77,827 research outputs found
e-Consumer Behaviour
Purpose â The primary purpose of this article is to bring together apparently disparate and yet
interconnected strands of research and present an integrated model of e-consumer behaviour. It
has a secondary objective of stimulating more research in areas identified as still being underexplored.
Design/methodology/approach â The paper is discursive, based on analysis and synthesis of econsumer
literature.
Findings â Despite a broad spectrum of disciplines that investigate e-consumer behaviour and
despite this special issue in the area of marketing, there are still areas open for research into econsumer
behaviour in marketing, for example the role of image, trust and e-interactivity. The
paper develops a model to explain e-consumer behaviour.
Research limitations/implications â As a conceptual paper, this study is limited to literature and
prior empirical research. It offers the benefit of new research directions for e-retailers in
understanding and satisfying e-consumers. The paper provides researchers with a proposed
integrated model of e-consumer behaviour.
Originality/value â The value of the paper lies in linking a significant body of literature within a
unifying theoretical framework and the identification of under-researched areas of e-consumer
behaviour in a marketing context
Educational Uses of Augmented Reality (AR): Experiences in Educational Science
Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself
Analysing the Role of Interactivity in User Experience
An experimental investigation into the role of interaction in user experience (UX) with a controlled manipulation of interactivity features (e.g. avatars, interactive video) in a university information website is reported. The more interactive version had better affect and hedonic ratings, even though its perceived usability was worse. Analysis of qualitative data showed users were attracted to the interactive features, although they complained about poor usability. The results of the experiments are discussed to consider the role of interactivity in user experience and the differences between usersâ quantitative judgements of UX and their comments on interactive features which
reveal different perspectives
Adoption of augmented reality technology by university students
In recent times, Augmented Reality has gained more relevance in the field of education. This relevance has been
enhanced due to its ease of use, as well as the availability of the technical devices for the students. The present
study was conducted with students enrolled in the Pedagogy Degree in the Faculty of Education at the University
of Seville. The objective was to understand the degree of technological acceptance of students during their
interaction with the AR objects produced, the performance achieved by the students, and if their gender affected
their acquisition of knowledge. For this, three data collection instruments were utilized: a multiple choice test for
the analysis of the student's performance after the interaction, the Technology Acceptance Model (TAM) diagnostic instrument, created by Davis (1989), and an âad hocâ instrument created so that the students could
evaluate the class notes enriched with the AR objects created. The study has allowed us to broaden the scientific
knowledge of the TAM by Davis, to understand that AR objects can be utilized in university teaching, and to know
that the student's gender does not influence learning.Ministry of Economy and Competitiveness of Spain EDU-5746-
Design Fiction Diegetic Prototyping: A Research Framework for Visualizing Service Innovations
The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.Purpose: This paper presents a design fiction diegetic prototyping methodology and research framework for investigating service innovations that reflect future uses of new and emerging technologies.
Design/methodology/approach: Drawing on speculative fiction, we propose a methodology that positions service innovations within a six-stage research development framework. We begin by reviewing and critiquing designerly approaches that have traditionally been associated with service innovations and futures literature. In presenting our framework, we provide an example of its application to the Internet of Things (IoT), illustrating the central tenets proposed and key issues identified.
Findings: The research framework advances a methodology for visualizing future experiential service innovations, considering how realism may be integrated into a designerly approach.
Research limitations/implications: Design fiction diegetic prototyping enables researchers to express a range of âwhat ifâ or âwhat can it beâ research questions within service innovation contexts. However, the process encompasses degrees of subjectivity and relies on knowledge, judgment and projection.
Practical implications: The paper presents an approach to devising future service scenarios incorporating new and emergent technologies in service contexts. The proposed framework may be used as part of a range of research designs, including qualitative, quantitative and mixed method investigations.
