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“Collaborative customer co‐design websites” (CCCWs), reflect a combination of co‐design and social networking. While this technology is presently emerging, little research has explored consumer perception of the underlying benefits and impediments of CCCW features. Therefore, the purpose of this paper is to investigate the perceived benefits and impediments offered by a CCCW and its influence on consumer acceptance of this technology.

The Technology Acceptance Model (TAM) with additional variables (perceived playfulness, perceived social risk, and mass confusion) was employed to examine the effects of CCCW features on consumers' beliefs about the CCCW and their consequent intention to use a CCCW. An online, scenario‐based survey was used to collect responses from college students (n=223). Data were analyzed using structural equation modeling.

Results of structural model testing indicated that perceived playfulness had the largest influence on intentions to use the CCCW. Additionally, perceived social risk associated with the CCCW negatively influenced consumers' intention to use the website. Contrary to expectations, mass confusion positively influenced consumers' intentions to use the CCCW.

Successful online co‐design retailers have begun to utilize social networking features for customer collaboration. Yet, there is scant research that explores the features leading to consumer acceptance of this technology during the collaborative customer co‐design process. Focusing on this problem, the present paper empirically tested perceived benefits and impediments regarding acceptance of a CCCW. The findings suggest that online retailers who adopt a CCCW as a business strategy may relay the value added benefits to consumers by: promoting how this technology relieves customers' perceived social risk; and underscoring the fun and enjoyment aspects of CCCWs to encourage website use and patronage.

The purpose of this study is to investigate online viewers’ preferences concerning the number and duration of video advertisements to watch during commercial breaks. The goal of the investigations was to assess whether online viewers preferred watching a fewer number of advertisements with longer durations or a greater number of advertisements with shorter durations.

Two studies used experimental research designs to assess viewers’ preferences regarding advertisements. These designs used two independent variables and one dependent variable. The first independent variable manipulated the type of choice options given to online viewers (e.g. one 60 s or two 30 s advertisements). The second independent variable manipulated when the choice was given to online viewers (i.e. at the beginning of the viewing experience or in the middle of the experience). The dependent variable measured viewers’ choices concerning their preferred advertisement option.

The results across both studies found that participants made choices that minimized total advertisement exposure time when possible. When minimizing total exposure time was not possible, participants made choices that minimized the number of exposures instead.

These investigations extend the literature on advertisement choice by examining online viewers’ preferences about the format of their advertising experience rather than the content of the persuasive messages themselves. In addition, these investigations provide value by investigating viewers’ responses to stimuli within realistic online simulations rather than abstract hypotheticals.

The present study intends to measure buying intention of Generation Z (Gen Z) on social networking sites (SNSs) incorporating perceived risk with the social commerce adoption model (SCAM).

Data were collected via an online questionnaire, and the study used a total of 349 accurate and useable responses. The population of the study includes Indian young consumers coming from the Gen Z cohort. Data were analyzed using SPSS 20 and AMOS 22.0. The proposed hypotheses were statistically tested.

The empirical results show that perceived risk is a significant and strong predictor of perceived usefulness that, in turn, negatively influences buying intention. Among all the constructs of SCAM, perceived usefulness is the most influential and strongest predictor of buying intention. The proposed model explained approximately 34% of the variance in the behavioral intention.

Based on the findings of this study, many theoretical and practical implications may be inferred that can be used to make recommendations to social commerce companies and help them understand the buying intention of Gen Z.

There are many studies that have examined buying intention and a few have measured it on Gen Z. The present study is novel in itself as it has measured the buying intention of Gen Z using the SCAM in the Indian context. Hence, the present research attempts to comprehend the variables influencing buying intention and analyses the relationship between these factors in the social media setting.

In “Social media’s slippery slope: challenges, opportunities and future research directions”, Schultz and Peltier (2013) asked “whether or how social media can be used to leverage consumer engagement into highly profitable relationships for both parties”. The purpose of this article is to continue this discussion by reviewing recent literature on consumer engagement and proposing a framework for future research.

The paper reviews the marketing literature on social media, paying particular attention to consumer engagement, which was identified as a primary area of concern in Schultz and Peltier (2013).

A significant amount of research has been conducted on consumer engagement since 2010. Lack of consensus on the definition of the construct has led to fragmentation in the discipline, however. As a result, research related to consumer engagement is often not identified as such, making it difficult for academics and practitioners to stay abreast of developments in this area.

This critical review provides marketing academics and practitioners insights into the antecedents and consequences of consumer engagement and offers a conceptual framework for future research.

Participatory design involves users and other key stakeholders in processes that aim to ensure solutions generated meet their needs. This paper compares the processes and outcomes of two participatory design approaches (design thinking and co-design) to examine their utility in co-creating innovative service solutions for reducing household energy demand.

