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The present study aimed to examine the value creation process in an online forum community of a crowdsourcing company by analyzing members' interactions and network structures.

A mixed-method approach was adopted. First, a participation-observation netnographic approach was employed to identify the interactions that lead to the collective creation of three types of value: social, intellectual, and cultural. Second, using social network analysis, the collective value creation process was examined through the network structures, and the key actors and their roles in value creation were identified.

findings presented that members collectively create value in a unique manner for enhancing product designs in a crowdsourcing community. Three types of value coexisted and were often created inter-dependently. The interactions among the members were not dense yet were fairly knitted without any significant core-periphery structures, indicating a less restrained flow of value. The findings of the study identified that most of the bridging members in the network were likely to have diverse social and intellectual resources.

The present study was one of the first to examine the collective value creation process through a network perspective. In particular, this study offered a richer understanding of the unique collective value creation process in a crowdsourcing community and the role of bridging actors in the network. Implications for crowdsourcing companies are provided to sustain a continuous flow of quality contributions from the forum community members.

The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.

The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.

The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.

The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.

This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.