Relationships between Willingness to Share Information for Benefits and Trust

This research examines the role of willingness to share one’s information for three tradeoff elements – monetary gains, personalization, and national security – on trust in online businesses. Data were gathered from MTurk workers in the US. The results indicate that willingness to share information for monetary gains and personalization is marginally associated with trust in online businesses, but willingness to share information for national security has no association with trust in online businesses. The paper also discusses implications, limitations, and future research directions

Methodology and Theory Building in MIS Research

This paper reports on the stage of maturity of MIS research according to the McGrath (1979) model, as evidenced by the theory building occurring in two top MIS research journals. While MIS as a discipline continues to grow, its development depends on establishing a cumulative tradition of good research (Keen 1980). Of the published papers surveyed that are relevant to theory building, 81% of them relate to theory development, while 18% address theory testing. Of the papers involving data collection, more than half use field studies as the methodology. In order to advance MIS as a mature field, it is hoped that MIS researchers consider these findings when developing future research agendas

Interface Design of Web-based Educational Platforms for Young Students

With the outbreak of the Covid-19 pandemic, almost all the school programs in the United States are closed. Most of the educational programs moved online. Both teachers and students have been facing great challenges adapting to this new teaching and learning mode. This paper will focus on the aesthetic design of web-based educational platforms for students and teachers from elementary school and middle school. Students from elementary school and middle school usually age from 5 to 13 years old. Their computer literacy level is still preliminary. So traditional online teaching platforms are not a good fit for them. In the meantime, there are many educational apps designed for kids at this age. However, most apps usually only provide contents for them to watch or interact with fingers, without a real teacher real-time online to teach them. Real-time online teaching started to grow commercially in the past few years, but not so much in traditional public schools. Meeting tools like Zoom, Google Meet are great applications for college students or high school students with better computer literacy. For the younger students, web designers need to give more thoughts. This paper will propose aesthetic design guidelines for educational platforms specifically for younger students and their teachers. In order to provide the best learning experience for younger students and best teaching experience for their teachers, we will first investigate users’ characteristics by surveying young students in different age groups from local public schools. The survey will focus on color preferences, thematic interests and interaction modes, etc. Teachers will be surveyed too to find out major challenges with online teaching. Apart from surveying users, we also need to study the curriculum currently in use in most elementary schools and middle schools. Based on what contents will be taught, we will find the best way to deliver to students. Existing developmental psychological theories will provide guidelines for young students’ preferences in aesthetics. Current popular applications and platforms will be compared to find out what we can improve. And we also realize that this pandemic is temporary, we positively believe this will be over soon and students will resume school physically in the fall semester. Designing web-based educational platforms will not become irrelevant until then. Most school classrooms here in the United States have smartboards, and students can even get iPad or other tablets from school. Multi-media educational applications have been in use for years. We want to provide aesthetic guidelines for educational platforms not only for online teaching but also for students in classroom

Measuring Privacy Concerns with Government Surveillance and Right-to-be-Forgotten in Nomological Net of Trust and Willingness-to-Share

In the post Snowden revelations era, concerns related to government surveillance and oversight have come to the forefront. The ability of the Internet to remember “everything” (or forget anything) also raises a privacy concern associated with the “right to be forgotten”. Hence, in this paper, we propose and examine privacy concerns by extending the Hong and Thong’s (2013) model with the addition of two dimensions: right to be forgotten as well as government surveillance and oversight. We tested two different measurement models using privacy concerns as a second-order and a third-order construct within a nomological net that includes trusting beliefs and willingness-to-share information for monetary gains, personalization, and national security. Data were collected from MTurk and analyzed using structural equation modeling. Findings provide support for the addition of the proposed dimensions

Using Wireless Technology to Facilitate Learning: A Grounded Theory Approach

Wireless technology has advanced significantly in recent years and has shown great potential and promise for use in education. To better understand the use of wireless technology in education, this research adopted a grounded theory approach to explore how students use wireless technology to support and facilitate their learning. We collected data by interviewing students regarding their experience and opinions of using wireless technology for education. The data were analyzed following the procedures of grounded theory: open coding, axial coding, and selective coding. By analyzing transcripts from the interviews, concepts and categories were segmented, and linkages between categories were identified. A substantive model depicting students’ use of mobile technology to support learning was then developed, which shows the causal conditions, context conditions, actions/interactions, and consequences. Based on the model, propositions were presented and discussed. The results of this research not only help to develop a theoretical foundation for future research, but also serve as guidelines for educators and administrators in designing and formulating specific strategies for introducing wireless technology in educational settings

Knowledge Sharing with Customers on the WWW: Approaches by National Tourism Organizations

The importance of knowledge management has been emphasized increasingly in recent literature. Knowledge has been regarded as the most important corporate asset in an organization (Nonaka and Takeuchi, 1995). But what is knowledge? According to Harris (1996), when information is combined with context and experience, it becomes knowledge . Hence, knowledge is the integration of information, context, and experience (Ponelis and Fairer-Wessels, 1998). In the tourism context of this paper, there are two components of knowledge: (1) customer knowledge--understanding of customers by marketers that leads to more effective marketing actions; and (2) destination knowledge that either the travelers or travel experts acquire through experiences or other channels. It is more than just information about a destination – it is more than what’s available at a destination but how can elements from a destination be packaged to provide a good travel experience