Originality: Operationalizing an approach that generates and visualizes service futures from an experiential perspective contributes to the advancement of techniques that enables the exploration of new possibilities for service innovation research
Longitudinal investigation of medical student perceptions of a video-based guided study resource used to facilitate an eight week module in medicine
We use an action research approach to evaluate three successive cohorts of medical student perceptions of using a multi-faceted video-based guided study resource which provides academic (skills-based), social (motivation-based) and professional (clinical-based) interventions aimed at facilitating and enriching learning across an eight week module in the second year of the MBChB medical degree. Our findings show that whilst students value these video resources both as a revision tool and an aid to learning during the semester, they have specific critiques about several areas which would improve the project. We interpret our data to evidence a tangible beneficial argument for the use video-based learning objects to support student learning that is reliably reaffirmed by our longitudinal data
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Using authentic 3D product visualisation for an electrical online retailer
This study investigates the effects of authentic three dimensional (3D) product visualisation versus 3D telepresence on consumersâ virtual experience. A hypothetical electrical retailer Web site presents a variety of laptops using 3D product visualisations for the within-subjects laboratory experiments. The first experiment uses two-way repeated measures ANOVA to determine the effects of the antecedents on 3D authenticity. In a second experiment, a one-way ANOVA compares telepresence and authenticity scores. This research uses a U.K. sample to investigate the effects of control and animated colours on 3D authenticity and the effects of 3D authenticity on experiential and instrumental values. The results reveal significant differences between telepresence and authenticity constructs. Authenticity is more significant in simulating an online retailerâs products, and control and animated colours represent the main antecedents of authenticity. Moreover, experiential and instrumental values represent the main consequences of 3D authenticity
Attitudinal and behavioural determinants influencing decision makers when adopting integration technologies in local government
Over the last few years, the advent of innovative
or revolutionary integration technologies has
influenced pivotal decisions within top management
to strategically transform Local Government
Authorities (LGAs). These technologies may
represent a huge cost for adopting LGAs, but may
also offer the chance to achieve competitive
advantage through superior service delivery. With
the emergence of electronic Government (e-
Government), LGAs are turning to integration
technologies to fully automate and e-enable their
business processes and integrate their IT
infrastructures. While prior research on the adoption
of integration technologies in the private and public
domain has considered several determinants (e.g.
benefits, barriers, costs), little attention has been
given to investigate the attitudinal and behavioural
determinants influencing top managementâs decision
making process for the adoption of integration
technologies in LGAs. Notwithstanding, the
implications of this research have yet to be assessed,
leaving scope for timeliness and novel research.
Therefore, it is of high importance to investigate this
area within LGAs and contribute to the area of
strategic decision making by examining attitudinal
and behavioural determinants of top management in
relation to integration technologies adoption
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Modelling 3D product visualisation for online retail atmospherics
Purpose: The Stimulus (S) Organism (O) Responses (R) paradigm has been extensively studied in conventional retailing but has received little attention in the online context. This study aims to investigate the effects of an online retailer atmospheric using three dimensional (3D) product visualisation.
Design/methods/approach: We operationalise 3D antecedents, the main online atmospheric cues, as the âstimulusâ (S) that attracts consumersâ attention towards the online retailer, authenticity of the 3D, hedonic and utilitarian value as the âorganismâ (O) part, and consumersâ behavioural intention as the âresponsesâ (R) part. A hypothetical retailer Web site presents a variety of laptops using 3D product visualisations.
Findings: The control and animated colours represent the main stimuli (S). Furthermore, 3D authenticity, hedonic and utilitarian values are the main determinants of behavioural intentions. The proposed conceptual model achieves acceptable fit and the hypothesised paths are all valid.
Practical implications: Retail website designers can contribute to enhancing consumersâ virtual experience by focusing more on utilitarian and hedonic value. Any 3D flash should include the essential information that consumers seek and consumers should be able to click to any part of the 3D flash to access further information.
Originality/values: To the best of the authorsâ knowledge, this research is the first in the U.K. that uses a U.K. sample to investigate the effects of using 3D product visualisation on consumersâ perceptions and responses. Our research makes an important contribution to the online atmospheric literature by providing a rich explanation of how authenticity of the 3D virtual models adds more information, fun and enhances consumersâ responses towards the online retailer
Law Learning in Action: An Action Learning Project to Evaluate Processes and Outcomes of using Law E-learning Objects in Social Work Education
This document reports on a research project funded by the Social Care Institute for Excellence to evaluate the processes and outcomes (for social work students and educators) of using a suite of e-learning objects within law teaching on social work degree programmes. The e-learning objects in question were published by SCIE in 2007, and those involved in their development
were keen to explore how they were being used, and what their impact might be. The research, which started in 2008 and reached completion in 2010, has tracked a group of educators in 6 universities as they have engaged in a process of collaborative capacity building, through participation in a learning set designed to support their own engagement with e-learning and to develop skills in evaluating their outcomes for students. A full list of the SCIE law e-learning objects and their associated learning outcomes is given at Appendix 1
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