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The paper’s main goal is to examine the relationship between the video marketing of financial technologies (Fintechs) and their vulnerable website customers’ brand engagement in the ongoing coronavirus disease 2019 (COVID-19) crisis.

To extract the required outcomes, the authors gathered data from the five biggest Fintech websites and YouTube channels, performed multiple linear regression models and developed a hybrid (agent-based and dynamic) model to assess the performance connection between their video marketing analytics and vulnerable website customers’ brand engagement.

It has been found that video marketing analytics of Fintechs’ YouTube channels are a decisive factor in impacting their vulnerable website customers’ brand engagement and awareness.

By enhancing video marketing analytics of their YouTube channels, Fintechs can achieve greater levels of vulnerable website customers’ engagement and awareness. Higher levels of vulnerable customers’ brand engagement and awareness tend to decrease their vulnerability by enhancing their financial knowledge and confidence.

Fintechs should aim to increase the number of total videos on their YouTube channels and provide videos that promote their customers’ knowledge of their services to increase their brand engagement and awareness, thus reducing their vulnerability. Moreover, Fintechs should be aware not to over-post videos because they will be in an unfavorable position against their competitors.

This research offers valuable insights regarding the importance of video marketing strategies for Fintechs in promoting their vulnerable website customers’ brand awareness during crisis periods.

Aiming to explore how audience consume and produce media events in the digital, distributed and social era we live in, the paper analyzes the viewing patterns of video news items during a media event (the week of Donald Trump's presidential visit to Israel, the first to a country outside the US), compared to a parallel comparable “ordinary” period (two weeks later, in which no inordinacy events occurred). The comparison focused on simultaneous activities of audiences engaged with the event, with either related (i.e. second screening) or unrelated (i.e. media multitasking).

The research is a diary study based on a dedicated mobile app in which respondents reported their news-related behavior during two periods: a media event period and comparable “ordinary” period.

Participants reported watching significantly more news video items in the first day of the media event week compared to the first day of the “ordinary” week. More than half of the viewing reports of the media event were not on TV. In the media event week, there were significantly higher percentages of viewing reports on smartphones/computers and significantly higher percentages of second-screening reports.

This is the first study that empirically explores the viewing patterns of video news items during a media event, compared to an “ordinary” period, focusing on media second screening of audiences engaged with the event. This comparison may reveal whether (1) media events still retain their centrality in a multi-screen era and (2) the role of the internet and online social media in the experience of media events.

This study aims to uncover the underlying mechanism between the time length of We-media videos and customer satisfaction (CS)/participation (CP) based on experiential marketing theory.

Two datasets were collected from Bilibili; 308 data were used with bootstrapping for multiple linear regressions (MLR) to test the hypotheses, and 2,670 data were used for structural equation modelling (SEM) to verify robustness.

Videos’ time length acts as both a price and provision element of experiential marketing. As a price element, its linear term affects CS negatively but CP positively. As a provision element, its quadratic term affects CS positively but CP negatively.

Marketing management personnel and video creators at Bilibili could optimise videos’ time length as suggested. We-media video platforms should encourage high-quality videos with sufficient time lengths to improve CS. Video creators could balance CS and CP, as suggested.

This research proposed platform, provision, price and propagation as experiential marketing elements concerning experiences in online virtual encounters. It found CS was affected positively by provision but negatively by price, whereas the opposite is true for CP. Time length affects CS/CP as both a price and provision element, which may explain the neglect of significant relationships between the time length and marketing performances of videos.

The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.

The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.

The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.

Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).

This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

This study, a narrative literature review, aims to examine the combined benefits of the active and passive use of social media (SM) for well-being (WB), physical and mental health during the COVID-19 pandemic.

A search strategy has been carried out in the databases: Riss, PubMed, Medline, Scopus and Google Scholar, including all the articles published until 19 October 2023.

SM offers various benefits, including global risk awareness, health information, social connections and support. With the natural increase in physical inactivity due to COVID-19 social restrictions, SM has been identified as an appropriate tool for promoting physical activity (PA) at home to improve health.

