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There is growing scholarly interest in the use of penalty in employment contracts which reduce employees' pay if the employee's performance does not meet a pre-specified performance threshold. Prior accounting research has focused exclusively on the effect of penalty on employee performance. In this study, the authors extend earlier research by examining how penalty affects the employers' wage offers. Prior research suggests that employers' generous wage offers in employment contracts are normally translated as trust by employees who in turn reciprocate with higher effort. The authors present a theory that predicts penalty reduces employers' wage offers. Then, the authors propose unrestricted communication between employers and employees as a potential moderator for the negative effect of penalty on trust and reciprocity.

The authors implement a controlled lab experiment with a 2 × 3 experimental design (Penalty: Present and Absent; and Communication: None, One-Way and Two-Way).

The authors develop their predictions by utilizing insights from motivational-crowding and organizational communication theories. The authors hypothesize and find evidence that employers' ability to penalize employees can reduce employers' motivation to offer generous wages. As a result, reduced trust demotivates employees to provide high effort. However, the authors find that a two-way communication moderates the negative effect of penalties by restoring trust, thereby, increasing reciprocity. Finally, the authors find evidence that relationship-oriented messages explain the moderating effect of communication.

This study is subject to limitations inherent in all experimental studies. The decisions in the study experiment are less complex than those found in practice. Moreover, there are significantly higher costs and potential benefits to shirk on effort in practice. The authors encourage future research on other organizational features that would influence the generalizability of their theory and results. Nonetheless, this study makes an important contribution to the literature on trust, reciprocity, gift-exchange contracts, managerial controls and communication.

This paper has several important implications for theory and practice. The authors show that the presence of penalty may not automatically result in increasing employees' effort level, contrary to traditional economic theory predictions. This effect is driven mainly by the crowding out effect of a penalty on employers' desire to signal trust. Therefore, the presence of an open communication channel may become an important tool to reverse the psychological effect of reduced trust when penalty is present. Therefore, the study's findings contribute to the trust–reciprocity literature on how management control system influences employers' and employees' behavior. These findings are especially germane given the trend in the workplace toward establishing open communication at different levels within the firm hierarchy. The study also contributes to the literature on trust–reciprocity as critical informal controls and social norms in accounting practices (Bicchieri, 2006; Stevens, 2019), shedding light on how firms may influence employees' reciprocity in management control practices and induce them to act in line with the firm's objectives by opening communication channels.

Prior accounting research document that penalty in employment contracts increases employee performance due to loss aversion. The study, however, demonstrates that the positive effect of penalty is not sustained in a gift-exchange contract. Specifically, the study's experimental results provide evidence that the availability of penalties can psychologically change the way employers perceive their decisions on offering generous wages (i.e. trust) and consequently reduce employees' reciprocation of high effort levels. Yet, the authors propose a two-way communication as a restorative mechanism for the lost trust. Implications for theory and practice are discussed.

The lecture method has been compared with teaching methods such as flip learning, cooperative learning and simulations to establish which holds the key to students' understanding of concepts. What is bereft in the education literature is its comparative efficiency with the culturo-techno contextual approach (CTCA) in the teaching of computer science education.

This study adopted the quasi-experimental design to determine the efficacy of the CTCA in breaking difficulties related to the study of spreadsheets as a difficult concept in the Nigerian computer science education curriculum. Junior high school students studying computer science education participated in the study. The control group had 30 students, with 35 students in the experimental group. The experimental group was taught using CTCA, while the control group used the lecture method. The spread sheet achievement test, which had 40 items on spreadsheet, was used to collect data.

The results showed that the experimental group significantly outperformed the control group [F (1,60) = 41.89; p < 0.05]. The findings showed the potential of CTCA in improving students' performance in spreadsheets in the computer science education curriculum.

The originality of this study is hinged on its ground-breaking test of the CTCA to the study of the spreadsheet. The findings of this study indicate its efficacy in improving students' understanding of spreadsheet and computer science education.

This study aimed to identify the level of students' academic integration in the physical environment of the classroom.

