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This study investigates user preferences for motivational features aligned with self-determination theory (SDT), emphasizing autonomy, relatedness, and competency. The study seeks to identify the most appealing and effective motivational features in AI-driven mobile apps for fostering autonomy, promoting relatedness, and enhancing feelings of competency in the context of reading comprehension.

Employing a mixed-methods research design based on the self-determination theory, the study used triangulation of methods to enhance the research findings' quality, completeness, validity, and understanding.

Both qualitative and quantitative findings showed similarities in the emphasis on personalization, progress tracking, social interaction, gamification, differences in specific feature preferences, and nuanced recommendations, highlighting the importance of a comprehensive and user-centric development approach.

The study design and sample size might constrain the statistical power and generalizability of the results. The study used a convenience sample of students from one school.

The synthesis of findings suggests the need for a comprehensive development strategy that incorporates both the commonalities and nuanced recommendations from qualitative and quantitative data. Combining the strengths of both findings, a holistic user-centric approach that integrates personalization, progress tracking, social interaction, and gamification is crucial for effective app development. Recognizing that individual preferences may vary, developers should consider tailoring features to accommodate a range of user needs, as indicated by qualitative and quantitative insights.

This comprehensive approach contributes to advancing knowledge in AI-driven mobile applications and their impact on student motivation and reading comprehension in the Philippine context. Also, it provides valuable insights for designers and developers, contributing to creating engaging and user-friendly platforms that enhance reading comprehension skills.

This study aims to explore the eye movement behavior of preadolescent children accessing and diagnosing information.

The researchers tracked the eye movements of 30 children with an eye-tracking apparatus. Using the kit of factor-referenced cognitive tests to measure perceptual speed and associative memory, they measured information-searching behavior with screen recordings, the data of which were analyzed by IBM SPSS Statistics 26.

Regarding information accessibility, there was a correlation between the child’s age, associative memory and the number of round-trip choices, and there were differences in the total fixation area among children of different age groups. Regarding diagnosticity, perceptual speed was positively correlated with the total fixation area, and the number of round-trip choices was negatively correlated with fixation duration.

Empirical evidence suggests that during information encoding, perceptual speed is the most important influencing factor. Extensive research indicates that children predominantly rely on recall and familiarity when searching for new information, both of which play roles in associative memory. Through an examination of the psychological and behavioral indicators of children, the study elucidated the cognitive processes involved in information processing and how children engage with information at both visual and cognitive levels.

This chapter presents a COVID-19 case study from the perspective of a library director’s workplace dynamics during the COVID-19 response implemented by the Blount County Public Library (BCPL) in Maryville, Tennessee, US. Prior to COVID-19, the BCPL had a robust program offering extensive use of the library’s resources and spaces. When the library shutdown in mid-March 2020 in response to the global COVID lockdown, staff continued to provide services to the public via online resources and curbside delivery of library materials. The library reopened to the public in July 2020 with extreme spatial protocols addressing staff and visitor safety. This case study looks at the COVID-driven changes and their impacts on the library staff, the library board, and the community at large, as well as evaluates the resulting permanent changes occurring due to deficits in funding, staffing levels, and the restructuring of library board procedures for handling library staff and working with the library director. This work reflects on the mental and behavioral responses to these issues and their impact on the operation of a public library during the pandemic.

Previous studies have identified concerns and anxiety in individuals who are without their mobile phones, which is known as nomophobia, an acronym for “no mobile phone phobia.” However, there is currently limited evidence of qualitative research that explores nomophobia. The purpose of this study is to explore personal experiences and individual meanings associated with mobile phone use and nomophobia.

To address this gap, the present study employed a Heideggerian phenomenological approach to investigate the issue. Ten college students, who have medium to high nomophobia were selected as respondents. Semi-structured interviews were conducted to collect data, which were then transcribed verbatim and analyzed using reflexive thematic analysis.

A deep understanding of the psychological dynamics, experiences, meanings, perceptions and beliefs of individuals regarding smartphone use can only be explored through a qualitative approach that presents personal statements of individuals through in-depth semi-structured interviews. This study contributes to a deep understanding of the psychological dynamic of nomophobia.

This study has limitations that must be carefully considered. First, the respondents came from a university with a sample size of 10 people, which may not fully represent the phenomenon of nomophobia among students due to differences in cultural and academic backgrounds. However, we addressed this limitation by selecting only students who scored moderate to high levels of nomophobia. Second, the researchers acknowledge that the sample used in the study may not be fully representative of the broader target population or a larger group, as previously mentioned. Therefore, generalizing the findings of this research must be done carefully, being cautious and thoughtful to avoid hasty conclusions.

In the functional context, it is recommended for individuals to be more mindful of their smartphone usage and strive to strike a balance between utilizing their device's capabilities for productive purposes and avoiding excessive dependency that may lead to distractions or information overload. This includes limiting excessive smartphone usage for entertainment purposes, restricting aimless and irrelevant Internet browsing and implementing effective time management when using smartphones. For smartphone users from the ontological context, the advice is to critically evaluate their digital presence and ensure that their online activities align with their true values and self-perception, promoting responsible and ethical smartphone use. Engaging in fasting or break sessions by completely turning off the smartphone at specific times and utilizing that time for activities such as reading books, writing and engaging in spiritual practices, or exercising is also advisable. In the anthropomorphic context, individuals are advised to reflect on the potential emotional dependence on their smartphones and consider establishing healthy boundaries to avoid excessive reliance on these devices to fulfill emotional needs. One practical recommendation is to engage in self-reflection, where individuals take some time to ponder their smartphone usage patterns and emotional attachment to the device. They should ask themselves why they feel the need to constantly check their phone and how it impacts their emotions and overall well-being.

