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Open Access
Article
Publication date: 15 November 2022

Emily K. Faulconer, Charlotte Bolch and Beverly Wood

As online course enrollments increase, it is important to understand how common course features influence students' behaviors and performance. Asynchronous online courses often…

1226

Abstract

Purpose

As online course enrollments increase, it is important to understand how common course features influence students' behaviors and performance. Asynchronous online courses often include a discussion forum to promote community through interaction between students and instructors. Students interact both socially and cognitively; instructors' engagement often demonstrates social or teaching presence. Students' engagement in the discussions introduces both intrinsic and extraneous cognitive load. The purpose of this study is to validate an instrument for measuring cognitive load in asynchronous online discussions.

Design/methodology/approach

This study presents the validation of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions in an introductory physics course.

Findings

The instrument demonstrated reliability for a model with four subscales for all five discrete tasks. This study is foundational for future work that aims at testing the efficacy of interventions, and reducing extraneous cognitive load in asynchronous online discussions.

Research limitations/implications

Nonresponse error due to the unincentivized, voluntary nature of the survey introduces a sample-related limitation.

Practical implications

This study provides a strong foundation for future research focused on testing the effects of interventions aimed at reducing extraneous cognitive load in asynchronous online discussions.

Originality/value

This is a novel application of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions.

Details

Journal of Research in Innovative Teaching & Learning, vol. 16 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 5 December 2022

Carolin Ischen, Theo B. Araujo, Hilde A.M. Voorveld, Guda Van Noort and Edith G. Smit

Virtual assistants are increasingly used for persuasive purposes, employing the different modalities of voice and text (or a combination of the two). In this study, the authors…

3973

Abstract

Purpose

Virtual assistants are increasingly used for persuasive purposes, employing the different modalities of voice and text (or a combination of the two). In this study, the authors compare the persuasiveness of voice-and text-based virtual assistants. The authors argue for perceived human-likeness and cognitive load as underlying mechanisms that can explain why voice- and text-based assistants differ in their persuasive potential by suppressing the activation of consumers' persuasion knowledge.

Design/methodology/approach

A pre-registered online-experiment (n = 450) implemented a text-based and two voice-based (with and without interaction history displayed in text) virtual assistants.

Findings

Findings show that, contrary to expectations, a text-based assistant is perceived as more human-like compared to a voice-based assistant (regardless of whether the interaction history is displayed), which in turn positively influences brand attitudes and purchase intention. The authors also find that voice as a communication modality can increase persuasion knowledge by being cognitively more demanding in comparison to text.

Practical implications

Simply using voice as a presumably human cue might not suffice to give virtual assistants a human-like appeal. For the development of virtual assistants, it might be beneficial to actively engage consumers to increase awareness of persuasion.

Originality/value

The current study adds to the emergent research stream considering virtual assistants in explicitly exploring modality differences between voice and text (and a combination of the two) and provides insights into the effects of persuasion coming from virtual assistants.

Details

Internet Research, vol. 32 no. 7
Type: Research Article
ISSN: 1066-2243

Keywords

Open Access
Article
Publication date: 4 May 2021

Gustav Hägg

The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to…

7455

Abstract

Purpose

The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking.

Design/methodology/approach

The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years.

Findings

The main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes.

Originality/value

The paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Open Access
Article
Publication date: 19 September 2023

Juan Chen, Nannan Xi, Vilma Pohjonen and Juho Hamari

Metaverse, that is extended reality (XR)-based technologies such as augmented reality (AR) and virtual reality (VR), are increasingly believed to facilitate fundamental human…

2261

Abstract

Purpose

Metaverse, that is extended reality (XR)-based technologies such as augmented reality (AR) and virtual reality (VR), are increasingly believed to facilitate fundamental human practice in the future. One of the vanguards of this development has been the consumption domain, where the multi-modal and multi-sensory technology-mediated immersion is expected to enrich consumers' experience. However, it remains unclear whether these expectations have been warranted in reality and whether, rather than enhancing the experience, metaverse technologies inhibit the functioning and experience, such as cognitive functioning and experience.

Design/methodology/approach

This study utilizes a 2 (VR: yes vs no) × 2 (AR: yes vs no) between-subjects laboratory experiment. A total of 159 student participants are randomly assigned to one condition — a brick-and-mortar store, a VR store, an AR store and an augmented virtuality (AV) store — to complete a typical shopping task. Four spatial attention indicators — visit shift, duration shift, visit variation and duration variation — are compared based on attention allocation data converted from head movements extracted from recorded videos during the experiments.

