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The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.

A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.

Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.

This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

One limitation of research that assesses the effectiveness of physical activity interventions for people with dementia is that most do not describe the intervention in sufficient detail to ascertain a theoretical basis or mechanism of action that determines the effective components. This paper aims to identify studies which evaluate the mechanisms of action of physical activity interventions for people with dementia, to further inform effective intervention development.

Papers were screened for evidence of evaluation of specific forms of physical activity, using pre-defined inclusion criteria. Analysis was conducted to ascertain if mechanisms of action were corroborated by data within and between studies.

The authors identified 26 studies with a measured mechanism of action; these related to the effects of physical activity on either neurological structure or endocrinal markers, including hormones. Physical activity had potential to reduce hippocampal atrophy, increase neural recruitment, activate the noradrenergic system and improve anti-inflammatory responses. While individual studies were hampered by small sample sizes, the body of evidence indicated that physical activity may have potential to delay cognitive decline.

Mechanisms of action in relation to dementia and physical activity are likely to be multifaceted, and physical activity may be protective against progression in the early stages of cognitive decline. Physical activity may be of greatest benefit if incorporated into on-going lifestyle, rather than engaged in for short periods, and combined with social interaction.

This paper is unique in its focus on the mechanisms of action of physical activity interventions for people with dementia.

Large class sizes are becoming the norm in higher education against concerns of dropping learning qualities. To maintain the standard of learning and add value, one of the common strategies is for the course convenor to proactively monitor student engagement with learning activities against their assessment outcomes and intervene timely. Learning analytics has been increasingly adopted to provide these insights into student engagement and their performance. This case study explores how learning analytics can be used to meet the convenor’s requirements and help reduce administrative workload in a large health science class at the University of New South Wales.

This case-based study adopts an “action learning research approach” in assessing ways of using learning analytics for reducing workload in the educator’s own context and critically reflecting on experiences for improvements. This approach emphasises reflexive methodology, where the educator constantly assesses the context, implements an intervention and reflects on the process for in-time adjustments, improvements and future development.

The results highlighted ease for the teacher towards the early “flagging” of students who may not be active within the learning management system or who have performed poorly on assessment tasks. Coupled with the ability to send emails to the “flagged” students, this has led to a more personal approach while reducing the number of steps normally required. An unanticipated outcome was the potential for additional time saving through improving the scaffolding mechanisms if the learning analytics were customisable for individual courses.

The results provide further benefits for learning analytics to assist the educator in a growing blended learning environment. They also reveal the potential for learning analytics to be an effective adjunct towards promoting personal learning design.

This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system.

A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data.

The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard.

The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.

Drawing on the signaling theory and technology acceptance model, the main purpose of this study was to predict prospective employees' intentions to apply for jobs in a firm, with a special focus on the mediating role of attitudes toward corporate websites and the moderating role of perceived value fit.

Collecting data from a convenient sample of 318 prospective job candidates, the research hypotheses were tested using structural equation modeling (SEM) with AMOS (version 24) and SPSS Process Macro (version 3.4).

The test results revealed that prospective employees' attitudes toward corporate websites partially mediate the association of corporate reputations, perceived ease of use and perceived usefulness with their intentions to apply for jobs in an organization. Noticeably, perceived value fit moderated the perceived usefulness–application intentions link in such a way that the impact of perceived usefulness on intentions to apply appears higher for individuals with a low level (than a high level) of perceived value fit.

Consistent with the research findings, a notable theoretical contribution and practical implications for HR professionals have been discussed. This paper ends with outlining some limitations and future research directions.

Despite having the salient buffering effects of perceived value fit on the applicant attraction process, empirical study on this theoretical phenomenon is still sparse in a pre-employment context. This may be the first study that demonstrates under what circumstances prospective employees' job pursuit intentions could be optimized in respect of their perceived value fit within a single framework comprised of two theories.

Despite the wide availability of internet banking, levels of intention to use such facilities remain variable between countries. The purpose of this paper is to focus on e-banking in a country with low intention to use e-banking – Jordan – and to explain the slow uptake.

A quantitative method employing a cross-sectional survey was used as an appropriate way of meeting the research objectives. The survey was distributed to bank customers in Amman, Jordan, collecting a total of 328 completed questionnaires. SPSS and AMOS software were used, and multiple regression and artificial neural networks were applied to determine the relative impact and importance of e-banking predictors.

