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This article proposes an architecture of an intelligent and autonomous recommendation system to be applied to any virtual learning environment, with the objective of efficiently recommending digital resources. The paper presents the architectural details of the intelligent and autonomous dimensions of the recommendation system. The paper describes a hybrid recommendation model that orchestrates and manages the available information and the specific recommendation needs, in order to determine the recommendation algorithms to be used. The hybrid model allows the integration of the approaches based on collaborative filter, content or knowledge. In the architecture, information is extracted from four sources: the context, the students, the course and the digital resources, identifying variables, such as individual learning styles, socioeconomic information, connection characteristics, location, etc. Tests were carried out for the creation of an academic course, in order to analyse the intelligent and autonomous capabilities of the architecture.

Studies on academic entrepreneurship (AE) agree on the significant impact that Universities can have on entrepreneurial development. AE deploys through fundamental activities, like the start-up of new companies and the connection of the University with Enterprises. The purpose of this paper is to analyse the role of digital learning platforms (DLP) to connect Universities and Enterprises effectively. Although the literature has extensively investigated DLP, there is a lack of understanding of the role of DLP in supporting digital AE. This paper focuses, in particular, on the functional requirements that have to distinguish the development of DLPs supporting education-based activities of knowledge transfer between academia and enterprise.

The research is carried out, adopting a case study methodology. A single and holistic case regarding a DLP developed for the strategic and exclusive deployment of AE activities is proposed to describe and discuss the functional requirements of such Platform.

The DLP is a virtual learning space in which Enterprises and Universities can interact. The definition of design requirements is crucial for the efficacy of DLPs and needs to be carefully supported. Various criteria are proposed, respect to the various stakeholders engaged in DAE learning platform (Universities, Enterprises, students, employees), and according to the short- and long-term objectives of Universities and Entrepreneurship connection.

The paper explores an original case of DLP established in AE, to connect Universities and Enterprises. The research also sheds light on the under focussed typology of AE activities regarding education-based knowledge exchange. They are currently unaddressed by the literature on AE.

Technology-enabled business-to-business (B2B) services contribute the largest share to GDP growth and are fundamental for an economy’s value creation. This article aims to identify key service- and digital technology-driven B2B innovation modes and proposes a research agenda for further exploration.

This conceptual paper adopts a techno-demarcation view on service innovation, encompassing three core dimensions: service offering (the service product, or the “what”), service process (the “how”) and service ecosystem (the “who/for whom”). It delineates the implications of three digital technologies – the internet-of-things (IoT), intelligent automation (IA) and digital platforms – for service innovation across these core dimensions in B2B markets.

Digital technology has immense potential ramifications for value creation by reshaping all three core dimensions of service innovation. Specifically, IoT can transform physical resources into reconfigurable service products, IA can augment and automate a rapidly expanding array of service processes, while digital platforms provide the technical and organizational infrastructure for the integration of resources and stakeholders within service ecosystems.

This study suggests an agenda with six themes for further research, each linked to one or more of the three service innovation dimensions. They are (1) new recurring revenue models, (2) service innovation in the metaverse, (3) scaling up service innovations, (4) ecosystem innovations, (5) power dependency and lock-in effects and (6) security and responsibility in digital domains.

The paper reports a study that was intended to develop a self-assessment instrument to measure high school students' readiness for pursuing independent online learning.

The instrument was developed through the following steps: (1) developing the draft, (2) checking the instrument's face validity and (3) testing the instrument's validity, reliability and discriminant capacity using PLS analysis.

The study has developed a tool to self-assess high school students' readiness for independent online learning. The instrument consists of 36 statement items and is statistically proven to have good reliability, construct and indicator validity and a discriminating power.

The instrument items were designed to fit the context of Indonesian high school students. However, only responses from high school students in rather urban areas were used to test the validity and reliability of the instrument. This could imply that the instrument is only accurate in urban settings.

As a result of the research, a tool to assess high school students' readiness for independent online learning has been created. To better prepare students for independent online learning endeavors, the school might use the results to enhance areas that need improvement.

The study succeeded in developing a contextualized self-assessment tool for measuring Indonesian students' independent online learning readiness.

The purpose of this study is to describe the implementation of a digital-based team coaching intervention aimed at improving team communication in the workplace through social network visualization. The study examined recipients’ perceptions of the intervention at two time points and assessed the temporal stability of various factors, including the intervention’s integrity, design, transferability, acceptance and the usability of the adopted visualization tool. The moderating role of digital usability was also evaluated.