Design thinking and co-design were implemented in two independent convenience samples of household energy users in Queensland, Australia. Workshops were conducted online using Zoom and Padlet technology. Informed by the capability-practice-ability (CPA) portfolio, a critical analysis based on the research team's experiences with implementing the two participatory design approaches is presented.

The key distinguishing features that set design thinking apart from co-design is extent of user involvement, solution diversity and resource requirements. With a shorter duration and less intensive user involvement, co-design offers a more resource efficient means of solution generation. In contrast, design thinking expands the solution space by allowing for human-centred problem framing and in so doing gives rise to greater diversity in solutions generated.

Mapping the six constellations of service design outlined in the CPA portfolio to the research team's experiences implementing two different participatory design approaches within the same context reconciles theoretical understanding of how capabilities, practices and abilities may differ or converge in an applied setting.

Understanding the benefits and expected outcomes across the two participatory design approaches will guide practitioners and funding agencies in the selection of an appropriate method to achieve desired outcomes.

This paper compares two forms of participatory design (design thinking and co-design) for service innovation in the context of household energy demand offering theoretical and practical insights into the utility of each as categorised within the CPA portfolio.

The purpose is to firstly, provide an example of how voices of people with various disabilities (motor, visual, hearing, and neuropsychiatric impairments) can be listened to and involved in the initial phases of a co-design process (Discover, Define). Secondly, to present the outcome of the joint explorations as design opportunities pointing out directions for future development of crisis communication technologies supporting people with disabilities in building crisis preparedness. The study was conducted during the Covid-19 pandemic.

The study assumes a design research approach including a literature review, focus group interviews, a national online survey and collaborative (co-)design workshops involving crisis communicators and representatives of disability organisations in Sweden. The research- and design process was organised in line with the Double Diamond design process model consisting of the four phases: Discover, Define, Develop and Deliver, whereof the two first phases are addressed in this paper.

The analysis of the survey data resulted in a series of challenges, which were presented to and evaluated by crisis communicators and representatives from the disability organisations at the workshops. Seven crisis communication challenges were identified, for example, the lack of understanding and knowledge of needs, conditions and what it means to build crisis preparedness for people with disabilities, the lack of and/or inability to develop digital competencies and the lack of social crisis preparedness. The challenges were translated into design opportunities to be used in the next step of the co-design process (Develop, Deliver).

This research paper offers both a conceptual approach and empirical perspectives of design opportunities in crisis communication. To translate identified challenges into design opportunities starting with a “How Might We”, creates conditions for both researchers, designers and people with disabilities to jointly turn something complex, such as a crisis communication challenge, into something concrete to act upon. That is, their joint explorations do not stop by “knowing”, but also enable them to in the next step take action by developing potential solutions for crisis communication technologies for facing these challenges.

The purpose of this paper is to test an online apparel co-design experience model and to investigate six determinants (perceived ease of use, perceived usefulness, enjoyment, level of personalization, social presence, and attitude towards the co-designed product) of online apparel co-design experience and effects on behavioural intention.

Female college students (n=265) were surveyed after an actual online apparel co-design experience in a computer lab and interactions with other users wherever such arenas were provided. structural equation modelling was used for data analysis.

The findings revealed that subjects’ apparel co-design experience was positively affected by enjoyment, attitude towards the co-designed product, perceived ease of use, and social presence. And behavioural intention towards the mass customization sites was positively affected by subjects’ attitude towards the co-design experience, subjective norm, and enjoyment.

The research makes a unique theoretical contribution by conceptualizing MC 2.0 (MC sites that provide arenas for user interaction) and by incorporating and confirming the significance of both “enjoyment” and “social presence” variables as predictors of online apparel co-design experience.

This paper aims to describe the use of collaborative co‐design activities to advance strategic planning assessment efforts by staff members of the merged (city‐university) Dr Martin Luther King, Jr Library in California's Silicon Valley.

The activities use action research approaches rather than traditional approaches which rely on gathering library‐centric data to assess organizational effectiveness. The paper also reports on staff members' application of Learning 2.0 competencies to co‐create physical places and virtual spaces which enable learning for and with users.

This conversation based approach encourages co‐defining “success” with user constituencies through sustained dialogue that, over time, builds relationships.

In the process, library staff invite, interpret, and apply user generated evidence and insights to co‐create sustainable relationships and concurrently advance systems thinking and workplace information literacy. This “research in practice” initiative extends action research on “thought leadership”.

In development since 2003, this inclusive co‐design approach reflects theoretical and applied insights from researchers in Europe, Australia, and North America, who have worked with US library practitioners to develop user‐centric processes for improving organizational effectiveness and enhancing user efficacy.

The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences.

This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context.

Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised.

The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education.

Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.