S-D logic-informed customer engagement: Integrative framework, revised fundamental propositions, and application to CRM

Advance online in 2016</p

Effectively using classroom response systems for improving student content retention

Classroom response systems are widely recognized as an effective tool for providing formative feedback and engaging students, but our research supports the hypothesis that these systems also provide opportunities for improving content retention. This is evidenced by an experiment we conducted on two distinct sections of an introductory course in computer science, wherein large collections of classroom response system questions were presented to different sections at different stages. Questions that were offered immediately after the corresponding material had the express purpose of providing an opportunity for formative feedback, while questions that were presented later were expected to improve content retention. The performance of participants on the corresponding questions of the final examination was then reviewed, and statistical analyses indicate that participants performed better on those questions that corresponded to the classroom response system questions provided for content retention

Towards a Framework for Socially Influencing Systems: Meta-analysis of Four PLS-SEM Based Studies

People continuously experience various types of engagement through social media, mobile interaction, location-based applications, and other technologically advanced environments. Often, integral parts of such socio-technical contexts often are information systems designed to change behaviors and attitudes of their users by leveraging powers of social influence, further defined as socially influencing systems (SIS). Drawing upon socio-psychological theories, this paper initially reviews and presents a typology of relevant social influence aspects. Following that, it analyzes four partial least squares structural equation modeling (PLS-SEM) based empirical studies to examine the interconnectedness of their social influence aspects. As a result, the analysis provides grounds for seminal steps towards the development and advancement of a framework for designing and evaluating socially influencing systems. The main findings can also deepen understanding of how to effectively harness social influence for enhanced user engagement in socio-technical environments and guide persuasive engineering of future socially influencing systems