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Despite being an authentic carrier of various cultural practices, the human body is often underutilised to access the knowledge of human body. Digital inventions today have created new avenues to open up cultural data resources, yet mainly as apparatuses for well-annotated and object-based collections. Hence, there is a pressing need for empowering the representation of intangible expressions, particularly embodied knowledge within its cultural context. To address this issue, the authors propose to inspect the potential of machine learning methods to enhance archival knowledge interaction with intangible cultural heritage (ICH) materials.

This research adopts a novel approach by combining movement computing with knowledge-specific modelling to support retrieving through embodied cues, which is applied to a multimodal archive documenting the cultural heritage (CH) of Southern Chinese martial arts.

Through experimenting with a retrieval engine implemented using the Hong Kong Martial Arts Living Archive (HKMALA) datasets, this work validated the effectiveness of the developed approach in multimodal content retrieval and highlighted the potential for the multimodal's application in facilitating archival exploration and knowledge discoverability.

This work takes a knowledge-specific approach to invent an intelligent encoding approach through a deep-learning workflow. This article underlines that the convergence of algorithmic reckoning and content-centred design holds promise for transforming the paradigm of archival interaction, thereby augmenting knowledge transmission via more accessible CH materials.

The objective of this research is to analyze how omnichannel consumer journey design (OCJD) influences the online customer experience (OCE) and e-satisfaction in consumers' multirooming behavior (searching for information in online and offline channels and purchasing the product online).

The problem-solving theory and experiential marketing perspective are the theoretical background that enables the establishment of five hypotheses. A survey is conducted on multiroomers who had purchased a product online, following an online and offline research journey.

The results showed that OCJD directly and indirectly (through online consumer experience) influences e-satisfaction. Females and younger individuals exhibited higher levels of e-satisfaction.

First, this research analyzes consumers' multichannel search strategies. Second, the consumer journey is incorporated into the study of multichannel retailing. Third, an emergent typology of cross-channel free-riding behavior is analyzed: multirooming.

Megaproject performance measurement (MPM) has received great attention in the project management community, but it primarily focused on the design of performance measures or frameworks. Yet, whether MPM utilization can improve megaproject performance and how project actors use MPM to improve megaproject performance is less well understood. This study aims to investigate whether and how the use of MPM can contribute to better megaproject performance.

Through the lens of the lever of control, this study conceptualizes MPM utilization as diagnostic use and interactive use. A holistic research model and related hypotheses integrating MPM use, project complexity and megaproject performance were established. The model was validated using a partial square-structural equation modeling method.

Based on 214-megaproject data collected through a questionnaire survey in China, the results show positive effects of diagnostic use and interactive use on megaproject performance. Both, however, have substitutional interaction effects. The moderating results suggest that the higher project complexity weakens the positive effects of MPM utilization on megaproject performance.

This study advances megaprojects performance measurement and management literature by validating the value of MPM utilization on performance. It also presents practical implications for project managers to improve performance by appropriate MPM utilization.

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

In the realm of education, there has been an increasing emphasis on developing analytical thinking (AT) in the past few years. This systematic review focuses on an analysis of journal publications that have explored AT within the context of science, technology, engineering and mathematics (STEM) education. This analysis investigated four primary issues: (1) the operational definition that was used; (2) the types of theories that were used; (3) the interventions that were implemented to enhance AT skills; and (4) the research designs that were used.

To ensure a comprehensive and thorough review, we used the guidelines of preferred reporting items for systematic reviews and meta-analysis.

A comprehensive review of 28 pertinent scholarly articles reveals that scholars frequently rely on the concepts proposed by Anderson (2002), Marzano and Kendall (2008), Rodrangsee and Tuntiwongwanich (2021) and Suyatman et al. (2021) to establish a framework for delineating the competencies associated with analytical thinking (AT). Quasi-experimental designs were the most frequently used research designs in the studies analysed, followed by research and development approaches and then correlational designs. Most researchers have focused on investigating the effectiveness of problem-based learning as an intervention for improving AT skills. However, most research indicates that the theories or theoretical frameworks used to guide the research must be evident.

To the extent the authors know, this study represents the initial comprehensive examination of analytical thinking in STEM education. It presents a consolidated summary of the available evidence, assessing its quality and bringing it together in a single resource.

This study aims to provide insight into the usage of metaverse technologies in libraries, examining their impact on library service user engagement and assisting in unique promotion and marketing techniques for the metaverse setting.

This study used a literature review approach to synthesize current scholarly material on metaverse technologies and their practical applicability in the library context. It gathered academic literature from Emerald, Web of Science, Scopus and Google Scholar databases to construct a strong foundation for the study from journal articles, which were retrieved using the researcher’s “search string.”