Findings

This study identifies three essential effects of XR technologies on consumers' spatial attention allocation: the inattention effect, acceleration effect and imbalance effect. Specifically, the inattention effect (the attentional visit shift from showcased products to the environmental periphery) appears when VR or AR technology is applied to virtualize the store and disappears when AR and VR are used together. The acceleration effect (the attentional duration shift from showcased products to the environmental periphery) exists in the VR store. Additionally, AR causes an imbalance effect (the attentional duration variation increases horizontally among the showcased products).

Originality/value

This study provides valuable empirical evidence of how VR and AR influence consumers' spatial bias in attention allocation, filling the research gap on cognitive function in the metaverse. This study also provides practical guidelines for retailers and XR designers and developers.

Details

Information Technology & People, vol. 36 no. 8
Type: Research Article
ISSN: 0959-3845

Keywords

Open Access
Article
Publication date: 15 January 2020

Linnette R. L. Werner and David Hellstrom

Several models of leadership outline theories on successful intervention such as “Observe, Interpret, and Intervene” within the Adaptive Leadership model (Heifetz, Grashow, &…

Abstract

Several models of leadership outline theories on successful intervention such as “Observe, Interpret, and Intervene” within the Adaptive Leadership model (Heifetz, Grashow, & Linsky, 2009) or the “Five Practices” within Kouzes & Posner’s (2012) work. However, during stressful moments of leadership practice, many models for leadership intervention are difficult for students to implement. The authors suggest the pVASE framework as an additional component to other intervention models of leadership in order to better support cognitive load and leadership problem-solving during real-time, emergent leadership moments within and beyond the classroom.

Details

Journal of Leadership Education, vol. 19 no. 1
Type: Research Article
ISSN: 1552-9045

Open Access
Article
Publication date: 23 September 2024

Brett Whitaker and Whitney Whitaker

Keep Talking and Nobody Explodes is a puzzle-based video game that allows Leadership educators to facilitate a highly interactive and behaviorally intense experience within a…

Abstract

Purpose

Keep Talking and Nobody Explodes is a puzzle-based video game that allows Leadership educators to facilitate a highly interactive and behaviorally intense experience within a traditional classroom environment. In this manuscript, we discuss appropriate use cases, curricular alignments and provide a sample lesson plan outlining one way of using the game.

Design/methodology/approach

The cooperative and team-based nature of this game provides opportunities to create interactive lessons on a variety of topics, such as communication, group dynamics, leadership, conflict strategies and cognitive load.

Findings

Our primary reflection is that this game provides a good balance between fun engagement and rigorous learning. While deploying this game in several leadership and psychology courses, students have shown excitement and enthusiasm about playing the game, especially when we have built up some anticipation for it while discussing cognitive load theory (CLT) or other content in the classes leading up to the experience.

Originality/value

The game provides a unique behavioral experience that is useful in several different educational outlets. Fundamentally, the game provides the opportunity for creating three dynamics among small groups of students: cognitive overload, intergroup stress and conflict and communication in stressful environments. Each of these three could be applicable in various courses and curriculum.

Details

Journal of Leadership Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1552-9045

Keywords

Open Access
Article
Publication date: 15 December 2023

Chunyi Xian, Hessam Vali, Ruwen Tian, Jingjun David Xu and Mehmet Bayram Yildirim

The authors investigate the varying impact of three categories of conflicting consumer reviews (i.e. conflicting opinions on attributes of a product item, conflicting ratings of…

1081

Abstract

Purpose

The authors investigate the varying impact of three categories of conflicting consumer reviews (i.e. conflicting opinions on attributes of a product item, conflicting ratings of an item and the intensity of conflicting reviews of an item) on the potential customers' perceived informativeness, which is expected to affect the perceived correct purchase.

Design/methodology/approach

To test their proposed hypotheses, the authors conducted an experiment using a 2 × 2 × 2 factorial design for each conflict type comprising two levels (low vs high).

Findings

The results of this study found that conflicting opinions on product attributes can enhance potential customers' perceptions of informativeness and subsequent correct purchase decisions while conflicting ratings and the intensity of conflicting reviews can diminish potential customers' perceptions of informativeness. In addition, conflicting ratings negatively moderate the effect of conflicting attributes on perceived informativeness such that the positive effect of conflicting attributes on perceived informativeness will be less prominent when conflicting ratings are present (vs absent).

