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The purpose of this study is to explore the impact of online reviews on answer adoption in virtual Q&A communities, with an eye toward extending knowledge exchange and community management.

Online reviews contain rich cognitive and emotional information about community members regarding the provided answers. As feedback information on answers, it is crucial to explore how online reviews affect answer adoption. Based on signaling theory, a research model reflecting the influence of online reviews on answer adoption is established and empirically examined by using secondary data with 69,597 Q&A data and user data collected from Zhihu. Meanwhile, the moderating effects of the informational and emotional consistency of reviews and answers are examined.

The negative binomial regression results show that both answer-related signals (informational support and emotional support) and answerers-related signals (answerers’ reputations and expertise) positively impact answer adoption. The informational consistency of reviews and answers negatively moderates the relationships among information support, emotional support and answer adoption but positively moderates the effect of answerers’ expertise on answer adoption. Furthermore, the emotional consistency of reviews and answers positively moderates the effect of information support and answerers’ reputations on answer adoption.

Although previous studies have investigated the impacts of answer content, answer source credibility and personal characteristics of knowledge seekers on answer adoption in virtual Q&A communities, few have examined the impact of online reviews on answer adoption. This study explores the impacts of informational and emotional feedback in online reviews on answer adoption from a signaling theory perspective. The results not only provide unique ideas for community managers to optimize community design and operation but also inspire community users to provide or utilize knowledge, thereby reducing knowledge search costs and improving knowledge exchange efficiency.

Data-driven marketing is replacing conventional marketing strategies. The modern marketing strategy is based on insights derived from customer behavior information gathered from their facial expressions and neuro-signals. This study explores the potential for face recognition and neuro-marketing in modern-day marketing.

The study conducts an in-depth examination of the extant literature on neuro-marketing and facial recognition marketing. The articles for review are downloaded from the Scopus database, and PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) is then used to screen and choose the relevant papers. The systematic literature review method is applied to conduct the study.

An extensive review of the literature reveals that the domains of neuro-marketing and face recognition marketing remain understudied. The authors’ review of selected papers delivers five neuro-marketing and facial recognition marketing themes that are essential to modern marketing concepts.

Neuro-marketing and facial recognition marketing are artificial intelligence (AI)-enabled marketing techniques that assist in gaining cognitive insights into human behavior. The findings would be of use to managers in designing marketing strategies to enhance their marketing approach and boost conversion rates.

The uniqueness of this study lies in that it provides an updated review on neuro-marketing and face recognition marketing.

Storytelling is a method for training essential life issues as storytelling can assist learners to consider the story not just as a source of entertainment but as a practical lesson. In fact, teachers can encourage even the most unwilling students by engaging the students in storytelling while maintaining students' attention through narration using sounds and gestures. The present study aims to examine the effect of the university instructor’s narrative on English as a Foreign Language (EFL) student’s sustained attention, emotional involvement and cognitive learning.

To do so, the study adopted a quasi-experimental research design with the aim of focusing on the students’ performance within two different virtual classes. University students’ sustained attention, emotional involvement and cognitive learning were assessed in control and experimental groups before and after the treatment. To measure students’ sustained attention, Wei et al.’s (2012) scale, which comprises six items, was used. Besides, emotional involvement was assessed through Golestani’s (2017) engagement questionnaire. To check students’ cognitive learning, the scale designed by Richmond et al. (1987) was utilized. The summaries and conclusions in the experimental class were ingrained in instructors’ pedagogical repertoires, as the repertoires offer students an alternative way to understand course material beyond a straight lecture. Students in the experimental group were also asked to ponder over the materials presented to the students each session, and the students were supposed to present a one to two-paragraph note on the possible implications of the materials instructed at each session.

The results of independent samples t-test indicated that there was a statistically significant difference between the two groups regarding the degree of their sustained attention, emotional involvement and cognitive learning. The findings of the present study can raise instructors’ awareness toward the application of narratives in their instructional methodologies, as well as putting forth significant strategies to enhance students’ sustained attention, emotional involvement and cognitive learning through narratives.

The theoretical framework of the study derives from Kromka and Goodboys (2018) conceptualization of instructor narrative (IN), defined as the explicit presentation of the lessons conclusion at the end of each session. Previous studies on narrative have primarily focused on learners’ narrative as an educational tool. Later studies on teacher narratives conceive this as the teachers’ personal anecdotes and story-like accounts of others’ experiences; nonetheless, the position which is taken in this study is more academically laden and is based on the information instructed in each session.

Construction enterprises are achieving the goal of production safety by increasingly focusing on the critical factor of “human” and the impact of individual characteristics on safety performance. Emotional intelligence is categorized into three models: skill-based, trait-based and emotional learning systems. However, the mechanism of action and the internal relationship between emotional intelligence and safety performance must be further studied. This study intends to examine the internal mechanism of emotional intelligence on safety performance in construction projects, which would contribute to the safety management of construction enterprises.

