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The purpose of this paper is to explore the relevance of three different types of styles measure for students' learning in a large introductory university course in psychology, using information technology to enhance teaching. The paper examines the relationship between styles, the usage of learning technology, and academic performance in this course.

Styles are measured using approaches to learning, thinking styles, and cognitive styles. The usage of the online material is measured by considering both time spent on the resources and the amount of material viewed (pages and hits) as well as tools used.

The findings are that the academic performance of students who used the online resources is significantly higher than those who either choose to not use the online materials at all or choose to use to the materials to a lesser extent. It is determined that the measure of approaches to learning (approaches and study skills inventory for students) is the stronger predictor for successful use of the material.

Using a reasonably sized sample in an ecologically valid context offered the opportunity to put styles into context and to consider the practical use of styles. This research is limited by the context and the particular sample. It is also difficult to completely exclude the fact that students using the extra material are generally more motivated and would have obtained better grades even without the resources.

This paper offers further evidence for the relations between different measures of styles and evaluates the effects that styles might have on usage of online material and academic performance.

The purpose of this study is to investigate consumers' emotional responses to artificial intelligence (AI) defeating people. Meanwhile, the authors investigate the negative spillover effect of AI defeating people on consumers' attitudes toward AI companies. The authors also try to alleviate this spillover effect.

Using four studies to test the hypotheses. In Study 1, the authors use the fine-tuned Bidirectional Encoder Representations from the Transformers algorithm to run a sentiment analysis to investigate how AI defeating people influences consumers' emotions. In Studies 2 to 4, the authors test the effect of AI defeating people on consumers' attitudes, the mediating effect of negative emotions and the moderating effect of different intentions.

The authors find that AI defeating people increases consumers' negative emotions. In terms of downstream consequences, AI defeating people induces a spillover effect on consumers' unfavorable attitudes toward AI companies. Emphasizing the intention of helping people can effectively mitigate this negative spillover effect.

The authors' findings remind governments, policymakers and AI companies to pay attention to the negative effect of AI defeating people and take reasonable steps to alleviate this negative effect. The authors help consumers rationally understand this phenomenon and correctly control and reduce unnecessary negative emotions in the AI era.

This paper is the first study to examine the adverse effects of AI defeating humans. The authors contribute to research on the dark side of AI, the outcomes of competition matches and the method to analyze emotions in user-generated content (UGC).

This paper asks the following research question: What are the policy dynamics of copyright regulation for digital audiovisual (AV) archives in Europe and what is their potential impact? The paper aims to discuss the social relevance of archives, European cultural policies targeting operationalisation of these archives and underpinnings and sought implementation of copyright policies.

Drawing upon three European cultural policy approaches, namely, democratisation of culture, cultural democracy and governmentalisation of culture, the discussion aims to situate current legislative attempts within digital content governance and examine policy as to its proclaimed aims of broadening access. The authors deployed macro-level legal analyses of key legislative acts of the European Union (EU) with direct relevance to the availability of and accessibility to digital historical content by European citizens. The authors juxtapose relevant cultural policy interventions with the corresponding legal rules and norms in copyright legislation. The authors evaluate the ways in which normative arguments are reflected in these acts and propose reflections on documented and possible impact.

The authors argue that the EU’s legal direction is characterised by uncertainty of conviction and internal tensions regarding the place of common cultural heritage in EU policy, and they present a restrictive acknowledgement of what culture and heritage policy entail and, by extension, how cultural matters should be governed. Cultural heritage AV archives are examples of digital content whose governance was almost “automatically” linked to copyright.

The paper links copyright and cultural policy and demonstrates that although the EU cultural policy is based on access, availability and usability, copyright is unnecessarily restraining them with the improper design and implementation of exceptions and limitations. This reflects EU’s focus on the single market, which, in this case, is pursued at the expense of building of a European identity with shared memories.

The purpose of this paper is to scope the field of child-related online harms and to produce a resource pack to communicate all the different dimensions of this domain to teachers and carers.

With children increasingly operating as independent agents online, their teachers and carers need to understand the risks of their new playground and the range of risk management strategies they can deploy. Carers and teachers play a prominent role in applying the three M’s: mentoring the child, mitigating harms using a variety of technologies (where possible) and monitoring the child’s online activities to ensure their cybersecurity and cybersafety. In this space, the core concepts of “cybersafety” and “cybersecurity” are substantively different and this should be acknowledged for the full range of counter-measures to be appreciated. Evidence of core concept conflation emerged, confirming the need for a resource pack to improve comprehension. A carefully crafted resource pack was developed to convey knowledge of risky behaviors for three age groups and mapped to the appropriate “three M’s” to be used as counter-measures.

The investigation revealed key concept conflation, and then identified a wide range of harms and countermeasures. The resource pack brings clarity to this domain for all stakeholders.

The number of people who were involved in the empirical investigation was limited to those living in Scotland and Nigeria, but it is unlikely that the situation is different elsewhere because the internet is global and children’s risky behaviors are likely to be similar across the globe.

Others have investigated this domain, but no one, to the authors’ knowledge, has come up with the “Three M’s” formulation and a visualization-based resource pack that can inform educators and carers in terms of actions they can take to address the harms.

Mobile technology can offer new opportunities for online learning that extends beyond the learning management system. Advancing a teaching strategy that incorporates mobile technology for online classes does not need to require a large budget. Two adoption strategies are presented here: leveraging of mobile web 2.0 tools and use of native mobile tools. The paradigm of mobile learning brings new pedagogical affordances to context for authentic learning. We demonstrate an activity-based approach to provide learners with additional tools to create meaningful learning experiences anytime, anywhere. This approach fits nicely into learner-centered and constructivist environments because students are learning through their own active involvement. At the same time, it allows students to get excited about what they are learning. In addition, we discuss the institutional, architectural, and pedagogical challenges arising from the use of mobile technology in online courses.

