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1 – 10 of over 1000Inge Birkbak Larsen, Per Blenker and Helle Neergaard
The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of…
Abstract
Purpose
The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of entrepreneurship education (EE) in fostering students' entrepreneurial mindset (EM). Current research studying the EM in an educational setting often fails to conceptualize this mindset and its attributes rigorously and to include epistemological considerations regarding how the authors can know whether a person has developed an EM or not.
Design/methodology/approach
The authors test the S-O-R model by combining it with a critical realist approach to develop a conceptual model for understanding the EM and its development in an educational setting.
Findings
The authors identify eight psychological constructs that represent markers of the EM. The authors further surface the multi-causal characteristic of learning in EE. The authors' model cannot be applied to detect causal relationships, but it is useful in exploring potential causal tendencies and plausible explanations of the mechanisms and circumstances of EE, which may, in concert, potentially foster the psychological attributes associated with an EM.
Originality/value
The paper addresses the often-overlooked epistemological considerations related to how the authors can know anything about psychological and theoretical constructs, such as the EM. A conscious discussion about how the authors can develop knowledge and insight about the EM and how individuals develop it is critical to justify a continued focus on the EM in EE.
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The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction…
Abstract
Purpose
The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs).
Design/methodology/approach
Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study.
Findings
This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs.
Originality/value
This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.
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The main aim of this study is to determine the effect of tourists' gastronomic experiences on food consumption emotions and experiential value. This research also examines the…
Abstract
Purpose
The main aim of this study is to determine the effect of tourists' gastronomic experiences on food consumption emotions and experiential value. This research also examines the effect of emotions and experiential value on behavioral intention.
Design/methodology/approach
A questionnaire survey was distributed to foreign tourists visiting Istanbul, Turkey. Using survey responses from 491 tourists, structural equation modeling (SEM) was used to test the hypotheses.
Findings
In the current study, the results showed that tourists' gastronomic experiences positively and substantially influenced their experiential value and food consumption emotions.
Research limitations/implications
In this study, the model created by Quan and Wang (2004) about the role of food in touristic experience is supported by empirical results. In the current study, the stimulus–organism–response (S-O-R) paradigm was adopted as the theoretical underpinning and was used to develop a holistic research framework. The findings of the research provide certain practical implications for how destinations can design, market and offer gastronomic experiences.
Originality/value
The research on tourists' gastronomic experience and food consumption emotions is limited although numerous studies on tourists' emotions have been conducted. This study is also one of the first to empirically evaluate the tourists' gastronomic experience with the emotional (food consumption emotions), cognitive (experiential value) and behavioral dimensions via S-O-R paradigm.
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The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to test whether network externality, gamification and media richness…
Abstract
Purpose
The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to test whether network externality, gamification and media richness as environmental feature antecedents to learners' learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs).
Design/methodology/approach
Sample data for this study were collected from learners who had experience in taking the gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 315 usable questionnaires were analyzed using structural equation modeling in this study.
Findings
This study verified that learners' perceived network externality, gamification and media richness in MOOCs positively influenced their behavioral LE, emotional LE and social LE elicited by MOOCs, which collectively caused their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 75.6% of the variance in learners' continuance intention of MOOCs.
Originality/value
This study uses the S-O-R model as a theoretical groundwork to construct learners' continuance intention of MOOCs as a series of the internal process, which is influenced by network externality, gamification and media richness. Noteworthily, three psychological constructs, behavioral LE, emotional LE and social LE, are employed to represent learners' organisms of MOOCs usage. To date, the concepts of network externality, gamification and media richness are rarely together adopted as environmental stimuli, and psychological constructs as organisms have received lesser attention in prior MOOCs studies using the S-O-R model. Hence, this study's contribution on the application of capturing psychological constructs for completely expounding three types of environmental features as antecedents to learners' continuance intention of MOOCs is well documented.
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This study's purpose is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether gamification and social interaction as environmental…
Abstract
Purpose
This study's purpose is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether gamification and social interaction as environmental stimulus antecedents to learners' perceptions of presence can affect their continuance intention of massive open online courses (MOOCs).
Design/methodology/approach
Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 353 usable questionnaires were analyzed using structural equation modeling (SEM).
Findings
This study demonstrated that learners' perceived gamification, learner–instructor interaction and learner–learner interaction in MOOCs positively affected their cognitive presence, teaching presence and social presence elicited by MOOCs, which jointly expounded their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 72.6% of the variance in learners' MOOCs continuance intention.
Originality/value
This study employs the S-O-R model as a theoretical umbrella to frame learners' MOOCs continuance intention as a series of the internal process, which is influenced by gamification and social interaction. Noteworthily, three psychological constructs of the community of inquiry model (i.e. cognitive presence, teaching presence and social presence) are adopted to represent learners' internal experiences of MOOCs usage. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies based on the S-O-R model, whereas psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context.
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The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether media richness and social interaction as…
Abstract
Purpose
The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether media richness and social interaction as environmental feature antecedents to nurses’ learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs) and task performance.
Design/methodology/approach
Sample data for this study were collected from nurses at five university-/medical university-affiliated hospitals in Taiwan. A total of 500 questionnaires were distributed, and 303 (60.6%) usable questionnaires were analyzed using structural equation modeling in this study.
Findings
This study proved that nurses’ perceived media richness and social interaction in MOOCs positively influenced their behavioral LE and psychological LE elicited by MOOCs, which jointly caused their continuance intention of MOOCs and, in turn, enhance their task performance. The results support all proposed hypotheses and the research model, respectively, explains 84.3% and 63.7% of the variance in nurses’ continuance intention of MOOCs and task performance.
