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The purpose of this paper is to gain insight into learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of perceived ease of use and perceived usefulness of video lectures. It is hoped that the findings of this study will provide feedback as to learners’ intention to use as well as guidelines on how to improve the development of video lectures as the university gears to offer more courses in the fully online mode in the near future.

A total sample of 392 questionnaires were collected for this study using technology acceptance model model. Descriptive and inferential statistics are used as the main analytical tool to study the learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of two dimensions: perceived ease of use and perceived usefulness of video lectures.

In conclusion, the findings from this research study seem to suggest that OUM learners have a positive perception of video lectures with reference to the two dimensions of “ease of use” and “usefulness”, where ease of use is concerned, OUM learners rate content relevancy, appropriate language and viewing flexibility as the strongest points of video lectures. The aspects ranked lowest are technical (ability to play the video lecture smoothly from the beginning to the end) as well as objective of usage (video lectures are not rated high as revision material for exam preparation).

Future studies can be conducted pertaining to issues on the context in which learning is taking place within higher education, various definitions of video, and ways of categorising and presenting these different types, teaching “with” and “through” video from the perspective of the lecturer and the educational institution, approaches to didactically embedding and integrating video into a course that results in effective learning and the process and support needed by the (traditional) lecturer to create and deploy various types of video content.

Over the last ten years, the production of video has gone from a complicated and technical process to one easily done by the general masses. It is now possible for anyone with a mobile phone to make a video recording. The question lies on whether the students have deeper meaning of learning via video lectures and the perception of students on using video lecture as teaching tool in the open and distance learning.

The main goal of viral marketing is to affect brands positively. But most studies concern the causes of an ad going viral, not its impact on brands. In this sense, this study aims to demonstrate and compare video ads' value drivers on brands and sharing, determining which antecedents maximize results on each, enabling the best ad performance for advertisers.

A survey was conducted with 368 respondents who watched viral video ads from five global companies on YouTube. The proposed model was tested using structural equation modeling in SmartPLS4.

The results of this study demonstrated that product category involvement is essential for viral advertising. Furthermore, the entertainment value is the most relevant antecedent of sharing, but it does not affect brand equity; it is the social value responsible for brand equity.

Marketing managers should create ads that simultaneously generate entertainment and social values, maximizing sharing and branding effects. However, if only one of the two effects (brand/share) is achieved, then the advertiser will fail to obtain maximum performance.

The mainstream of viral marketing research is focused on antecedents of sharing. However, sharing is not enough to provide brand effects and return on investment of advertisement. This study reveals that different consumers’ values drive sharing and brand equity, suggesting that firms should consider a dual value generation strategy regarding the performance of viral video ads. On the other hand, this research conciliates the extant literature about the phenomena with the importance of product category involvement.

El objetivo principal del marketing viral es influir positivamente en las marcas. Pero la mayoría de las investigaciones se refieren a las causas de que un anuncio se vuelva viral, no a su impacto en las marcas. En este sentido, esta investigación tiene como objetivo demostrar y comparar los impulsores de valor de los anuncios de video en las marcas y su viralización, determinando qué antecedentes maximizan los resultados en cada uno, permitiendo el mejor rendimiento publicitario para los anunciantes.

Se realizó una encuesta con 368 participantes que vieron anuncios de video virales de cinco empresas globales en YouTube. El modelo estructural se analizó mediante ecuaciones estructurales basada en mínimos cuadrados utilizando SmartPLS4.

Los resultados demostraron que la participación en la categoría de productos es esencial para la publicidad viral. Además, el valor de entretenimiento es el antecedente más relevante de compartir, pero no afecta el valor de la marca; es el valor social responsable del valor de la marca.

Los gerentes de marketing deben crear anuncios que generen simultáneamente entretenimiento y valores sociales, maximizando los efectos de uso compartido y de marca. Sin embargo, si solo se consigue uno de los dos efectos (marca/participación), el anunciante no conseguirá obtener el máximo rendimiento.

