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Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields.

A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation.

The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time.

Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills.

While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.

This study aimed to provide evidence to support the use of a wiki called PBworks as a learning tool to foster students' information literacy (IL) skills based on activity theory.

The participants consisted of 421 students (i.e. form 1 to form 3) from Hong Kong taking a liberal studies course during the 2016–2017 academic year. This study mainly used a mixed methods design, proposing 11 hypotheses. Quantitative data from 374 questionnaires were analysed to test these research hypotheses, while a qualitative method (interviews) was used to explain the quantitative results. A structural equation modelling approach was used to analyse the data, and data triangulation was used to answer the same research questions.

The results showed that the model components PBworks affordances (PB) and rules and divisions (RD) had significant direct effects on individual activities (IA) and community activities (CA) and significant indirect effects on information literacy (IL). The results also revealed that CA had a significant effect on IA and had an even greater effect on IL.

Using PBworks and the project-based learning (PjBL) approach, this study examined the determinants affecting the IL skills of Hong Kong junior secondary school students and proposed a wiki-based information literary activity (WILA) model.

As students' IL skills have become increasingly important, this study can shed light on related topics for future studies.

And contribute to social stability and harmonious development.

This study eventually confirmed the validity of the WILA model with all hypotheses supported.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2020-0092.

Gamification is an emerging technique of applying game elements to difficult and tedious learning activities to make them fun and exciting. This study aims to review the scientific landscape of the library’s readiness to adopt gamification with context to application in teaching and learning purposes based on computational tools. The present research also aims to study the growth of literature on gamification, to identify the most contributing authors, countries, affiliations and journals and collaboration status with different geographical settings. The study will also identify the most influential paper on the area with the highest citation and Altmetric Attention Score (AAS) as well as analyzing the keywords for locating the research trend in the subject area.

The study has adopted Scientometric and Altmetric approach by considering the research outputs of a decade (2013–2022) from Scopus database. First, the required data has been searched using appropriate keywords forming the search strategy by running title–abstract–keywords considering the limitation in the system. The exported data is systematically visualized for performing science mapping like the collaboration of authors, countries, organizations and co-occurrence of keywords using VOSviewer. For finding the Altmetrics score and Mendeley readership of the influential research works, the system Dimension.ai is further used.

The study found 928 records indicating an exponential growth over the years with total 2,750 authors. Samuel Kai Wah Chu from the University of Hong Kong, China, is the most contributed author. Spain and the USA are highly productive countries, but there needs to be a strong collaboration pattern among authors. It is found that gamification is widely applied in education discipline than any other. Some of the libraries have already implemented gamification tools for learning purposes in their services. The research on gamification still lacks social media attention and needs to be promoted more through various social media platforms for greater visibility.

The study explores the global scientific literature to identify the library’s awareness of implementing gamification tools in their services for teaching and learning purposes. As per the author’s knowledge, no such study has been conducted until date with such aims and objectives through the application of both Scientometrics and Altmetrics approaches.

This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018.

The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges.

The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time.

The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.

A comparative analysis of the results of two longitudinal studies conducted a decade apart, among research post-graduate students, with the purpose of understanding the progress in their information literacy (IL) skills, forms the content of this report. The analysis is based on the application of the Research and Information Search Expertise (RISE) model, which traces students’ progression across four stages of expertise. Such progression was measured across two dimensions of knowledge: that of information sources/databases and that of information search skills. Both studies adopted basic interpretive qualitative methods involving direct observation, interviews, think-aloud protocols, and survey questionnaires, during each of the five interventions, which were spread over a one to one-and-half year period. Scaffolding training was provided at each meeting and data were collected to assess the influence of such training on development of search expertise. A comparison of the findings reveals that students in both studies advance in their IL skills largely in a similar manner. Scaffolding support was found to help both dimensions of knowledge and that lack of one or the other type of knowledge could hinder their ability to find relevant sources for their research. The studies make evident the need for training programs for higher education students, to improve both their knowledge of information sources and their search techniques, tailor-made to closely correlate to their specific information needs. The studies provide insights into student behaviors in the development of IL skills, and the RISE model offers a framework for application to other similar research.

This study aims to examine users’ experiences and perceptions associated with the use of two wiki variants in the context of collaborative learning and knowledge management in higher education.

Participants included two groups of postgraduate students from a university in Hong Kong who used MediaWiki (n=21) and TWiki (n=16) in completing course requirements. Using a multiple case study approach and a mixed methods research design, data logs on the wiki platforms were downloaded and the contents were analysed. Students’ perceptions were examined through a survey.

