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The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

Seekers who visit professional virtual communities (PVCs) are usually motivated by knowledge-seeking, which is a complex cognitive process. How do seekers search for knowledge, and how is their search linked to prior knowledge or PVC situation factors? From the cognitive process and interactional psychology perspectives, this study investigated the three-way interactions between seekers’ expertise, task complexity, and perceptions of PVC features (i.e. knowledge quality and system quality) on knowledge-seeking strategies and resultant outcomes.

A field experiment was conducted with 119 seekers in a PVC using a 2 × 2 factorial design of seekers’ expertise (i.e. expert versus novice) and task complexity (i.e. low versus high).

The study reveals three significant insights: (1) For a high-complexity task, experts adopt an ask-directed searching strategy compared to novices, whereas novices adopt a browsing strategy; (2) For a high-complexity task, experts who perceive a high system quality are more likely than novices to adopt an ask-directed searching strategy; and (3) Task completion time and task quality are associated with the adoption of ask-directed searching strategies, whereas knowledge seekers’ satisfaction is more associated with the adoption of browsing strategy.

We draw on the perspectives of cognitive process and interactional psychology to explore potential two- and three-way interactions of seekers’ expertise, task complexity, and PVC features on the adoption of knowledge-seeking strategies in a PVC context. Our findings provide deep insights into seekers’ behavior in a PVC, given the popularity of the search for knowledge in PVCs.

This study aims to increase the novelty of clothing design and fabric texture. The element library that can be used for design is systematically summarized. The element database can also be continuously filled according to the existing logic to realize the diversity of design. Improve the theory of fashion design, expand the designer's design ideas and improve design efficiency. Clear design steps and logic can help students and machines learn the design process and promote the development of intelligent design. And verify the feasibility of the simulation software to assist pleated clothing design.

Firstly, according to the logical framework of origami theory, different innovative designs and combined designs are made for the basic units of hyperbolic paraboloid, and the element library that can be used for design is systematically summarized. This database can also be continuously filled according to the existing logic to realize the diversity of design. Secondly, it summarizes three methods of pleated element filling clothing – uniform filling method, the irregular filling method and geometric addition method – that improve the theory of fashion design, expand the designer's design ideas and improve design efficiency. Clear design steps and logic can help students and machines learn the design process and promote the development of intelligent design. Finally, the virtual software is used to simulate the effect of pleated clothing, and the three-dimensional simulation software 3dclo is used to make an empirical study on the application of hyperbolic paraboloid origami in clothing pleated design to verify the feasibility of the simulation software to assist pleated clothing design.

The theoretical results of hyperbolic paraboloid origami are collected and arranged to establish the element library of hyperbolic paraboloid origami. The results expand the designer's design ideas and auxiliary design technology and improve the design efficiency using a sample of hyperbolic paraboloid fabric to verify its practicability and three-dimensional clothing simulation software for exploring the design. The design rules of hyperbolic paraboloid clothing and the realization method of fabric are summarized, including the expansion and combing of elements, the application of size and shape and the method of combination.

Owing to the hyperbolic paraboloid origami’s length shrinkage, the loose computation of clothing requires targeted computation. This paper solely applies a paper model for estimating the shrinkage, and then we tend to subsequently explore the way to precisely compute the porosity, to determine the existing differences in the two-dimensional shrinkage of hyperbolic paraboloid creases of varying materials and to know if the clothing after large-scale production is capable of reaching the anticipated value.

The exploration of this experiment brings a new 3D experiment process to the design process.

This experiment brings new possibilities for the development of virtual fitting and virtual display in the industry.

This study combines hyperbolic paraboloid origami and clothing and combs and expands the unit with logical thinking to expand the designer's design ideas.

The world after the pandemic of Covid-19 is looking at a different environment in teaching and learning and primarily being influenced by general online learning readiness. Perception towards the measurement of online learning readiness would also need to change. This study seeks to determine whether Malaysian undergraduate students are ready to study online if the Movement Control Order (MCO) is reimposed.

Using an online poll, this study analysed 299 undergraduate students from Malaysia's public and private universities. The collected data were then analysed using SmartPLS software to test the measurement model and structural equation modelling.

The findings of this study indicate that computer self-efficacy and self-directed learning have a substantially positive link with online learning preparedness among Malaysian undergraduate students.

Findings in this study indicate that universities should draw comprehensive plans to enhance students' readiness in terms of indicators such as technology usage, technology availability, computer and internet efficacy, self-directed learning and attitude. One of the aspects that require change is online communication self-efficacy. Thus, there is a need for improvement, or this would affect undergraduates adversely, especially in the event of future MCO.

The originality of this article lies in the time frame this study was conducted, where cases of coronavirus infection are seen to increase around the world and there is a possibility that movement restrictions will be re-enforced. The findings in this study are expected to give insight to the government in the effort of the national higher education plan. By not undervaluing previous research models, this research model should give a new perspective to the academic literature on online learning among undergraduate students.

This study aims to investigate the impact of customer perceptions of Augmented Reality (AR) attributes such as augmentation, interactivity and vividness on attitudes towards AR mobile apps, virtual product and behavioural intentions. Also, the mediation role of customer engagement in the effect of perceptions of AR attributes on attitudes and behavioural intentions is examined using the Theory of Interactive Media Effects.

The study used a cross-sectional design. A total of 456 valid data were collected from the Millennials and Generation Z cohorts using purposive sampling. The conceptual framework was assessed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) and Partial Least Squares-Multi Group Analysis (PLS-MGA).

The research revealed that customer perceptions of AR features such as augmentation, interactivity and vividness significantly influenced customer engagement, leading to favourable attitudes towards both the AR mobile app and the Virtual product as well as behavioural intentions. Furthermore, the study substantiates the role of customer engagement as a mediator in the relationship between customer perceptions of AR attributes and both attitudinal and behavioural outcomes.

