turn-taking gameplay, multiplayer play, play-as-design and little or no gameplay. Discussion of these findings suggests that classroom play was a highly social activity across case studies. Furthermore, boundaries between types of play and their contributions to learning were blurred and often disrupted normative approaches to curriculum and teaching.

Given the novelty of replacing traditional texts with digital games in English classrooms, this study represents an important moment to pause and review the literature to date on a particular, understudied aspect of digital games in English curricula: their playfulness. This is especially important given the innovative ways in which digital play can shift thinking about meaning-making and narrative, two historically dominant concerns within the discipline of English.

This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses.

This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies.

The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing.

The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure.

This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.

During the COVID-19 pandemic, lockdowns and social distancing mandates forced many young Australians to radically alter everyday interactions. Physical co-presence and embodied experience, a previously taken-for-granted dynamic of territorially embedded everyday lives, and interactions with urban surroundings, were reconfigured. Digital technology, while bringing people together for work, study, or socialising, is seen to dissolve material space, and mitigate geographic isolation. But what role does co-presence and embodied, spatially embedded experience play for young people living in the city? This chapter draws on the voices and experiences of young Australians aged 18–24 during the pandemic to clarify and understand the role of the digital in their everyday lives, how they negotiated disruptions to education, work, and managing relationships during the pandemic to articulate the relationships between digital lives and embodied experiences in the city.