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Teamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development and effectiveness. This study aimed to analyze how a non-directive coaching intervention model for an entire team influences the individual team members’ teamwork competencies.

Action research was used in this study with a quasi-experimental design featuring control and experimental groups comprising final-year engineering students from Universidad Politécnica de Madrid. The sample included 168 students, with 132 in the control group and 36 in the experimental group. The experimental group underwent a non-directive team coaching intervention involving three sessions. Competencies were evaluated using the teamwork competency test (TWCT), administered at the course’s beginning and end to measure progress.

The results show that the individuals who participated in the team coaching significantly increased their competencies, particularly “conflict resolution” and “feedback.”

This study’s value contributes to identifying the positive impacts of non-directive team coaching interventions on individual teamwork competencies, fostering collaborative skills and supporting collective goals.

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

Whenever social injustice tackled by social movements receives heightened media attention, charitable crowdfunding platforms offer an opportunity to proactively advocate for equality by donating money to affected people. This research examines how the Black Lives Matter movement and the associated social protest cycle after the death of George Floyd have influenced donation behavior for campaigns with a personal goal and those with a societal goal supporting the black community.

This paper follows a quantitative research approach by applying a quasi-experimental research design on a GoFundMe dataset. In total, 67,905 campaigns and 1,362,499 individual donations were analyzed.

We uncover a rise in donations for campaigns supporting the black community, which lasts substantially longer for campaigns with a societal than with a personal funding goal. Informed by construal level theory, we attribute this heterogeneity to changes in the level of abstractness of the problems that social movements aim to tackle.

This research advances the knowledge of individual donation behavior in charitable crowdfunding. Our results highlight the important role that charitable crowdfunding campaigns play in promoting social justice and anti-discrimination as part of social protest cycles.

A visual sweetness scale with an arrow pointing to a specific sweetness level is now required on all labels of AOC Alsace. The sweetness scale makes it easier for consumers to understand what is in the bottle. What is less clear, however, is whether such labeling is always effective. To fill this gap, the current research paper aims to examine the positive and negative effects (double-edged effects) of a visual sweetness scale and identify the boundary condition.

Two studies were conducted using a 2 (cue type: scale vs text) by 2 (consumer type: novices vs experienced wine consumers) between-subjects, quasi-experimental design.

The double-edged effects are only significant among wine novices. Specifically, though wine novices are more likely to purchase wine with a sweetness scale (vs text) due to perceived diagnosticity (Study 1), they are unwilling to pay more due to low perceived quality (Study 2).

The study findings provide practical implications for wine producers, marketers and restaurants regarding when and how to use the sweetness scale on wine labels and wine service.

To the best of the authors’ knowledge, this research is the first to reveal the impact of visualizing wine style on wine labels. More importantly, while most previous research demonstrates the positive effects of using visual cues, this research sheds light on its drawbacks and examines the underlying mechanisms.

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

The aim of this scoping review is to describe the published gerotranscendence interventions targeting older adults’ caregivers and their outcomes.

Six databases were searched, and three studies were selected for analysis: one short-term quasi-experimental study and two observational studies.

The interventions consisted in an instructional moment about the gerotranscendence theory and a moment for sharing personal perceptions.

Gerotranscendence interventions can be essential for the caregivers to have a better relationship with the older adults, as they could improve their perception on their needs. Even though the interventions presented promising results benefiting caregivers and older adults, none of the studies confirmed that these changes persisted in the long term and additional studies are needed to robustly investigate this subject.

This study aims to present a step-by-step implementation of the culturo–techno-contextual approach (CTCA) in a university classroom to teach industry and competitive analysis in the Ghanaian undergraduate entrepreneurship development curriculum. It further investigates the efficacy of the CTCA in breaking difficulties related to the study of industry and competitive analysis as a difficult concept in the Ghanaian entrepreneurship development curriculum. In doing this, the CTCA is compared with the lecture method.

