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With the rapid development of technology, 360° panorama on mobile as a very convenient way to present virtual reality has brought a new shopping experience to consumers. Usually, consumers get product information through virtual annotations in 360° panorama and then make a series of shopping behaviors. The visual design of virtual annotation significantly influences users' online visual search for product information. This study aims to investigate the influence of the visual design of virtual annotation on consumers' shopping experience in the online shopping interface of 360° panorama.

A 2 × 3 between-subject design was planned to help explore whether different display model of annotation (i.e. negative polarity and positive polarity) and different background transparency of annotation (i.e. 0% transparency, 25% transparency and 50% transparency) may affect users' task performance and their subjective evaluations.

(1) Virtual annotations with different background transparency affect user performance, and transparency has better visual search performance. (2) Virtual annotation background display mode may affect the user operation performance; the positive polarity of the virtual annotation is more convenient for the users' visual searching for product information. (3) When the annotation background transparency is opaque or semi-transparent, the negative polarity display is more favorable to the users' visual search. However, this situation is reversed when the annotation background transparency is 25%. (4) Participants preferred the presentation of positive polarity virtual annotations. (5) Regarding the degree of willingness to use and ease of understanding, participants preferred the negative polarity display for 0% background transparency or 50% background transparency. However, the opposite result was obtained for 25% background transparency.

The findings generated from the research can be a good reference for the development of virtual annotation visual design for mobile shopping applications.

1. Virtual annotation background transparency and background display mode are two essential attributes of 360° panoramas.

2. This study examined how virtual annotation background transparency and background display mode influence user performance and experience.

3. It is recommended to use a translucent or opaque annotation background with a negative polarity display.

4. Virtual annotation presentation with 25% background transparency facilitates consumer searching and comparison of product information.

5. Users prefer a positive polarity annotation display.

Virtual annotation background transparency and background display mode are two essential attributes of 360° panoramas.

This study examined how virtual annotation background transparency and background display mode influence user performance and experience.

It is recommended to use a translucent or opaque annotation background with a negative polarity display.

Virtual annotation presentation with 25% background transparency facilitates consumer searching and comparison of product information.

Users prefer a positive polarity annotation display.

The purpose of this paper is to share findings from empirically driven conceptual research into the implications for English teachers of understanding generative AI as a “tool” for writing.

The paper reports early findings from an Australian National Survey of English teachers and interrogates the notion of the AI writer as “tool” through intersectional feminist discursive-material analysis of the metaphorical entailments of the term.

Through this work, the authors have developed the concept of “coloniser tool-thinking” and juxtaposed it with First Nations and feminist understandings of “tools” and “objects” to demonstrate risks to the pursuit of social and planetary justice through understanding generative AI as a tool for English teachers and students.

Bringing together white and First Nations English researchers in dialogue, the paper contributes a unique perspective to challenge widespread and common-sense use of “tool” for generative AI services.

The aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.

This study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.

The study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.

Due to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.

By identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

Organizations will be key to realizing the “transformative change for humanity” now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the “Logic of Life.” The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society.

This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration.

This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human.

This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.

Designing and developing responsible business practices can create various tensions for service organizations. The purpose of this research is to develop a deeper understanding of the relationship between customer engagement (CE) and responsible business practices (e.g. environmental, social and/or governance [ESG], corporate social responsibility [CSR] and diversity, equity, and inclusion [DEI]) and explore customer engagement tensions that service organizations may face.

This research develops a list of CE-related responsible business practice tensions and empirically explores their relevance through in-depth interviews with nine ESG professionals.

This paper makes three important contributions. First, we find support for nine distinct but related tensions with implications for CE that organizations must navigate when pursuing responsible business practices. Second, interview participants provide some suggestions for tackling these tensions, which we support with relevant theories. Finally, we develop a conceptual framework that may stimulate future service research and inform the implementation of ESG strategies.

To the best of the authors’ knowledge, this research is the first to conceptualize and empirically explore the tensions that emerge between responsible business practices and CE. The authors develop a novel analysis of the CE-related tensions that emerge when pursuing an ESG strategy.

The findings are based on a small sample of ESG professionals. Future research may take a quantitative approach to further evaluate the role that these tensions play in engaging customers.