Four team coaching sessions were delivered to 62 participants from seven teams across three departments within a large public health-care organization in Northern Italy. Perceptions of the intervention dimensions were collected after the second and fourth sessions.

Results indicated that, at both time points, recipients appreciated the intervention’s integrity and usability more than its design, transferability and acceptance. Furthermore, no significant changes in recipients’ perceptions were observed over time. The transferability of the intervention was significantly associated with its acceptance, but only when the usability of the digital tool was high.

The study enriches existing literature on digital interventions in group communication by focusing on process dimensions like recipients’ perceptions of various aspects and the implementation process. Furthermore, the study underscores the potential of integrating specific techniques such as sociomapping and coaching within health-care organizations, encouraging more research and development in these areas.

The study emphasizes the critical role of usability and integrity in digital-based team coaching interventions, suggesting that high-quality, user-friendly tools not only lead to initial effectiveness but also sustain positive impacts over time, while also increasing transferability and acceptance.

The present study uniquely deploys a longitudinal approach to examine recipients’ perceptions of a digital-based intervention that combines social network visualization and team coaching to enhance team communication.

This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.

The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.

Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.

The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.

The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.

The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.

This study examines the dualities of digital services – that is, how customers’ favorite everyday digital services can positively and negatively contribute to their well-being. Thus, the study describes the meanings of favorite digital services as part of customers’ everyday lives and the types of well-being to which such services can contribute.

We used a qualitative research approach through semi-structured interviews conducted in 2021 to collect data from 14 young adults (22–31 years old) who actively used digital services in their daily lives.

Our findings revealed that customers’ favorite everyday digital services can contribute to their mental well-being, social well-being, and intellectual well-being. Within these three dimensions of well-being, we identified nine dualities of digital services that describe their positive and negative contributions: (1) digital escapism versus digital disruption, (2) digital relaxation versus digital stress, (3) digital empowerment versus digital subjugation, (4) digital augmentation versus digital emptiness, (5) digital socialization versus digital isolation, (6) digital togetherness versus digital exclusion, (7) digital self-expression versus digital pressure, (8) digital learning versus digital dependence, and (9) digital inspiration versus digital stagnation.

These findings suggest that everyday digital services have the potential to contribute to customer well-being in various aspects – both positively and negatively – accentuating the need for service providers to decipher the impacts of their offerings on well-being. Indeed, understanding the relationship between digital services and customer well-being can help companies tailor their services to customers’ needs. Companies that prioritize customer well-being not only benefit their customers but also create sustainable growth opportunities in the long run. Further, companies can use the derived information in service design to develop marketing strategies that emphasize the positive impacts of their digital services on customer well-being.

Although prior transformative service studies have investigated the well-being of multiple stakeholders, such studies have focused on services related to the physical and healthcare domains. Consequently, the role of everyday digital services as contributors to customer well-being is an under-researched topic. In addition, the concept of well-being and its various dimensions has received limited attention in previous service research. By investigating everyday digital services and their multidimensional contribution to customer well-being, this study broadens the perspective on well-being within TSR and aids in refining a more precise conceptualization.

This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for identification of patients’ cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice?

Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data.

Professionals’ knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice.

This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.

This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education.

An empirical study approach was used to explore feedback needs and experiences from educational institutions in the Netherlands and Germany (N = 247) using a survey method.

The results showed that instruments supporting features for effortless interactivity are among the highly preferred options for giving/receiving feedback in online/hybrid classrooms, which are in addition also opted for post-pandemic education. The analysis also showed that, when communicating feedback digitally, more inclusive formats are preferred, e.g. informing learners about how they perform compared to peers. The increased need for comparative performance-oriented feedback, however, may affect students' goal orientations. In general, the results of this study suggest that while interactivity features of online instruments are key to ensuring social presence when using digital forms of feedback, balancing online with offline approaches should be recommended.

This research contributes to the gap in the scientific literature on feedback digitalization. Most of the existing research are in the domain of automated feedback generated by various learning environments, while literature on digital feedback in online classrooms, e.g. empirical studies on preferences for typology, formats and communication channels for digital feedback, to the best of the authors’ knowledge is largely lacking. The findings and recommendations of this study extend their relevance to post-pandemic education for which hybrid classroom is opted among the highly preferred formats by survey respondents.