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Learner-centered interactions determine the look and feel of online courses, influencing the way learners experience them. In this chapter we investigate considerations related to three types of interactions: learner–content, learner–instructor, and learner–learner. Learners interact with content through the course structure and layout. They also interact with peers who may be cast in the role of community members, there to provide social support, or they may be more prominently cast as information providers and/or collaborators. The learner is at the center of both content and peer interactions. Instructor interactions set expectations for learners and facilitate learner interactions with content and peers. Instructors are instrumental forces in bringing about connections between learners, enabling the social presence necessary for collaboration. Instructor interaction may also be relational, enabling individualized connections between learners and the instructor. Redesign decisions center on creating a course structure that fits the learner and content and results in a satisfying course experience. We use the power of metaphor to bring into focus the most relevant considerations. In the end, we illustrate the redesign of a single course through the lens of three separate metaphors to demonstrate how metaphor shapes the process, bringing together design and interaction decisions to create unique and elegant course designs.

An increasing number of brands are using algorithms to embed brand-related content to targeted consumers’ social media pages. This paper aims to analyze how do consumers’ motives of using social media in general influence their potential brand–consumer interactions and the following branding outcomes. To examine this, this study selected Facebook as the social media platform and Nike as the brand to conduct an online survey experiment to examine the effects of social media usage motives on consumers’ interactions with the brand in social media.

An online survey experiment using Nike’s Facebook page as the stimuli was conducted to analyze the interactions between consumers and a specific brand’s social media page in a natural setting. Data were collected in the USA via Amazon’s Mechanical Turk (MTurk).

This study demonstrated that brand–consumer interactions, both content-consumption and content-contribution intentions, can be fostered by certain motives of using social media: information-seeking and self-identity. This study also suggested that content-consumption behavior has significant associations with consumers’ positive attitudes toward the brand’s social media pages, while content-contribution behavior does not show significant effects.

This study provides new insights about how consumers’ general motives of social media usage influence their intentions to interact with the brand in social media from two levels (i.e. content-consumption and content-contribution).

Interaction content is created during online learning interaction for the exchanged information to convey experience and share knowledge. Prior studies have mainly focused on the quantity of online learning interaction content (OLIC) from the perspective of types or frequency, resulting in a limited analysis of the quality of OLIC. Domain concepts as the highest form of interaction are shown as entities or things that are particularly relevant to the educational domain of an online course. The purpose of this paper is to explore a new method to evaluate the quality of OLIC using domain concepts.

This paper proposes a novel approach to automatically evaluate the quality of OLIC regarding relevance, completeness and usefulness. A sample of OLIC corpus is classified and evaluated based on domain concepts and textual features.

Experimental results show that random forest classifiers not only outperform logistic regression and support vector machines but also their performance is improved by considering the quality dimensions of relevance and completeness. In addition, domain concepts contribute to improving the performance of evaluating OLIC.

This paper adopts a limited sample to train the classification models. It has great benefits in monitoring students’ knowledge performance, supporting teachers’ decision-making and even enhancing the efficiency of school management.

This study extends the research of domain concepts in quality evaluation, especially in the online learning domain. It also has great potential for other domains.

This study investigates how social interaction-oriented content in broadcasters' live speech affects broadcast viewers' purchasing and gift-giving behaviors and how broadcaster popularity moderates social interaction-oriented content's effect on the two different behaviors in live-streaming commerce.

A research model was proposed and empirically tested using a panel data set collected from 537 live streams via Douyin (the Chinese version of TikTok), one of the most popular live broadcast platforms in China. A fixed-effects negative binomial regression model was used to examine the proposed research model.

This study's results show that social interaction-oriented content in broadcasters' live speech has an inverted U-shaped relationship with broadcast viewers' purchasing behavior and shares a positive linear relationship with viewers' gift-giving behavior. Furthermore, broadcaster popularity significantly moderates the effect of social interaction-oriented content on viewers' purchasing and gift-giving behaviors.