The study adopts a quantitative approach. A quasi-experimental design is employed to gather data from 215 level 400 (4th-year undergraduate students) entrepreneurship development students at a Ghanaian public university. The experimental group was taught with CTCA, while the control group used the lecture method. The data was collected using the industry and competitive analysis achievement test (ICAAT). As random assignment to experimental and control groups were not possible, the data were subjected to an analysis of covariance approach with pre-test scores added as a covariate.

The results show that the experimental group significantly outperformed the control group. The results further indicate the efficacy of CTCA in improving undergraduate students’ performance in complex concepts of entrepreneurship.

Researchers usually test alternative teaching methods to break down barriers to study difficulties. The study’s uniqueness stems from the CTCA’s ground-breaking application to the study of entrepreneurship development in a Ghanaian public university.

Research has started exploring how brand heritage perceptions affect people. However, little attention has been paid to the underlying mechanisms and the link between brand heritage and relational outcomes. This study aims to integrate research on brand heritage with the stereotype-content model (SCM) to offer a novel explanation of why and when consumers identify with heritage brands.

Two quasi-experimental studies with consumers in Germany (N = 312 and N = 300) focus on multiple real brands to test the mediating roles of warmth and competence. Given the central role of anthropomorphism in brand applications of the SCM, two corresponding variables are examined as moderators, one relating to the brand (brand anthropomorphism) and the other relating to the individual (a person’s feeling of loneliness). Category involvement, state anxiety, brand familiarity, past orientation and consumer age are included as controls.

The findings indicate that warmth and competence mediate the brand heritage consumer–brand identification relationship. In addition, they highlight the moderating role of brand anthropomorphism and loneliness.

This study offers a novel process explanation for how brand heritage perceptions influence consumer–brand relationships, contingent upon loneliness and anthropomorphism.

The findings help marketers better understand how and when warmth and competence transmit positive brand heritage effects, resulting in more favorable responses.

To the best of the authors’ knowledge, this work is among the first to adopt a stereotype-content and anthropomorphic perspective on consumer responses to brand heritage perceptions.

Tourism destination marketers use videos that incorporate storytelling and visual and audio components to evoke emotional arousal and memorability. This study aims to examine the increase in participants’ level of arousal and the degree of memorability after watching two different videos.

A quasi-experimental study was conducted with 45 participants who watched two destination promotional videos. One video used storytelling whereas the other used scenic images and music. The level of arousal was measured using both tonic and phasic electrodermal activity levels. The memorability of each video was measured after seven days by testing the recall accuracy.

Scenic imagery and music videos were associated with higher-than-average arousal levels, while storytelling videos generated larger-amplitude arousal peaks and a greater number of arousal-evoking events. After a week, the respondents recalled more events from the storytelling video than from the scenery and musical advertisements. This finding reveals that the treatment, storytelling and sensory stimuli in advertising moderate the impact of arousal peaks and memorability.

These results indicate that nonnarrative videos using only sceneries and music evoked a higher average level of arousal. However, memorability was associated with higher peak levels of arousal only in narrative storytelling. This is the first tourism study to report the effects of large arousal peaks on improved memorability in advertising.

This study examined the relationship between perceived personalization and positive electronic word of mouth, as well as the mediating impact of online advertising engagement and the moderating effect of online users' modes on that relationship. The theory of presence serves as the foundation for the relationships among variables.

A quasi-experimental research design was used to carry out the investigation. The analysis was performed on 865 valid responses from the treatment and control groups.

Results showed no mediation for the control group and partial mediation for the treatment group. The treatment group's moderated mediation relationships were found as significant, but the control group's relationships were insignificant. The findings also supported the hypothesis that there is a significant association between perceived personalization and online advertising engagement for playful online users and a weak relationship for serious online users. On the mediation link of online advertising engagement between perceived personalization and positive electronic word of mouth, the conditional indirect influence of “online users' modes” has been specifically studied.

This study is the first to examine online advertising through the lens of the theory of presence and offers a moderated-mediation model of Online Users' Modes and Online Advertising Engagement, which is a valuable addition to the marketing body of knowledge.