This study used an experimental approach. The study sample consisted of 60 students, who were divided into an experimental group (n = 30) and a control group (n = 30) in two classrooms (classes 9 and 13). To verify the equivalence of the two groups, an ANOVA test was performed to determine the level of academic integration, and identify any statistically significant differences between the two groups before separating them and controlling all the other variables, except for the classroom environment variable.

The results revealed no statistically significant differences in the mean of pre-application academic integration. Ten days later, the lecturer explained the topic within the academic course and redistributed the scale of academic integration. The results of the second application revealed differences in the average mean of academic integration in favour of the experimental group (class 13). To identify statistically significant differences, a t-test was used for independent samples. The results showed statistically significant differences in the level of academic integration of the experimental group attributed to the variable of physical environment in favour of class 13.

This study recommend to proposing future physical learning environments in classrooms by improving physical aspects. These new learning environments can enhance the cooperation between teachers and students, allow for easier conveyance of ideas and promote students' ability to solve problems more effectively. The use of Metaverse technology in education may create an appropriate virtual physical environment that solves the problem of the physical environment and raises the level of academic integration of students.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

Restaurant operators often use auspicious connotations embedded in the names and shapes of dishes to increase consumers’ purchase intentions. However, the interaction effect of multiple auspicious cues (i.e. food name and shape) on purchase intentions has rarely been examined in the restaurant context. Thus, grounded in processing fluency theory, this study investigates the direct influence of the two-way interaction effect of food name (auspicious vs nonauspicious) and shape (auspicious vs. nonauspicious) on purchase intentions and its indirect influence via perceived auspiciousness and positive emotions.

Utilizing a 2 (food name: auspicious name vs. nonauspicious name) × 2 (food shape: auspicious shape vs. nonauspicious shape) between-subjects design, the authors conducted two experimental studies with 356 Chinese customers. In Study 1, which focused on a main dish, we investigated the two-way interaction effect food name × food shape on purchase intentions. In Study 2, we replicated this experimental study by focusing on a different food type (i.e. dessert) to test the direct and indirect influences of the two-way interaction of food name × food shape on purchase intentions through perceived auspiciousness and positive emotions.

The results reveal that the congruity condition of auspicious names and shapes significantly influences consumers’ purchase intentions. Congruity with auspicious food cues also indirectly affects purchase intentions through consumers’ perceived auspiciousness and positive emotions. These effects were consistently observed in two experimental studies analyzing different dish types (main dish and dessert).

Restaurateurs should consider utilizing auspicious food cues to attract customers. Specifically, they should combine both food name and shape to increase their perceived auspiciousness and sales.

This study tested processing fluency theory using auspicious food cues. This study contributes to the hospitality literature by improving our understanding of the congruence effect by exemplifying the conceptual alignment between food name and food shape.

Even though it is widely used, reinforced concrete (RC) is susceptible to damage from various environmental factors. The hazard of a fire attack is particularly severe because it may cause the whole structure to collapse. Furthermore, repairing and strengthening existing structures with high-performance concrete (HPC) has become essential from both technical and financial points of view. In particular, studying the postfire behavior of HPC with normal strength concrete substrate requires experimental and numerical investigations. Accordingly, this study aims to numerically investigate the post-fire behavior of reinforced composite RC slabs.

Consequently, in this study, a numerical analysis was carried out to ascertain the flexural behavior of simply supported RC slabs strengthened with HPC and exposed to a particularly high temperature of 600°C for 2 h. This behavior was investigated and analyzed in the presence of a number of parameters, such as HPC types (fiber-reinforced, 0.5% steel, polypropylene fibers [PPF], hybrid fibers), strengthening side (tension or compression), strengthening layer thickness, slab thickness, boundary conditions, reinforcement ratio and yield strength of reinforcement.

The results showed that traction-separation and full-bond models can achieve accuracy compared with experimental results. Also, the fiber type significantly affects the postfire performance of RC slab strengthened with HPC, where the inclusion of hybrid fiber recorded the highest ultimate load. While adding PPF to HPC showed a rapid decrease in the load-deflection curve after reaching the ultimate load.

The proposed model accurately predicted the thermomechanical behavior of RC slabs strengthened with HPC after being exposed to the fire regarding load-deflection response, crack pattern and failure mode. Moreover, the considered independent parametric variables significantly affect the composite slabs’ behavior.