The statistical techniques revealed that several major factors, including perceived ease of use, perceived usefulness, security and reasonable price, stand out as the barriers to intention to use e-banking services in Jordan.

This study theorizes a series of implications on intention to use e-banking. It draws the attention of Jordanian banks to the full functionality of their e-banking systems, emphasizing positive safety features, which could contribute to changing negative customer perceptions. It also contributes to eliciting the theory of customer value among banks by focusing on how they should properly enhance their use of shared value. Moreover, it will present to managers how e-banking predictors can send meaningful and timely information to customers.

This paper aims to examine the perception of parents regarding the role of children as influencers in family consumption decisions in India. The purpose is to support marketing practitioners in understanding the stages of children's influence in the family using the theoretical perspective of the resource theory approach.

This study is based on a Web survey approach. Primary data were obtained from a sample of 180 mothers of adolescent children in the age group of 13–18 years and residing in rural and urban areas of Delhi (India) by administering a bilingual (Hindi/English) pre-tested “structured non-disguised” questionnaire designed on the Google Forms.

The findings that emerged from this study and as supported by the relative theory approach revealed that Indian parents perceive their children to exert a significant influence in family buying decisions, children's influence varies across stages of the decision-making process and the type of product and children's influence in family buying decisions is moderated by family structure but not by family size. The results of this study extend interesting and practical implications for marketing practitioners in India and by extension in other similar countries while designing and implementing marketing mix strategies in respect of goods and services meant for children/family consumption.

The findings that emerged from this study and as supported by the relative theory approach revealed that Indian parents perceive their children to exert significant influence in family buying decisions, children's influence varies across stages of the decision-making process and the type of product, and children's influence in family buying decisions is moderated by family structure but not by family size. Results of this study extend interesting and practical implications for marketing practitioners in India and by extension in other similar countries while designing and implementing marketing mix strategies in respect of goods and services meant for children/family consumption.

The results of this study support the notion that children exert considerable influence in family buying decisions in India across products, hence constitute a viable target market for different products consumed not only by them but by other family members as well. It is, therefore, vital that marketers wishing to penetrate family and/or child product markets must identify the person in the family who is likely to be more involved in the buying process and the extent of his involvement to carve effective promotional strategies.

The finding that although Indian children are actively participating across various stages of the decision-making process and their influence is strongest at the purchase initiation stage has peculiar social implications whereby families may be exposed toward eco-friendly green products and sustainable ways of living through the children in rural as well as urban areas. Similarly, children were also found to be influential at the information search and evaluation stage; hence, the messages regarding social issues, gender equality and health issues, which are not yet openly discussed in Indian families, may be imparted through children for better coverage and effectiveness.

Children are an important part of the family; especially in the nuclear families, children are an apple of eye and central point of the discussion. The role of children in decision-making is also important because of the changing information system and modernization of the younger generation. This is an empirical study focusing on the areas not yet explored and examined in the context of a culturally distinct and emerging country in terms of the emergence of children as influencers in family consumption decisions in rural and urban Indian families.

The study aims to validate a mobile learning readiness scale through the technology readiness and acceptance model (TRAM), thereby assessing students' readiness to adopt m-learning in teaching and learning, including its acceptance.

A structured questionnaire was administered to open and distance learning (ODL) students in Odisha, India, to assess their readiness and acceptance of m-learning. 665 valid responses were collected, and collected data was analysed using statistical packages for social sciences (SPSS) and SmartPLS.

The findings of the study reveal that optimism contributes positively to perceived ease of use (PEOU) and perceived usefulness (PU) of m-learning (β = 7.921, p < 0.001; β = 2.123, p < 0.05), whereas innovativeness positively contributes to PEOU of m-learning (β = 2.227, p < 0.05), but not PU of m-learning. ODL student's optimism improves his/her PEOU and PU of m-learning, but innovativeness improves only his/her PEOU. Further, the impact of innovativeness is higher than that of optimism in the TRAM and innovativeness is the strong predictor to adopt m-learning. It also shows that the PU of m-learning positively influences behavioural intention to use m-learning (β = 4.757, p < 0.001). Integrating technology readiness (TR) with technology acceptance model (TAM) to predict students' acceptance of m-learning is very useful.

The paper will help decision-makers to adopt and use m-learning in higher educational institutions.

This paper is the first to explore the readiness and acceptance of m-learning in higher education in India.