A structural equation model exploring the relationship between emotional intelligence and safety performance is developed, with political skill introduced as an independent dimension, situational awareness presented as a mediator, and management safety commitment introduced as a moderator. Data were collected by a random questionnaire and analyzed by SPSS 24.0 and AMOS 26.0. The structural equation model tested the mediation hypothesis, and the PROCESS macro program tested the moderated mediation hypothesis.

The results showed that construction workers' emotional intelligence directly correlates with safety performance, and situational awareness plays a mediating role in the relationship between emotional intelligence and the safety performance of construction workers. Management safety commitment weakens the positive predictive relationships between emotional intelligence and situational awareness and between emotional intelligence and safety performance.

This research reveals a possible impact of emotional intelligence on safety performance. Adding political skills to the skill-based model of emotional intelligence received a test pass. Political skill measures the sincere and cooperative skills of construction workers. Using people as a critical element plays a role in the benign mechanism of “Emotional Intelligence – Situational Awareness – Safety Performance.” Improving emotional intelligence skills through training, enhancing situational awareness, understanding, anticipation and coordination and activating management environment factors can improve safety performance. Construction enterprises should evaluate and train workers' emotional intelligence to improve workers' situational awareness and safety performance.

Several factors and forces in school-level leaders' work can heighten emotions and incite emotionally charged situations. Challenges that heighten school-level leaders' emotions are related to systemic factors, people factors and personal factors. The extent to which each of these different factors influence the emotional experiences of school-level leaders, and whether that influence ends up being positive, negative or neutral, is contextual in nature. The systemic factors include encountering barriers when advocating for students, managing an intensified and expanding workload, working within disorienting policy contexts, and receiving a lack of support from their employer. Changes in school-level leaders' work and workload due to the COVID-19 pandemic that heightened emotions and emotional labour are also considered when discussing the systemic factors. People factors evident in the literature include workplace conflict, gendered power relations and crises and tragedies in the school community. The emotional labour inherent in school-level leadership comes to the forefront when considering the impact of these people factors on emotions at work because school-level leaders are tasked with making decisions that can have an immense impact on peoples' lives. Personal factors discussed in this chapter surround a school-level leader's individual emotional intelligence abilities and media attention directed towards them.

In this paper the authors have sought to create solid connection between theory and practices pertaining to the immense value of students' emotional engagement in online instruction. This conceptual paper is motivated by the inadequacy of literature translating the emotional engagement concept to the micro level of online instructions within the upsurge intention to the new trend of online teaching-learning. This paper aims to contribute by addressing the fundamental issues of emotional engagement starting from revisiting the roles of teachers in students' emotional engagement, reviewing and underscoring the importance of students' emotional engagement in higher education and finally conceptualizing and framing how to infuse emotional engagement into the instructions.

The explanation of how to advocate for students' emotional engagement in online learning praxis is inadequately discussed although the library of literature has informed the fundamental role of students' emotional engagement in establishing successful online learning. This paper aims to address this practical need by interactively connecting the theory, empirical findings and pedagogical practices in the area to provide praxeological contribution to the development of quality online teaching-learning practices.

This study presents a framework that advances the existing body of research at the juncture of emotional engagement and online learning. This conceptual paper foregrounds an examination of the roles of teachers in students' emotional engagement and underscores the significance of students' emotional engagement in higher education. Moreover, it proposes a conceptual framework delineating effective strategies for the integration of emotional engagement within instructional methodologies. This framework comprises four key aspects: (1) fostering students' learning autonomy and ownership, (2) establishing socioemotional construction through verbal and non-verbal expressions, (3) integrating a multimodal approach to online learning and (4) honing the art of constructive feedback.

This conceptual paper is rooted in a nested theory and draws upon empirical studies. While the presented framework holds promise, its efficacy in the classroom setting requires validation through further empirical investigation.

Those proposed pedagogical strategies detailed with the practical examples explained in the previous part would afford students with a better socioemotional amenities of learning environment benefitting them with positive affective engagement.

Given the imperative to enhance students' emotional engagement in online learning and the limited discourse surrounding its practical implementation, the proposed framework stands poised to enrich and inform online pedagogical practices.

This paper aims to aims to extend emotional labor research by exploring whether the impact of emotional labor on customer satisfaction depends on the order in which different emotional labor strategies are used by employees. Specifically, the authors explore how the order effects of two emotional labor strategies – deep and surface acting – impact customer satisfaction.