The present work involves analytical and experimental investigation of sloshing in a two-dimensional rectangular tank including the effect of porous baffles to control and/or reduce the wave motion in the sloshing tank. The purpose of this study is to assess the analytical solutions of the drag coefficient effect on porous baffles performance to track free surface motion variation in the sloshing tank by comparison with experimental shake table tests under a range of sway excitation.

The linear second-order ordinary differential equations for liquid sloshing in the rectangular tank were solved using Newmark’s beta method and obtained the analytical solutions for liquid sloshing with dual vertical porous baffles of full submergence depths in a sway-oscillated rectangular tank following the methodology similar to Warnitchai and Pinkaew (1998) and Tait (2008).

The porous baffles significantly reduce wave elevation in the varying filled levels of the tank compared to the baffle-free tank under the range of excitation frequencies. It is observed that the Reynolds number-dependent drag coefficient for porous baffles in the tank can significantly reduce the sloshing elevations and is found to be effective to achieve higher damping compared to the porosity-dependent drag coefficient for porous baffles in the sloshing tank. The analytical model’s response to free surface elevation variations in the sloshing tank was compared with the experiment’s test results. The analytical results matched with shake table test results with a quantitative difference near the first resonant frequency.

The scope of the study is limited to porous baffles performance under range sway motion and three different filling levels in the tank. The porous baffle performance includes Reynolds number dependent drag coefficient to explore the damping effect in the sloshing tank.

The porous baffles with low-level porosities in the sloshing tank have many engineering applications where the first resonant mode of sloshing in the tank is more important. The porous baffle drag coefficient is an important parameter to study the baffle’s damping effect in sloshing tanks. Hence, obtained analytical solution for liquid sloshing in the rectangular tank with Reynolds number as well as porosity-dependent drag coefficient (model 1) and porosity-dependent drag coefficient porous baffles (model 2) performance is discussed. The model’s test results were validated using a series of shake table sloshing experiments for three fill levels in the tank with sway motion at various excitation frequencies covering the first four sloshing resonant modes.

The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.

The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.

The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.

Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).

This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

The purpose of this research was to investigate how VR-mediated sports, as opposed to 2-D screens, affect the emotional and cognitive experiences of fans with the game and its sponsors.

The current study employed a single-factorial experimental design, in which participants were randomly assigned to either watch a soccer game through a VR headset or a 2-D screen. Physiological and self-reported measures were used to measure levels of presence, arousal, attention and memory.

Participants who watched sports through VR experienced a higher level of presence, greater psychophysiological arousal, and exhibited higher levels of attention toward the game. However, they showed lower recognition for in-stadium signage compared to those who watched the game on a 2-D screen.

The results suggest that sports teams can use VR to create a more immersive and engaging experience for fans. Additionally, in-stadium signage advertising may not be as effective in VR sport broadcasting contexts, and sports practitioners may want to explore alternative forms of advertising that are better suited for VR environments.

Methodologically, this study used a combination of self-reported and real-time physiological measures to capture dynamic and spontaneous changes in fans while watching games. Theoretically, this study utilized the Dynamic Human-Centered Communication System Theory to adopt a human-centered approach to understand how VR impacts the experience of sport game viewers.

The insidious proliferation of online misinformation represents a significant societal problem. With a wealth of research dedicated to the topic, it is still unclear what determines fake news sharing. This paper comparatively examines fake and accurate news sharing in a novel experimental setting that manipulates news about terrorism.

The authors follow an extended version of the uses-and-gratification framework for news sharing, complemented by variables commonly employed in fake news rebuttal studies.

Logistic regression and classification trees revealed worry about the topic, media literacy, information-seeking and conservatism as significant predictors of willingness to share news online. No significant association was found for general analytical thinking, journalism skepticism, conspiracy ideation, uses-and-gratification motives or pass-time coping strategies.

The current results broaden and expand the literature examining beliefs in and sharing of misinformation, highlighting the role of media literacy in protecting the public against the spread of fake news.

This is, to the authors’ knowledge, the first study to integrate a breadth of theoretically and empirically driven predictors of fake news sharing within a single experimental framework.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-12-2022-0693