The purpose of this paper is to gain a better understanding of the collaborative information seeking (CIS) behaviors of students conducting authentic group work projects, and the features of a collaborative search system that are most useful to these students.

An exploratory study was conducted with 41 participants in ten groups working on an in class, for-credit group project assignment utilizing a collaborative search system. Quantitative and qualitative data were gathered on the everyday search practices of students over the course of the group project, along with quality scores for the sources found.

Results showed that student behavior during their CIS related to the quality of their search outcomes, as the effective and efficient searchers found better quality sources. Students’ pre-task attitudes and experiences toward group work also relate to the quality of their search outcomes. Student feedback demonstrated the importance of making collaborative search tools convenient, lightweight, and easy to use.

These findings may be useful to researchers designing and studying the effectiveness of collaborative search tools, and to instructors planning to incorporate group projects into their classes.

In this paper, the authors document the authentic behaviors and attitudes of students conducting group projects in an classroom setting, and offer specific recommendations for developers of collaborative search systems. These findings provide greater context for CIS research into the collaborative search behaviors of students conducting group work projects.

Social media addiction has been an ongoing topic of debate for platform developers, well-being and mental health experts. There is a limited understanding of the factors leading to the addiction of young social media users, the consequences of experiencing addiction, and the measures/mechanisms used by parents and platform providers to limit/prevent problematic social media use amongst young users. This systematic review aims to provide a comprehensive overview of the literature concerning these issues.

The Preferred Reporting Items for Systematic Reviews (PRISMA) protocol was used to evaluate and present the results. A total of 45 studies were screened and independently reviewed against predetermined criteria for eligibility.

The results revealed four categories of young users' addiction to social media networks (social, technological, behavioural and mental). Several prevention approaches directed at parents and platform providers were discussed.

This study offers important insights for health policy makers, platform providers, parents and researchers on designing interventions addressing social media addiction amongst young users. It also provides an in-depth understanding of the conceptualization of social media addiction and suggestions on possible actions to prevent it.

Students’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of personality traits in gaining desired academic outcomes. This investigation attempts to study some selected personality traits’ contribution to students’ self-efficacy and disaffection and the further impact of these two variables on academic performance.

To attain the target of the study, a sample of 455 university students from state-owned universities of Haryana, India, has been drawn based on the snowball sampling technique. The researcher used Google Forms to collect primary data. The structure equation modeling technique has been applied to analyze the relation between studied variables.

Findings of the study showed a significant positive association of personality traits named agreeableness, conscientiousness and extraversion with self-efficacy that further contributes to academic performance. Also, students’ agreeableness and conscientiousness were negatively associated with students’ disaffection, discouraging an individual’s academic performance. Extraversion did not show any significant association with students’ disaffection.

Studies are available exploring variables like personality traits, student disaffection and self-efficacy. This study attempts to study all these variables together to understand their impact on academic performance.

This study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges.

The study adopted a concurrent mixed-methods research design. A total of 218 ECTs taking a postgraduate, part-time initial teacher education programme completed two quantitative measures: Professional Competence Questionnaire and Teacher Buoyancy Scale – Extended Version. Structural Equation Modelling (SEM) analysis was conducted to examine the relationship between PC and TB. Qualitative data via semi-structured interviews were collected from 14 survey respondents and were interpreted through a case study approach.

The quantitative findings showed: (1) Competence in classroom teaching predicts the personal and contextual dimensions of teacher buoyancy; and (2) Competence to work in schools predicts the personal dimension of teacher buoyancy. The qualitative findings showed two cases that exemplified how the dynamic interaction between ECTs' perceived PC and the personal and contextual dimensions of TB supported their development of teaching expertise.

The paper provides empirical findings on the relationship between PC and TB. It highlights ECTs' perceived Competence to work in schools as goal alignment and engagement with school policy as a crucial facilitating condition that develops ECTs' capacity to face daily challenges and engenders their thriving in terms of development of teaching expertise.

Since its launch in 2007, research has been carried out on the popular social networking website Tumblr. The purpose of this paper is to identify published Tumblr-based research, classify it to understand approaches and methods, and provide methodological recommendations for others.

Research regarding Tumblr was identified. Following a review of the literature, a classification scheme was adapted and applied, to understand research focus. Papers were quantitatively classified using open coded content analysis of method, subject, approach, and topic.

The majority of published work relating to Tumblr concentrates on conceptual issues, followed by aspects of the messages sent. This has evolved over time. Perceived benefits are the platform’s long-form text posts, ability to track tags, and the multimodal nature of the platform. Severe research limitations are caused by the lack of demographic, geo-spatial, and temporal metadata attached to individual posts, the limited Advanced Programming Interface, restricted access to data, and the large amounts of ephemeral posts on the site.

This study focusses on Tumblr: the applicability of the approach to other media is not considered. The authors focus on published research and conference papers: there will be book content which was not found using the method. Tumblr as a platform has falling user numbers which may be of concern to researchers.

The authors identify practical barriers to research on the Tumblr platform including lack of metadata and access to big data, explaining why Tumblr is not as popular as Twitter in academic studies.

This paper highlights the breadth of topics covered by social media researchers, which allows us to understand popular online platforms.

There has not yet been an overarching study to look at the methods and purpose of those who study Tumblr. The authors identify Tumblr-related research papers from the first appearing in 2011 July until 2015 July. The classification derived here provides a framework that can be used to analyse social media research, and in which to position Tumblr-related work, with recommendations on benefits and limitations of the platform for researchers.