This research enriches the literature on live-streaming commerce by investigating how social interaction-oriented content in broadcasters' live speech affects broadcast viewers' product-purchasing and gift-giving behaviors from the perspective of broadcast viewers' attention. Moreover, this study provides some practical guidelines for developing live speech content in the live-streaming commerce context.

This study aims to examine current practices of social media marketing among major global brands across five product categories (namely, convenience, shopping, specialty, industrial and service). Assessing the frequency, media type and content orientations of corporate Facebook pages, this study aims to isolate the qualitative factors of a brand’s social media message that are most likely to facilitate a consumer response.

A content analysis of 1,086 social media posts was conducted from the corporate Facebook pages of 92 global brands during a one-month (snapshot) time horizon in July 2013. The data collected from each individual post include its media type (i.e. text, photo or video), its content orientation (i.e. task, interaction and self-oriented) and the number and type of consumer response it generated (i.e. likes, comments and shares).

Research findings reveal that global brands actively utilize social media, posting on average three messages per week and generally use photos (as a media type) and interaction-focused content (as a content orientation) to secure consumer responses. However, differences in consumer responses exist along various product categories, message media type and message content orientation.

Findings imply that marketers should not only carefully consider the media type they use to message consumers on social media but should also try to consider the individual consumer’s motive for interaction.

This article suggests a new way to study social media content by applying pre-existing communication frameworks from salesmanship literature as a way to define message content orientation.

This paper studies the relationships among consumers’ perceptions of brand personality, consumers’ brand attitudes and brand-owned social media content marketing (SMCM). The moderating effect of the brand content relevancy was also assessed.

A conceptual model was established and examined using two experiments with a total of 363 participants. Hierarchical regression analysis and an analysis of variance were performed to test seven research hypotheses.

Results show that the three forms of brand-owned SMCM, namely: conversation, storytelling and customer interaction and participation, are positively correlated with consumers’ brand personality perceptions and brand attitudes. Also, consumers’ perceptions of brand personality can partially mediate the relationship between brand-owned content marketing and consumers’ brand attitudes. Furthermore, the brand content relevancy does not show a moderating effect on the relationship between content marketing and consumers’ brand personality perceptions or brand attitudes.

First, a framework was established to delineate those paths by which owned social media content marketing (OSMCM) influences consumers’ attitudes towards a brand. Second, the study demonstrates the importance of conversation as a powerful method of OSMCM. Third, with respect to content in marketing strategies, firms do not need to confine themselves to a narrow scope of content or information that is closely related to the brands alone.

TV changes in several disciplines concurrently: from analogue to digital, from scheduled broadcasts to on‐demand TV on the internet, from a lean‐back (passive) to a lean‐forward (active) media, from straight watching to the consumption of content connected to additional services, from the sole TV viewer to the viewer being part in social networks and communities regarding to the TV content, etc. The purpose of this paper is to demonstrate the adaptation of design and realization of TV program formats to the changes that happen to television. In addition, the paper would like find out how to support the design of interactions, dynamic narrations and content types as well as the role of the internet within these processes and this application area.

Currently, there exist many approaches towards the development of social, collaborative, and interactive TV program formats and systems. Within the scope of this paper, the authors present latest case studies and example program formats for each case. The paper examines them concerning their interaction possibilities and architecture as well as the influence and utilization of the web. Finally, the paper provides a simple categorization according to the narration character, content, and interactivity types of the listed TV program formats.

Caused by the collaborative and interactive characteristic of the web, a big influence of the web concerning the hardware‐ and content‐sided development of TV is discovered. Nevertheless, the web's potential is absolutely not exploited in this area, neither to give more dynamic to the narration, nor to appreciate the content type or the interactivity. Finally, the paper identifies a high effort, occurrence and development in the interactivity, in contrary to the narration characteristic and content types.

Only one representative, example TV program format enabling interactions by the viewer for each case in the paper, has been chosen. The authors make no claim to be complete, in covering all genres, possibilities of interaction or TV program formats existing for the field of interactive/social/collaborative TV.

