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The purpose of this paper is to provide a comprehensive model to illustrate the mediating role of sense of virtual community (SOVC) in virtual communities of practices (VCoPs). The interrelations between social capital and collective action in terms of knowledge contribution in the VCoP context are also examined.

A total of 253 members from the Zclub and Jorsindo, responded to the survey. PLS-SEM path modeling was used to analyze survey data.

Members’ structural capital and cognitive capital both positively and significantly influence members’ SOVC, and, in turn, their SOVC influences relational capital.

The study linked two theories, namely, social capital and theory of collective action, to discuss knowledge contribution in VCoPs. Social capital and SOVC have significant and positive effects on knowledge contribution in VCoPs.

Knowledge contributions in VCoPs are created through interactions among members, as well as the facilitation resulting from shared visions. Administrators can promote the formation of social-interaction ties in VCoPs to reinforce the formation of social capital and a SOVC.

Administrators of knowledge-oriented groups must strive to sustain proper levels of SOVC among members to ensure their continued participation in VCoPs.

The main objectives of this study were to examine the effects of social capital (structural, cognitive, and relational capitals) on the quality and quantity of knowledge contribution. SOVC was proposed as a mediator in the relationship between structural and/or cognitive capital toward relational capital.

The purpose of this paper is to attempt to assist firms in applying knowledge management (KM) through developing an integrated model which considers knowledge enablers, knowledge circulation processes (KCP), and job performance.

This study utilizes a questionnaire technique to validate the proposed integrated model. Structural equation modeling also validated the model.

All dimensions in the construct of organizational culture positively impact KCP. However, the formalized organizational structure appears to have a positive impact on KCP, while the autonomous organizational structure did not. This study also finds that KCP has a positive impact on both task outcomes and contextual job performance.

The integrated model, which served to examine the impact of KM enablers on KCP, from the standpoints of organizational culture and organizational structure, along with the impact of KCP on job performance, has improved understanding of the relationships among KM enablers, KCP, and job performance.

Firms should carefully consider methods for adjusting internal structural designs or institute various mechanisms to promote the use of KM to maintain the organization's long-term competitive advantage.

The model contributes to firms’ understanding the influence of knowledge enablers on KCP, and provides a KM performance index for assessment of individual performance. Research results can provide enterprises with guidance for implementing initiatives for KM initiatives.

Advances in technology have led to continuous innovations in teaching and learning methods. Ubiquitous-learning (u-learning) practices are still in the development stages. The current lack of effective learning strategy tools means that students often experience difficulty focusing on the learning objectives. Little research has been done on the educational benefits of integrating augmented reality (AR) technology running on tablet PCs (TPCs), either in the classroom or in a u-learning environment. Still, classroom instruction using TPCs has been shown to be attractive to students and able to effectively increase their motivation to learn. The paper aims to discuss these issues.

This paper uses a TPC game (an app called SkyView) to help young students understand the theory and practically implement the astronomy concepts of prograde and retrograde motion. The study design is based on the use of AR technology, and the authors divide students into “tablet PC application” (experimental group) and “astrolabe” (control group) games. The authors investigate whether the experimental group surpasses the control group in terms of learning motivation, flow experience (FE), self-efficacy regarding technology, self-efficacy regarding science, positive feelings about the learning experience, and satisfaction with the learning approach (SL).

The findings show that students in the experimental group performed better in regards to learning achievement. In general, the improved FE helped students enjoy the learning activity to the point that they did not notice the passage of time. In regards to SL, the findings show that the students in the experimental group had an increased willingness to use the TPC to learn.

There is a lack of research investigating the effects of the FE with tangible and AR technology in learning environments. The results of this study show the responses and performance of elementary students who participated in such a learning experience, in terms of their feelings regarding the method and tools, and in terms of their motivation, willingness to learn, and actual learning achievement.