Metaverse technologies are reshaping the idea of smart libraries, offering innovative approaches to interact with information resources and delivering users progressively immersive and dynamic learning experiences. This in-depth investigation adds to a better understanding of the emerging link between metaverse technology and library professionals. It bridges the gap between libraries and users, transcending geographical boundaries and enabling libraries to serve a global audience. It anticipates metaverse-infused academic libraries welcoming new methods of engaging with their users with interactive capabilities to create a unique environment to explore library resources in an interactive marketing approach.

The metaverse is not only the future but also the future of libraries. This research fills the gap by advancing the literature on cutting-edge library technologies and empowers users to become reflective and well-informed information producers. It also helps library stakeholders engage with their audience in new and impactful ways and explore innovative marketing strategies tailored to the metaverse environment.

This study aims to examine the visual effects of cause-related marketing (CM) posts on Instagram, with a focus on image resolution and consumer engagement.

Three studies were conducted through an experimental design. Study 1 (N = 155) uncovered the mediation underlying the effects of image quality (low and high image resolution). Study 2 (N = 160) replicated the findings of the first study and extended the investigation by examining the mediator (fluency) and moderator (visual sensitivity). Study 3 (N = 291) further extended the effects of image resolution by demonstrating its interactive effects with the visual complexity of an Instagram post design in a 2 × 2 factorial experiment.

The serial mediation analysis demonstrated that high image resolution CM posts yielded more favorable evaluations in terms of brand credibility and information costs saved, subsequently leading to positive brand attitudes, purchase intentions and increased Instagram engagement. Processing fluency mediated image effects on brand credibility, while individual differences in visual sensitivity moderated the image effects. The image resolution effects were greater for visually complex CM posts compared to simple ones.

To one's best knowledge, little to no research has examined the image quality of Instagram posts in the context of CM and the extent to which such visual cues can affect consumers' brand evaluations and engagement on the platform.

Despite its practical significance, there exists a notable gap in understanding the specific role of CM posts on Instagram and the impact of visual elements on consumer behaviors. The current research findings aim to bridge the research gap.

Video game streaming (VGS) is emerging as an extremely popular, highly interactive, inordinately subscribed and very dynamic form of digital media. Incorporated environmental elements, gratifications and user pre-existing attitudes in VGS, this paper presents the development of an extended model of uses and gratification theory (EUGT) for predicting users' behavior in novel technological context.

The proposed model was empirically tested in VGS context due to its popularity, interactivity and relevance. Data collected from 308 VGS users and structural equation modeling (SEM) was employed to assess the hypotheses. Multi-model comparison technique was used to assess the explanatory power of EUGT.

The findings confirmed three significant types elements in determining VGS viewers' engagement, including gratifications (e.g. involvement), environmental cues (e.g. medium appeal) and user predispositions (e.g. pre-existing attitudes). The results revealed that emerging technologies provide potential opportunities for new motives and gratifications, and highlighted the significant of pre-existing attitudes as a mediator in the gratification-uses link.

This study is one of its kind in tackling the criticism on UGT of considering media users too rational or active. The study achieved this objective by considering environmental impacts on user behavior which is largely ignored in recent UGT studies. Also, by incorporating users pre-existing attitudes into UGT framework, this study conceptualized and empirically verified the higher explanatory power of EUGT through a novel multi-modal approach in VGS. Compared to other rival models, EUGS provides a more robust explanation of users' behavior. The findings contribute to the literature of UGT, VGS and users' engagement.

The purpose of this study is to develop an empirical model by understanding the relative significance of interactive technological forces, such as chatbots, virtual try-on technology (VTO) and e-word-of-mouth (e-WOM), to improve interactive marketing experiences among consumers. This study also validates the moderating role of the perceived effectiveness of e-commerce institutional mechanism (PEEIM) as a moderator between attitude and continued intention.

Data were collected through personal visits and an online survey. The link to the survey questionnaire was shared on different social media platforms and social networking sites. A total of 362 responses obtained in the online and offline modes were considered for this study.

e-WOM emerged as the strongest predictor of attitude, followed by chatbots and VTO. The results of this study revealed that PEEIM did not moderate the relationship between attitude and continued intention.

Using the self-determination theory and behavioral reasoning theory as theoretical frameworks, this study is an initial endeavor in the online shopping context to empirically validate interactive forces like chatbots, VTO, e-WOM and PEEIM as moderators together to arrive at a holistic framework. These forces, in turn, act as significant contributors to online shopping satisfaction.