This paper presents an extension of a previous paper presented at the MoMM2009.

Social media campaigns by fashion brands typically rely on two types of accounts: official brands' accounts and social media influencers' accounts. The current study investigates relevant mechanisms that explain the effectiveness of Instagram posts contingent upon their account types (commercial brand's Instagram account versus influencer's Instagram account) and content types (the absence versus presence of human figures in the posted contents).

Conducting an online experiment (N Females = 195), it was tested if parasocial interaction (PSI) and feelings of social presence moderate the effects of Instagram accounts' promotional posts on consumers' perceived trustworthiness of the endorsed fashion brand. The experiment employed a 2 (Type of Instagram posts: product-only posts versus product posts with a person content) × 2 (Type of Instagram account: a fashion-brand account versus a a fashion-influencer account) between-subjects factorial design.

Results demonstrate three-way interaction effects among the type of the Instagram account, the type of Instagram posts and PSI/social presence on the perceived trustworthiness of a brand. When the content is coming from a fashion-influencer account, there is no difference between product posts with a person and product-only posts conditions with regard to the positive relationship between PSI/social presence and trustworthiness. In contrast, when the source is a fashion-brand account on Instagram, the positive relationship between PSI/social presence and trustworthiness is stronger for product posts with a person. These findings suggest that Instagram posts that are promoted by fashion influencers would have similar effects of PSI and social presence, even if they do not appear themselves in the branded content.

This research contributes to our understanding of the effective antecedents of trustworthiness in social media-based fashion marketing and fashion brand management. Instagram account types and content types influence the extent to which social media communication allows for the formation of emotional ties with and positive evaluation of the fashion brand.

This study aims to explore the value co-creation for developing cultural and creative virtual brand communities (CCVBCs) by developing a conceptual framework based on the stimulus-organism-response framework, social cognition theory (SCT) and social exchange theory (SET).

The proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using partial least square structural equation model based on the data collected through a survey.

First, perceived hedonic benefit was positively affected by content personalization, user interaction design and technological innovation. Perceived social benefit and perceived self-achievement benefit were positively affected by user interaction design and technological innovation. Second, user content creation behavior was affected by perceived social benefit and perceived self-achievement benefit; user browsing behavior was significantly affected only by perceived hedonic benefit, and interaction behavior was significantly affected by perceived hedonic benefit, perceived social benefit and perceived self-achievement benefit. Third, perceived social benefit and perceived self-achievement benefit partially mediated the relationship between user interaction design and interaction behavior. As for the influence of technological innovation on interaction behavior, however, and the influence of user interaction design and technological innovation on content creation behavior, both perceived social benefit and perceived self-achievement benefit had complete mediation.

This study found that the characteristics of developing CCVBCs affected perceived benefit in participating in the value co-creation process. The results contributed to the value creation research by enriching the understanding of user value co-creation in developing CCVBCs.

The purpose of this paper is to propose a reciprocal peer review approach that resembled the scholarly peer review process using the Moodle e-learning system. The authors investigated interrelations among engagement in providing peer feedback, engagement in responding to peer feedback, learner-content interaction and learning outcomes.

An experimental intervention study was designed. A total of 45 students who enroled in an undergraduate research methods course completed the assigned project. Reciprocal peer review was adopted, in which the participants provided a peer review report on a randomly assigned peer’s research proposal. Subsequently, participants revised and submitted their proposal along with a response letter that highlighted the revisions.

This study highlights that the engagement in providing peer feedback exerts an indirect effect on learning outcomes through learner-content interaction. Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes.

Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes. Thus, e-learning practitioners who engage in peer review should first construct high-quality course materials to enhance learning outcomes.

Learning outcomes can be enhanced if there is a high level of engagement in providing peer feedback among learners. However, learner-content interaction fully mediates the positive effect of engagement in providing peer feedback on learning outcomes. Furthermore, engagement in providing peer feedback will enhance the learner’s motivation to intensify his or her learning from the course material.