To the best of the authors’ knowledge, this is the first attempt to investigate the significance of perceived augmentation as an antecedent to customer engagement and the mediating role of customer engagement on the influence of perceptions of AR attributes on attitudinal and behavioural intention.

Gamification is a strategic approach employed by practitioners to foster meaningful engagement and enhance the acceptance of recommendations. Gamification affordances (e.g. achievement, self-expression, interaction, and cooperation) catalyze significant psychological processes in consumers, leading to behavioral changes. Despite its application, a gap remains in understanding how these gamification affordances in e-commerce contexts impact customers' perceived values and drive recommendation acceptances.

Employing affordance theory and perceived value theory as our foundation, we have crafted a comprehensive framework that addresses the multifaceted nature of e-commerce gamification, thereby unifying the fragmented knowledge in this area. We implemented a quantitative research design to empirically test the proposed model.

The research reveals that the four principal affordances of gamification – achievement, self-expression, interaction, and cooperation – significantly enrich consumer values across hedonic, utilitarian, and social dimensions. This enrichment facilitates an increased propensity for accepting recommendations.

This study provides a novel lens through which to view the influence of gamification affordances on recommendation acceptance within gamified e-commerce settings. It delineates the effects of each affordance on consumers' perceived value and highlights the pivotal affordances that shape gamified e-commerce experiences. These insights yield actionable strategies for practitioners aiming to refine e-commerce gamification designs and cultivate more engaging consumer interactions.

This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.

This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.

The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.

By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.

This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

The study aimed to assess the digital literacy skills of the students of Sacred Heart College, Chalakudy, to know whether they possess the digital literacy skills to perform well in the digital environment. The study also analyzed how digital literacy skills were affected by various factors.

The study used stratified random sampling technique, and data were collected through a self-assessment survey using an online questionnaire designed based on DigComp 2.1: The Digital Competence Framework by the European Commission.

The results indicated that the college students needed training on digital literacy skills, as the majority students had only moderate to low digital literacy skills. It was proven that exposure to technology and the Internet will not necessarily yield skills to perform well in the digital environment. Also, digital literacy skills were not affected by various factors like age, level of study, etc.

The study helped to identify the digital literacy deficiencies in the students of Sacred Heart College, and it can serve as a valuable model for conducting similar investigations in diverse educational institutions. Conducting such studies offers institutions valuable insights, enabling them to create and implement personalized digital literacy training programs that can enhance students' abilities to navigate the digital landscape with proficiency and effectiveness. The study results can be insightful for educators, policymakers and the Kerala Government to reassess the current approaches and design an effective curriculum for integrating technology in education.

Although there are several studies that evaluated college students’ digital literacy in India and other countries, there are very few studies in the context of Kerala. Therefore, this study is distinctive and will serve as an example for all such studies in the future.

Information technology (IT) personnels’ technical, business and behavioral skills are critical enablers for generating IT value. In an increasingly digitalized working environment where non-IT employees participate in digital innovations, a focus on IT personnels’ skills only doesn’t meet researchers’ need for a framework to study digital skills and managers’ need to address digital skills challenges across an enterprise’s workforce. Nevertheless, the digital skills topic is complicated by conceptual ambiguity and a lack of theoretically derived and empirically validated model. The purpose of this study is to address this problem.

Theoretically, this study draws on human capital (HC) and resource-based view (RBV) theories. Empirically, it follows mixed method combining interviews and a survey.

The digital skills construct is a multidimensional second order reflective construct. While its development is influenced by an organization’s commitment and exposure to digitalization, it influences the value organizations obtain from digitalization.

This study conceptualizes the digital skills construct, identifying technology agnostic subdimensions that are meaningful beyond a particular digital domain [information and communication technology (ICT), information, Internet, Inter of Things (IoT)] and establishing a valid measure. Other researchers can improve both the indicators of the existing four conceptually distinct and managerially recognizable workplace digital skills dimensions as well as testing new ones.

Managers can use the instrument to assess the extent to which their non-IT workforces are equipped with digital skills and get strategic insights for specific interventions such as upskilling or buying in skills.

The main theoretical contribution of the paper is the conceptualization and validation of the digital skills construct for the non-IT workforce. Furthermore, we provide a theoretical framework to explain the factors that could influence the development of digital skills and demonstrate the impact that digital skills have on selected digitalization value indicators. This contribution provides the foundation for investigating the drivers, outcomes and the relationship of digital skills to other constructs such as digital transformation, innovation and firm performance.

The COVID-19 pandemic dramatically altered daily life for Gen Z. The purpose of this study was to examine parental perceptions of the pandemic’s effects on their children’s peer relationships. As children sought peer connection during the pandemic, technology usage soared. The second purpose of the current study was to assess how greater time on social media affected adjustment among Gen Z and whether this effect was mediated by experiences of cyber victimization.

In total, 250 U.S. parent-child dyads participated in the study. Parents reported on their children’s social media use and described how they believed the pandemic affected their children’s peer relationships. Child participants were transitioning to middle school and reported on cyber victimization and adjustment.

Thematic analysis of parental reflections revealed three themes: children spent more time online since the onset of the pandemic, there were negative implications of increased time online and there were positive and protective implications of being online. Analysis also indicated significant indirect effects of social media use on internalizing and externalizing problems through victimization.

Parents reported Gen Z continues to use electronic forms of communication and social media at high rates even after pandemic-related restrictions eased with some suggesting that their children prefer digital over face-to-face communication because they have become accustomed to this way of connecting and may find it easier than in-person interaction. Current findings highlight concerns about this increased time online as social media use negatively affected adjustment via cyber victimization.