Originality/value
This study uses the S-O-R model as a theoretical base to frame nurses’ continuance intention of MOOCs and task performance as a series of the internal process, which is affected by environmental stimuli (i.e. media richness and social interaction) and organismic states. Noteworthily, while the S-O-R model has been extensively used in prior literature, little research uses this paradigm to expound nurses’ continuance intention of MOOCs in the work settings. Besides, there is a dearth of evidence on the antecedents of nurses’ task performance in the context of MOOCs. Hence, this study’s empirical evidence contributes significantly to the existing literature on bridging the gap of limited evaluation for the research on the impact of nurses’ MOOCs learning on their task performance in the work settings, which is very scarce in the S-O-R view.
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Mohamed M. Elsotouhy, Abdelkader M. A. Mobarak, Mona I. Dakrory, Mohamed A. Ghonim and Mohamed A. Khashan
Despite the significance of donations (Sadaqah) via mobile payment in Islamic countries, little is known about the variables influencing continuance intention toward using…
Abstract
Purpose
Despite the significance of donations (Sadaqah) via mobile payment in Islamic countries, little is known about the variables influencing continuance intention toward using m-payment for donations (Sadaqah). Based on the stimulus-organism-response (S-O-R) model, this research explores the influence of perceived quality (i.e. system, information, service) as a stimulus on customer satisfaction, engagement and delight as organisms, which then affects continuance intention toward using m-payment for donations (Sadaqah) as a response. Moreover, the study investigates the moderating role of Islamic religiosity.
Design/methodology/approach
Using partial least squares structural equation modeling (PLS-SEM), a representative data sample of 419 Egyptian Muslims was analyzed to test hypotheses.
Findings
The findings revealed that all perceived quality constructs significantly positively affect customers' satisfaction. Customer satisfaction, in turn, positively affects customer engagement and delight. Moreover, customer engagement, delight and Islamic religiosity significantly positively affect continuance intention toward using m-payment for donations (Sadaqah). The findings also revealed that Islamic religiosity moderates the influence of customer engagement and customer delight on continuance intention toward using m-payment for donations (Sadaqah).
Originality/value
This is the first study to examine using m-payment for donations (Sadaqah) in an Islamic environment based on the S-O-R model.
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The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental…
Abstract
Purpose
The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs.
Design/methodology/approach
Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling.
Findings
This study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes.
Originality/value
This study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.
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Yu-Hui Fang, Chia-Ying Li and Zeeshan Ahmed Bhatti
Numerous companies have launched brand pages (BPs) on social networking sites to enhance customer-brand communication, cultivate the customer-brand relationship and promote brand…
Abstract
Purpose
Numerous companies have launched brand pages (BPs) on social networking sites to enhance customer-brand communication, cultivate the customer-brand relationship and promote brand loyalty. This study aims to investigate how BP affordances support social commerce.
Design/methodology/approach
The study devises a theoretical model linking the proposed BP affordances (visibility, selectivity, persistence and interactivity) to three customer values (relationship quality, brand experience and smart shopping feeling [SSF]) to encourage brand loyalty and BP endorsement on the part of the customer.
Findings
Data collected from 591 respondents support all proposed hypotheses. The model explains high variances in brand loyalty and BP endorsement, indicating that relationship quality plays a more salient role in producing brand loyalty, while SSF plays a more important role in eliciting BP endorsement.
Originality/value
The study is unique in four ways. First, drawing on the lens of affordance, it proposes specific affordances for BPs and offers empirical results for their applicability. Second, by incorporating CDL into the research model, it illuminates the high explanatory power of these proposed BP affordances on the three customer values. Integrating the S-O-R model with the affordance perspective and CDL provides a more complete picture of the BP phenomenon. Third, it extends the reach of existing work by examining BP endorsement in social media as a dependent variable beyond brand loyalty, with SSF included as another source of values to shed more light on the relationships depicted in the model. Fourth, by taking trait competitiveness into account, it sheds further light on relationships between customer values and BP endorsement.
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Hue Kim Thi Nguyen, Phuong Thi Kim Tran and Vinh Trung Tran
This paper aims to examine the role of social media communication, tourist satisfaction and destination brand equity components in enhancing destination brand equity based on the…
Abstract
Purpose
This paper aims to examine the role of social media communication, tourist satisfaction and destination brand equity components in enhancing destination brand equity based on the Stimulus – Organism – Response (S-O-R) theory.
Design/methodology/approach
The conceptual model and research hypotheses were assessed using covariance-based structural equation modeling (SEM). An online survey was used to collect data from 369 domestic tourists who had traveled to Danang and knew about content related to Danang generated by either DMOs or other users on social media.
Findings
Except for the effect of DMO-generated social media communication on tourist satisfaction and the impact of destination brand awareness on destination brand loyalty, the findings confirmed the sequential causal relationships between research concepts based on the S-O-R model.
Research limitations/implications
Future research should explore the proposed model based on comparisons of different nationalities to better understand the impact of cultural factors.
Practical implications
DMOs should associate social media with their marketing strategies to enhance destination brand equity, using cutting-edge technologies to create content and update information in a significant way to make communications by DMOs more effective. The findings especially suggest that UGC plays a vital role in improving brand equity dimensions, so DMOs could exploit UGC to engage existing customers and build relationships with potential customers. This research provides guidance for DMOs to improve their brand equity based on social media.
Originality/value
This study has contributed to the destination marketing literature by applying the S-O-R theory to propose a pathway for effectively increasing destination brand equity and highlight the importance of social media communication as a driver to achieve a hierarchical relationship between destination brand equity components and tourist satisfaction from stimulus to organism (e.g. cognition to affect).
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