The findings indicate that both wikis were regarded as suitable tools for group projects, and that they improved group collaboration and work quality. Both wikis were also viewed as enabling tools for knowledge construction and sharing.

This study provides insights that may inform the decisions of educators who are considering the use of wikis in their courses as a platform to enhance collaborative learning and knowledge management.

Previous research has shown that wikis can be effectively used in education. However there are a number of wiki variants and it may be difficult to identify which variant would be the best choice. There is a dearth of research comparing the effectiveness of different types of wikis. This study compares two wiki variants on a number of outcomes which may provide some insights to teachers who are in the process of selecting an appropriate wiki for teaching and learning.

The purpose of this paper is to report on a study examining the effectiveness of TWiki, an open‐source online collaborative groupware, in facilitating students' co‐construction of knowledge in their group work. The paper focuses on the groupware's impact on knowledge management, in terms of knowledge creation, capture, sharing and transfer. It also discusses some of the obstacles faced by students in using the software and how these can be addressed.

In this study, TWiki was used in structuring the knowledge‐building environment for group projects in an undergraduate course on knowledge management. Students created a chapter for a wikibook. Wiki templates were designed for the course to help with the organisation of contents in TWiki. A questionnaire and individual interviews were used to collect student opinions on the advantages and disadvantages of using the wiki software for their projects.

Overall, students were generally positive about the effectiveness of TWiki in facilitating their group projects. In particular, TWiki was seen to improve group collaboration and work quality, and as a useful tool for knowledge management in terms of knowledge creation, capture, sharing and transfer.

With its ability to improve student collaboration as well as their quality of work, TWiki can clearly be a suitable tool for collaborative constructive learning such as group projects. However, the study also showed that students and teachers should be adequately trained to use the tool in order to maximise its benefits. Some features of TWiki have to be improved and technical difficulties need to be fixed for easy use. Further studies could focus on using TWiki in different subjects and in classes of different sizes.

There were several important outcomes of the study: first, the comparison between students' perceptions of TWiki and MS Word in terms of usability and effectiveness; second, the findings with regard to improvement of work quality in small group size, which are unique; and third, TWiki was found to be an effective knowledge management tool.

This paper sets out to report on a study of 12 postgraduate research students' development of information search expertise. It focuses on students' perceived importance and growth of knowledge of different databases as they progress through their studies.

Taking an in‐depth longitudinal approach, this study makes use of surveys, direct observations of students' searching of various databases, students' verbalization of their thoughts while searching databases and interviews during a one‐year period. The paper focuses on analyzing the data from surveying and interviewing the students with regard to their use of databases.

It was found that many students were initially unfamiliar with many of the databases important to them and that the familiarity developed during the year contributed importantly to their development of information search expertise. This suggests that much work has to be done to inform and instruct students about these “treasures”.

This study adopted an in‐depth longitudinal approach to study 12 students. Although it reveals various interesting observations and findings, it lacks the power of generalization due to its small sample size. Based on the results of this study, it would be meaningful to carry out further studies with a bigger sample to see whether the findings identified in this study will still hold true.

Based on the findings, this paper further identifies features that may increase the usefulness of a journal database and makes suggestions on ways to improve library support for the effective use of databases.

This paper aims to investigate whether intellectual capital (IC) has an impact on the financial aspects of organizational performance as well as attempting to identify the IC components that are associated with corporate financial performance indicators that signal organizational growth.

This study drew on financial data from publicly available annual reports of all the constituent companies of the Hang Seng Index of the Hong Kong Stock Exchange for the years 2001‐2009. Following the value added intellectual coefficient™ (VAIC) methodology, regression models were constructed to examine the relationships between IC and the corporate financial performance indicators.

Evidence was found to suggest that IC, as measured by VAIC, was positively associated with profitability of businesses. In particular, structural capital, as a key component of IC, played a notable part in enhancing corporate profitability, and showed a growing trend in its significance. Empirical findings, based on correlation and linear multiple regression analysis, indicated that the components of VAIC were strong predictors of corporate financial performance such as return on equity and profitability. In particular, capital employed efficiency (CEE) was a significant predictor of all four corporate financial performance indicators.

The results may extend the understanding of the role of IC in business operations in Hong Kong, and may help to identify the specific IC drivers that may have a direct impact on the financial performance of these companies. In particular, although CEE was a significant predictor of all four corporate finance performance indicators, the increasing contribution of structural capital efficiency (SCE) in predicting ROA and ROE was observed. The role that structural capital plays in strengthening business performance warrants further investigation.

There has only been one previous empirical study on the intellectual capital of constituent companies on the Hong Kong Hang Seng Index. This study adds to the literature as the second study in the field. It is the first comparative study across two time periods of the above‐mentioned data.