La corriente principal de la investigación de marketing viral se centra en los antecedentes de compartir. Sin embargo, compartir no es suficiente para proporcionar efectos de marca y ROI de publicidad. Este estudio revela que los diferentes valores de los consumidores impulsan el intercambio y el valor de la marca, lo que sugiere que las empresas deberían considerar una estrategia de generación de valor dual con respecto al rendimiento de los anuncios de video virales. Por otro lado, esta investigación concilia la literatura existente sobre los fenómenos con la importancia de la participación de la categoría de productos.

病毒式营销的主要目标是对品牌产生积极的影响。但大多数研究关注的是广告走红的原因, 而不是它对品牌的影响。在这个意义上, 本研究旨在证明和比较视频广告对品牌和分享的价值驱动因素, 确定哪些前因能使每一个因素的结果最大化, 为广告商带来最佳的广告效果。

对368名受访者进行了调查, 他们在YouTube上观看了五家全球公司的病毒视频广告。在SmartPLS4中使用结构方程模型 对提议的模型进行了测试。

结果表明, 产品类别的参与对于病毒式广告来说是至关重要的。此外, 娱乐价值是分享的最相关前因, 但它并不影响品牌资产; 对品牌资产负责的是社会价值。

营销经理应该创造同时产生娱乐和社会价值的广告, 使分享和品牌效应最大化。然而, 如果只实现两种效果（品牌/分享）中的一种, 广告商将无法获得最大的绩效。

病毒式营销研究的主流是关注分享的前因后果。然而, 分享并不足以提供品牌效应和广告的投资回报率。本研究揭示了不同消费者的价值观对分享和品牌资产的推动作用, 表明企业应该考虑关于病毒视频广告表现的双重价值产生策略。另一方面, 本研究将现有的文献与产品类别参与的重要性结合在一起。

This article examines the ways in which the popular music industry markets artists through integrated transmedia marketing campaigns. These campaigns unfold across multiple media and create multiple pathways for audience engagement, particularly fan engagement, across social media platforms. The purpose is to further theorise the relationship between artists, the music industry and audiences.

The study used digital ethnography to scrutinise the activities within a contemporary music transmedia marketing campaign, focusing on the release of Taylor Swift's album Reputation as an illustrative case.

The study demonstrates how strategically curated activities encompass platforms' affordances and industry events by making use of fan engagement across social media platforms and streaming services. Fans shift through platforms, as well as across digital and physical spaces, through defined marketing activities at specific times. This article proposes the concept of choreographed engagement to specifically address the ways in which the temporal and spatial aspects of social media marketing are used at the intersection of platform logic, algorithm economy and fan engagement to reach wider audiences.

By proposing the concept of choreographed engagement, the authors bridge the gap between fan practices and marketing practices, providing insight into how commodification of fan engagement is utilised spatially and temporally within the contemporary platform economy. Choreographed engagement constitutes a significant aspect of strategic communication and marketing. The term expands the vocabulary used in the debate on the commodification of artistic work, and audience engagement in the platform era.

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.

A ‘flipped’ or ‘inverted’ teaching approach (Lage et al., 2000) reverses the traditional use of in- and out-ofclass time, delivering instructional input to students before class and devoting classroom time to applying this input in small group tasks. This study investigates the use of videoed lectures and attitudes to in-class activities among undergraduate students in first year Calculus classes using either a lecture-based or a ‘flipped classroom’ approach. Survey results indicate that while the majority of the students embrace the flipped experience and more specifically the in-class group work activities, they lacked the confidence in their self-learning abilities to completely part with an instructor-led class. This finding and its impact on implementing a flipped classroom supports concerns found in the literature that first- and second-year students may need more guidance from their professors before they can truly benefit from the flipped learning model of instruction.