This research provides a conceptual framework that may guide ESG professionals in understanding, framing and navigating CE-related tensions when pursuing responsible business practices.

A social benefit may be found when service organizations are better able to successfully navigate CE-related tensions when pursuing responsible business practices.

Sarcasm is a linguistic expression that usually carries the opposite meaning of what is being said by words, thus making it difficult for machines to discover the actual meaning. It is mainly distinguished by the inflection with which it is spoken, with an undercurrent of irony, and is largely dependent on context, which makes it a difficult task for computational analysis. Moreover, sarcasm expresses negative sentiments using positive words, allowing it to easily confuse sentiment analysis models. This paper aims to demonstrate the task of sarcasm detection using the approach of machine and deep learning.

For the purpose of sarcasm detection, machine and deep learning models were used on a data set consisting of 1.3 million social media comments, including both sarcastic and non-sarcastic comments. The data set was pre-processed using natural language processing methods, and additional features were extracted and analysed. Several machine learning models, including logistic regression, ridge regression, linear support vector and support vector machines, along with two deep learning models based on bidirectional long short-term memory and one bidirectional encoder representations from transformers (BERT)-based model, were implemented, evaluated and compared.

The performance of machine and deep learning models was compared in the task of sarcasm detection, and possible ways of improvement were discussed. Deep learning models showed more promise, performance-wise, for this type of task. Specifically, a state-of-the-art model in natural language processing, namely, BERT-based model, outperformed other machine and deep learning models.

This study compared the performance of the various machine and deep learning models in the task of sarcasm detection using the data set of 1.3 million comments from social media.

Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean faculty.

A study was conducted during the COVID-19 pandemic, surveying 1,125 students to gather their opinions. The survey data was analysed using text mining tools and SA. SA was used to extract the students’ emotions, views and feelings computationally and identify co-occurrences and patterns in related words. The study also examines educational policies implemented after the pandemic.

The prevalent emotions expressed in the comments were trust, sadness, anticipation and fear. A combination of trust and fear resulted in submission. Negative comments often included the words “virtual”, “virtual classroom”, “virtual classes” and “professor”. Two significant issues were identified: teachers’ inexperience with virtual classes and inadequate server infrastructure, leading to frequent crashes. The most effective educational policies addressed vital issues related to the “virtual classroom”.

Text mining and SA are valuable tools for decision-making during uncertain times, such as the COVID-19 pandemic. They can also provide insights to recover quality assurance processes at universities impacted by health concerns or external shocks.

The paper makes two main contributions: it conducts a SA to gain insights from comments and analyses the relationship between emotions and sentiments to identify optimal educational policies. The study pioneers exploring the link between emotions, policies and the pandemic at a public university in Argentina. This area of research still needs to be explored.

The aim of this paper is to solve the toxic and harmful problems caused by traditional volatile corrosion inhibitor (VCI) and to analyze the effect of the layered structure on the enhancement of the volatile corrosion inhibition prevention performance of amino acids.

The carbon dots-montmorillonite (DMT) hybrid material is prepared via hydrothermal process. The effect of the DMT-modified alanine as VCI for mild steel is investigated by volatile inhibition sieve test, volatile corrosion inhibition ability test, electrochemical measurement and surface analysis technology. It demonstrates that the DMT hybrid materials can improve the ability of alanine to protect mild steel against atmospheric corrosion effectively. The presence of carbon dots enlarges the interlamellar spacing of montmorillonite and allows better dispersion of alanine. The DMT-modified alanine has higher volatilization ability and an excellent corrosion inhibition of 85.3% for mild steel.

The DMT hybrid material provides a good template for the distribution of VCI, which can effectively improve the vapor-phase antirust property of VCI.

The increased volatilization rate also means increased VCI consumption and higher costs.

Provides a new way of thinking to replace the traditional toxic and harmful VCI.

For the first time, amino acids are combined with nano laminar structures, which are used to solve the problem of difficult volatilization of amino acids.

This paper aims to investigate the relationship between prospective teachers’ cultural profiles and service quality expectations in a pedagogical training program in Greece.

Using the EppekQual scale and an alternative Hofstede’s cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis.

Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals’ prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture’s emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension.

Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested.

This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.