Originality/value

While potential customers are browsing product descriptions, reviews and comments from other purchasers are also playing a role in influencing a potential customer's purchase decision. However, given the different experiences and temperaments of individuals, the subjective remarks and ratings of individuals are sometimes inconsistent or even conflicting, which can lead to confusion among potential customers. The authors categorize the positive or negative effects of the three conflicting reviews based on the two dimensions of ease of capture and product diagnosticity. The findings can help platforms optimize the display of product reviews to help potential customers make more accurate purchase decisions.

Details

Journal of Electronic Business & Digital Economics, vol. 3 no. 1
Type: Research Article
ISSN: 2754-4214

Keywords

Open Access
Article
Publication date: 2 July 2024

Denis Dyvee Errabo, Alicia Dela Rosa and Luis Jose Mari Gonzales

Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of…

Abstract

Purpose

Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts.

Design/methodology/approach

We utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study’s approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation.

Findings

The study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

Research limitations/implications

Although our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches.

Practical implications

Innovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students.

Social implications

The study promotes equitable education, which eventually promotes learning outcomes of the students.

Originality/value

We created differentiated podcasts tailored to the learning styles of the students. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 11 September 2024

Rajab Ghandour

The aim of the research is to evaluate different modality for product reviews presentation and its impact on users’ performance, purchase intention and enjoyment.

Abstract

Purpose

The aim of the research is to evaluate different modality for product reviews presentation and its impact on users’ performance, purchase intention and enjoyment.

Design/methodology/approach

The study utilized an experimental approach with 48 opportunistic participants in three groups (16 users per group). Participants were randomly assigned to experimental conditions to ensure unbiased treatment. Data were collected through controlled interventions or manipulations, with pre-defined measures to assess specific outcomes. Statistical techniques such as ANOVA were employed to analyse the data, allowing for comparisons between experimental variables.

Findings

The findings revealed that integrating facial expression avatars and emojis into an e-commerce platform effectively communicates product reviews and ratings. Moreover, the use of animation significantly enhanced user enjoyment. This suggests that visual representations not only convey information effectively but also contribute to a more engaging and enjoyable user experience.

Research limitations/implications

While this experiment offers valuable insights into the impact of different e-commerce presentation layouts on user behaviour, further research could delve deeper into specific aspects such as the influence of individual user characteristics and the long-term effects of layout preferences.

Originality/value

This study contributes original insights by demonstrating the efficacy of facial expressive avatars and emojis in conveying product reviews and ratings within e-commerce platforms. Moreover, it adds value by highlighting the positive impact of animation on user enjoyment. By combining these elements, the research offers a novel approach to enhancing user engagement and understanding of customer feedback in online shopping environments. The findings provide valuable guidance for e-commerce platforms seeking innovative ways to communicate product information effectively and enhance the overall user experience, ultimately benefiting both businesses and consumers.

Details

Journal of Trade Science, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2815-5793

Keywords

Open Access
Article
Publication date: 22 November 2021

Chris Kossen and Chia-Yi Ooi

This paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive…

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Abstract

Purpose

This paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive, and a more positive experience, with the aim of increasing student success. Central to this approach is segmenting materials into “bite-size” instalments by way of short micro-lecture presentations and reducing other content. The aim of this “less is more” strategy is to reduce unnecessary cognitive load as an impediment to learning so that focus can shift to prioritising the most essential skills and content. The purpose of this trial is to explore the efficacy of micro-learning as a means for increasing student engagement and learning.

Design/methodology/approach

The trials involved a mixed mode methodology drawing on qualitative and ratings data from course satisfaction surveys and records on grades and completion.

Findings

To date, results have shown significant increases in student engagement and satisfaction, and also performance. Our application of micro-learning included reducing volume of content based on its practical value, use of novelty (e.g. infusing guest presenter input) and design of practical and collaborative student activities.

Research limitations/implications

Early results are encouraging regarding apparent utility for engaging learners and ease of application, i.e. implementability and transference potential. However, the rapidly expanding area of online learning requires further research to establish a well-validated evidence base for effective online teaching practices.

Practical implications

The findings are relevant to universities involved in online and blended learning. Micro-learning design methods show promise in being able to address major engagement barriers including cognitive overload.

Social implications

More students are struggling with learning in today's social environment brought about with the massification of higher education. Micro-learning seeks to address major barriers these learners face with methods that go beyond traditional teaching practices.

Originality/value

Findings here are encouraging and contribute to existing understanding on ways to increase learner engagement in the competitive and fast-growing area of online learning for universities globally.

Details

Asian Association of Open Universities Journal, vol. 16 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

1 – 10 of over 1000