بلقي جهنم سيردتلا " بولقملا " وأ " سوكعملا ) " جيل ،هئﻼمزو 2000 ( فيظوتلا يديلقتلا تقولل لخاد فصلا هجراخو ذإ دوزي بلاطلا داوملاب ةيميلعتلا لبق ءدب فصلا صصخيو تقو ءاقللا يفصلا قيبطتل ام هملعت بلاطلا كلذو نمض تاعومجم مّ ل عت ةريغص ةفداه . لوانتت هذه ةساردلا فيظوت تارضاحم ويديفلا فقاومو ةبلطلا نم ةطشنﻷا ةيفصلا نيب بﻼط ةنسلا ةيعماجلا ىلوﻷا نيقحتلملا تاقاسمب باسح لضافتلا لماكتلاو ) سلوكلاك ( ، كلذو اقﻼطنا نم جهنم دمتعي امإ تارضاحملا وأ فوفصلا ةبولقملا . ريشتو جئاتن حسملا ىلإ هنأ يف نيح لبقي بلغأ بﻼطلا ىلع ةبرجت فصلا ،بولقملا ىلعو هجو ديدحتلا ةطشنأ لمعلا يعامجلا لخاد ،فصلا ريغ مهنأ نورقتفي ىلإ ةقثلا يف مهتاردق ىلع ملعتلا يتاذلا ىلإ دح مهلعجي ريغ نيرداق ىلع يلختلا امامت نع فص هروحم ذاتسﻷا . دناستو هذه ةجيتنلا اهريثأتو ىلع ذيفنت فوفص ةيسارد ةبولقم فواخملا ةدوجوملا يف تايبدﻷا اهدافمو نأ بﻼط ةنسلا ىلوﻷا ةيناثلاو دق نوجاتحي ىلإ ديزم نم هيجوتلا نم مهتذتاسأ لبق نأ اونكمتي نم ةدافتسﻻا اقح نم جذومن ملعتلا بولقملا يف سيردتلا .

The outbreak of Covid-19 increased the average time spent on social media (SM). This led to a transformation in how companies manage their digital marketing channels and created additional pressure for business-to-business (B2B) and family businesses, which tend to focus more on personal relationships with customers and stakeholders than on the implementation of digital marketing strategies on SM. The present research examines the case study of a Facebook advertising campaign created to promote the products and business values of an Italian family firm specialising in the production and commercialisation of biostimulants for agriculture.

The research aims to combine digital marketing avenues (i.e. a Facebook advertising campaign) with established psychological and behavioural theories, such as the dual process theories, by comparing the effects of two promotional videos (emotional vs functional).

The results suggest that emotional videos generate more passive behaviours, such as views, as well as active behaviours in the form of likes, comments and shares, while functional videos induce people to search for more information about the advertised products.

This is the first study to validate the role of Facebook advertising campaigns in developing an information-based approach to B2B family firms by testing the effectiveness of a targeted campaign comparing the impact of emotional and functional cues on increasing users' engagement while optimising the circulation of video content. The study helps to reduce the academic–practice gap by investigating the example of a fruitful integration between academic research and management practice.

Videos of police abuse are often spread through technology, raising questions around how perceptions of police are impacted by these images, especially for 18–24-year-olds who are constantly “logged on.” Limited research investigates the impact of social media on attitudes toward police accounting for age and race. The present study utilizes 19 in-depth interviews with a diverse sample of urban college students who regularly use social media in order to understand how they have been impacted by this content. The findings suggest the necessity of using an intersectional framework to understand the impact of tech-witnessed violence. While no gender differences were uncovered, racial differences did surface. White participants described being minimally influenced by videos of police misconduct, rationalizing it as a “few bad apples.” In contrast, participants of color, except those with family members in law enforcement, described being negatively impacted. Viral content contributed to negative opinions of police, emotional distress, and fears of victimization. Ultimately, videos of police brutality do not impact young populations equally. Instead, they are comparatively more harmful to young people of color who spend more time on social media, can envision themselves as the victims, and experience feelings of fear, despair, and anger after watching these videos.