The authors conducted two experimental studies in which participants interacted with service employees who systematically switched between surface and deep acting strategies during the service episode. In Study 1, participants watched a video clip depicting a service encounter in a bookstore. In Study 2, participants partook in a simulated career-counseling session.

The four different emotional labor strategy order effects differentially impact customer satisfaction. Consistent with theories of gain–loss effects, improvement and decline trends positively or negatively impact customers, respectively. Furthermore, results show that these trends impact customer satisfaction growth differently over time.

The authors only focused on two emotional labor strategies, and future research may benefit from extending the research to additional regulation strategies and/or specific discrete emotions.

The results suggest that managers may train employees in recognizing that customer satisfaction is not just driven by customers’ overall assessment of the interaction but also by their experience at different stages of the interaction.

Service marketing and management scholars have largely explored emotional labor from a between-person or within-person perspective, with little empirical attention paid to within-episode processes that focus on how employee behavior varies within a single service episode. To the best of the authors’ knowledge, this study is one of the first to demonstrate that surface and deep acting can be used simultaneously and dynamically over the course of a single service interaction in impacting customer satisfaction.

This paper aims to develop a comprehensive model on intra- and interpersonal emotion regulation (ER) in hospitality and tourism (H&T) service encounters.

A critical review and reflection of ER research from multiple disciplines was conducted. Methodologies appropriate for investigating ER were also reviewed.

A comprehensive framework was proposed to outline key influential factors, processes and consequences of intra- and interpersonal ER in service encounters in the H&T industry. Methodologies integrating advanced tools were suggested to measure complex and dynamic emotion generation and regulation processes in social interactions from a multimodal perspective.

The researchers developed a comprehensive conceptual model on both intra- and interpersonal ER based on a critical review of the most recent psychological research on ER. Various theoretical and methodological considerations are discussed, offering H&T scholars a solid starting point to explore dynamic emotion generation and regulation processes in complex social settings. Moreover, the model provides future directions for the expansion of ER theories, which have been mostly developed and tested based on laboratory research.

The proposed model addresses two critical issues identified in emotion research in the H&T field: the lack of a dynamic perspective and the neglect of the social nature of emotions. Moreover, the model provides a roadmap for future research.

Employees may adopt deceptive knowledge hiding (DKH) due to nonworking time information and communication technology (ICT) demands. Drawing from the conservation of resources (COR) theory, this study aims to develop and test a model of deceptive knowledge hiding (DKH) due to nonworking time information and communication technology (ICT) demands.

In total, 300 service employees have joined the three-wave surveys. Path analysis and bootstrapping methods were used to test the theoretical model.

Results suggest that knowledge requests during nonworking time could deplete employees’ resources and increase their tendency to engage in DKH, whereas work recovery and emotional exhaustion mediate this relationship. In addition, employees’ work–family segmentation preferences (WFSP) were found to moderate the direct effects of nonworking time ICT demands on employees’ work recovery and emotional exhaustion and the indirect effects of knowledge requests after working hours on DKH through employees’ work recovery and emotional exhaustion.

First, the findings of this study shed light on the relationship between knowledge requests during employees’ nonworking time and knowledge hiding, suggesting that knowledge hiding could occur beyond working hours. Second, drawing on COR theory, this study explored two joint processes of resource replenishment failure and depletion and how nonworking time ICT demands trigger knowledge hiding. Third, the interaction effect of individuals’ WFSP and nonworking time factors on knowledge hiding deepens the understanding of when nonworking time ICT demands may induce knowledge hiding through various processes.

For online experiential products, tactile attributes are important but hard-to-achieve features. This research aims to explore consumers' emotional experiences by incorporating tactile attributes into the online clothing shopping scenario.

This paper presents two online shopping experiments by consumers who purchase online clothing: one experiment involves subjects browsing clothing products on a computer screen; the other one involves subjects touching the clothing fabric while browsing a corresponding product on a computer screen. Based on the stimulus–organism–response (S-O-R) model, a physiological polygraph was used to record the emotional experience of subjects under the stimuli of “sight” and “sight + touch.”

(1) Subjects had a more positive emotional arousal under the stimuli of “sight + touch”; (2) the visual merchandising of clothing and expected touch task affect subjects' overall emotional experience with clothing, and with a good visual experience and expected tactile experience, the subjects showed a more positive emotional valence under the stimuli of “sight + touch”; (3) differing from previous research, this experimental data only supports the hypothesis that the skin conductance indicator is related to the level of emotional arousal, without supporting its correlation with emotional valence. However, the heart rate indicator is correlated with emotional valence but not with emotional arousal.

This work proposes a way to study the tactile attributes of online clothing and enriches the theoretical framework of polygraph and the S-O-R model for the research of online experiential products, and in terms of application, it sheds light on sales strategies of online experiential products for retailers and brand owners.