Predicting Innovation Acceptance by Simulation in Virtual Environments (Theoretical Foundations)

Abstract. This paper extends the current development of a methodology for Computer Aided Innovation. It begins with a presentation of concepts related to the perceived capabilities of virtual environments in the Innovation Cycle. The main premise establishes that it is possible to predict the acceptance of a new product in a specific market, by releasing an early prototype in a virtual scenario to quantify its general reception and to receive early feedback from potential customers. The paper continues to focus this research on a synergistic extension of techniques that have their origins in optimization and innovation disciplines. TRIZ (Theory of Inventive Problem Solving), extends the generation of variants with Evolutionary Algorithms (EA) and finally to present the designer and the intended customer, creative and innovative alternatives. All of this developed on a virtual software interface (Virtual World). The work continues with a general description of the project as a step forward to improve the overall strategy

Putting theory oriented evaluation into practice

Evaluations of gaming simulations and business games as teaching devices are typically end-state driven. This emphasis fails to detect how the simulation being evaluated does or does not bring about its desired consequences. This paper advances the use of a logic model approach which possesses a holistic perspective that aims at including all elements associated with the situation created by a game. The use of the logic model approach is illustrated as applied to Simgame, a board game created for secondary school level business education in six European Union countries

Introducing a Sociomaterial Perspective to Investigate E-learning for Higher Educational Institutions in Developing Countries

E-learning projects in developing countries suffer enormous challenges because of various factors. Particularly, technologies that are designed and developed outside of a developing country context are causing significant problems when implemented in developing countries. So far e-learning studies in developing countries have examined utilization, acceptance, adoption, success and failure using the following factors: culture, human behaviour towards technology, and organizational influences. This paper reviews different theoretical perspectives used so far and determines that they are not capturing the complexity of the environment of e-learning implementations in developing countries. In particular, the inextricable entanglement of people, technology and the environment is under-appreciated. Furthermore, the complex design implications of that entanglement are not well managed. This paper explores the potentiality of ‘sociomateriality’ as a new lens to examine the uptake and design of the virtual learning environment in a developing country context. The framework proposed uses the concept of entanglement for examining technology uptake and the concept of sociomaterial imbrication to investigate the design considerations of the virtual learning environment. The proposed framework will be trialled in a forthcoming research project investigating virtual learning environment implementations in state-owned higher education institutions in a developing country

e-Consumer Behaviour

Purpose – 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 – The paper is discursive, based on analysis and synthesis of econsumer literature. Findings – 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 – 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 – 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

Towards a Theoretical Framework of Acceptance of Virtual Reality Technology: Evidence from 360-Video Concert

We examine the use of 360-degree video technology in a live music event with the aim to explore the factors leading to acceptance of the VR use case and technology, to reduce the knowledge gap about this topic. We collected self-reported, quantitative data from 23 participants and investigated the user experience during the VR mediated 360-video concert and the acceptance of the 360-video for concert participation and VR technology use. We found that acceptance of the novel VR-based communication approach was correlated mainly with perceived usefulness. Furthermore, the perceived usefulness was only correlated with fun, but not flow and immersion. We outline the results in a new theoretical framework for studying and predicting the relationships between individual characteristics, user experience, VR evaluation, content and device, and the acceptance of 360-video mediated musical events and VR technology. Implications for VR acceptance theory and design practice are discussed

Do Learners’ Characteristics Matter? An Exploration of Mobile-learning Adoption in Self-directed Learning

This paper aims to identify individual characteristics that motivate learners to use mobile-learning. It sheds light on our current knowledge by a) examining an m-learning adoption model which accounts for learners’ characteristics (learning style and personal innovativeness) in addition to previously studied mobile platform characteristics and b) considering the context in which learning occurs (formal and informal). A framework has been introduced and empirically tested. Results suggest that individuals’ learning style and perceived playfulness influence m-learning usage in both learning situations; while performance expectancy and personal innovativeness are only influential in specific learning contexts. This study highlights the role of learners’ characteristics in m-learning adoption and emphasizes the importance of distinguishing between various types of m-learning. This multi-disciplinary research enriches m-learning literature and offers practical implications for educators using mobile technologies as well as developers of virtual learning platforms