It suggests that the combined use of active and passive benefits of SM could potentially play an important role in public health by increasing individuals’ health behaviours. In addition, dissemination, sharing and social interaction of information provided by YouTube can encourage healthy behaviours, contribute to WB, physical and mental health and raise public health awareness.

The findings presented in this study highlight the combined benefits of differentiating the features of SM use. Compared to other SM platforms, YouTube can be used as a useful tool for home-based PA that promotes health by enabling people to remain active and avoid barriers to PA due to social restrictions during the global crisis. In addition, some recommendations from the findings may help protect against potential risks and improve public health outcomes during global crises, such as the COVID-19 pandemic, among the general public using SM.

This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).

Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.

The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.

The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.

This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.

360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.

This study combines scoping and systematic review based on the PRISMA paradigm.

This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.

First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.

Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.

The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.

Social participation and user-generated contents have engendered an era when “any receiver can be a provider.” Although studies have emphasized on increasing the number of subscribers conducive to platform success, the issue regarding why viewers drop their registered YouTuber channels has been less addressed. This article aims to present and empirically test a causal model to account for the pattern of discontinuous intention of attention to YouTuber channels.

Inspired by the expectation–disconfirmation theory, the study proposes and examines a research model by using an empirical quantitative approach. The proposed model considers channel and YouTuber facets, as well as potential moderation effects of viewing seniority.

Analysis of a sample of 406 questionnaires revealed that ads interference is not a significant reason for discontinuation of viewing a channel, in contrast to insufficient playfulness and inconsistency. Regarding YouTubers’ features, both interaction inadequacy and negative self-disclosure are significant determinants of perceived dissatisfaction and discontinuation of viewing. The effects of determinants of discontinuity depend on viewers' seniorities, except for negative self-disclosure.

While existing studies have focused mainly on revealing the determinants associated with the behavioral intention of viewing YouTuber channels to increase self-media performance, this research contributes insights into the literature investigating why existing viewers stop following a certain YouTuber channel. From a psychological perspective, this study demonstrates the value of modeling discontinuous behaviors toward YouTuber channels in the domain of social marketing.

This study aims to examine the moment-to-moment (MTM) effects of in-consumption dynamic comments on consumers' responses to digital engagement and the underlying mechanisms involved, as well as the interactive role of advertisements embedded in short-form online video.

This study uses data extracted from 2,081 videos posted on the prominent Chinese online live platform, Bilibili. The hypotheses are tested using regression models and natural language processing.

The results indicate that the intensity of live comments at the beginning negatively affects users' digital engagement, while a corresponding increase in live comments at the end elicits a positive effect. A linear trend and peak difference in live comments intensity positively affect digital engagement, while the variability of live comment intensity exerts a negative effect. These MTM effects were driven by sentiments of live comments. Furthermore, in-video advertisements are likely to amplify the negative beginning effect on users' digital engagement and mitigate the negative variability of live comments.

This study is the first to examine the direct effects of MTM comments from the online temporal sequence perspective, differentiating the process- and performance-based engagement. The mechanism and interactive role of in-video advertisements were identified. These findings contribute to literature on interactive marketing and provide valuable guidance for influencer marketing.

This paper aims to investigate public library staff engagement and perceptions of video games and video game services.

Quantitative and qualitative data on staff video game experiences, perceptions and confidence were collected through an online questionnaire.

The results indicate an overall positive perception of video games in public libraries, with 87% of the respondents supporting video games in public libraries. Video game players appear to think more positively about video games and have more general knowledge about them than non-players. They also appeared to be more confident in delivering related services and were more likely to be running gaming-related events. It was concluded that staff attitudes towards video games are not a barrier to their inclusion in public libraries, as found in previous research.

Encouraging staff engagement with video games may improve their knowledge and confidence in delivering video game services, although further research is required to confirm this. There is a potentially underserved population of those aged 46–84 years, nearly half of whom play video games. Evaluation of this potentially underserved population is an interesting topic for future research.

To the best of the authors’ knowledge, this was the first survey of public library staff views towards video games in Aotearoa New Zealand, and it updates previous research in light of developments in gaming, gaming technology and the increased focus on public libraries as providers of digital technology and sites of community engagement.