This study contributes to a deep understanding of the psychological dynamics of nomophobia by exploring the experiences, meanings, perceptions, and beliefs of individuals regarding smartphone use.

This study aims to examine the relative importance of the impact of central and peripheral route processing of online reviews (ORs) on the acceptance of paid mobile apps among consumers in a fully Islamic market. The authors used the elaboration likelihood model (ELM) and technology acceptance model (TAM) to explain how ORs influence users’ perception and purchase intention of paid mobile apps.

An online survey of 384 Iranian paid mobile app users was conducted to compare the role of overall product ranking, argument quality and information quantity on the perceived usefulness (PU) and perceived ease of use (PEU) of mobile apps and purchase intentions of paid mobile apps.

Results show that only overall product ranking and argument quality influence perceived PEU and PU of paid mobile apps. The quantity of reviews on the app store does not affect perception of the app. The path model supports the mediating role of PU and PEU on information processing and attitude toward the app and purchase intention.

To Islamic markets such as Iran, this study shows that paid mobile app marketers need to monitor closely the reviews in the app stores and make prompt response to negative reviews even if there are only a few reviews because users did not pay attention to the quantity of reviews. The overall ranking and argument quality strongly affect perception and purchase intention of paid apps.

To the best of the authors’ knowledge, this is the first study that combines ELM and TAM in determining the relative importance of central and peripheral processing of information in online product reviews, specifically for paid mobile apps in app stores in a large Islamic market.

In recent years, the use of mobile devices for academic persistence has grown to be an indispensable element of students’ learning, highlighting the broad acceptance and adaptability of mobile technology in learning environments. The current study examines how college students in rural areas use mobile devices and how self-efficacious they are when seeking online information. Additionally, the study investigated the connection between mobile devices usage (MDU), mobile devices self-efficacy (MDSE) and online information seeking behavior (OISB) on the basis of demographic differences.

A quantitative research design was used by deploying a five-point Likert scale for measurement, Statistical Package for Social Sciences (SPSS) v.26 was used for data analysis. A variety of statistical methodologies, including t-tests, ANOVA and correlation coefficients, were conducted to inspect and assess MDU, MDSE and OISB across gender and age groups. Data from 331 students at the public sector college in a rural region was gathered using a questionnaire. A total of 315 legitimate replies were received.

The study's conclusions showed that the respondents used their mobile devices for educational purposes less frequently. Nonetheless, the respondents' degrees of MDSE and OISB appear to be high. Furthermore, a strong link was demonstrated among the MDU, MDSE and OISB. On the contrary, there was a negative correlation link between MDU and both MDSE & OISB, while a positive correlation between MDSE and OISB was found. The results also showed substantial variance in all research components based on age and gender, indicating that male and younger respondents performed more efficiently than female and adult respondents.

These results indicate that information literacy guidelines and a variety of educational initiatives should be put together by the government, educational policymakers, librarians and educators, with a focus on how to use mobile devices for learning and information seeking. This will make it possible for students to more efficiently find the information using their portable devices.

This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT).

This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software.

The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model.

This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings.

The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors.

Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society.

This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts.

Usability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications.

The UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA).

CFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7.

The study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.

The purpose of this study is to investigate how the implementation of digital banking services (mobile applications) by globally systemically important banks (G-SIBs) affects banks’ performance in the USA and Europe from 2005 to 2022.

The study employs advanced econometric methods to analyze the link between deposits and banking performance, utilizing linear regressions and multivariate Bayesian regressions.

Our results indicate that customer deposits positively impact a bank’s performance after the introduction of the mobile application feature of check deposits, whereas social risk negatively impacts banking financial performance. These findings support the hypothesis that technology implementation improves the profitability and growth of traditional banks.

While findings are robust econometrically in linear and Bayesian regressions, variables reflecting the digitalization of banks remain limited. For instance, the number of mobile users or the volume of digital transactions per bank since the implementation of the mobile app is not available.

In a rapidly growing technology and constantly changing customers behaviors, this research has practical implications from bankers’ perspective to continue the technological innovation efforts and from regulators’ perspective to strengthen requirements for the digital banking services.

We provide empirical evidence that including a banking app for smartphones’ users for remote banking services benefit the financial performance of banks. However, the social risk remains significant for banks in terms of customers' satisfaction, data privacy and cybersecurity.

This paper employs an innovative approach to create a mobile app “discriminatory” factor and examine the relationship between deposits and banks’ performance before and after the introduction of a mobile app for too-big-to-fail banks in Europe and the USA. Additionally, we consider the social risk component of the ESG score, as a bank’s decision to implement mobile applications and technology for its customers potentially affects social risks associated with customer satisfaction and technology usability.