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The designs of gamification platforms are diverse and constantly evolving. Excessive use of various game mechanisms in learning platforms can distract from the learning process. However, the fit of game mechanisms is still uncertain. Thus, this study investigates the effect of achieving fit when implementing game mechanisms on learning outcomes by applying the well-known task-technology fit theory (TTF). TTF is frequently employed to improve fit between tasks to be completed and the technology applied. The findings indicate that achieving gamification fit can reduce the cognitive load of students and result in enhanced learning performance in terms of learning outcomes. Data collected from 266 participants were analyzed using the technique of the partial least squares to validate the developed research model. The findings of this study can aid educators and educational technology designers in identifying the design mechanisms and characteristics that can be used to ensure design fit on gamification platforms.

Students are commonly in a high cognitive load state when they encounter sophisticated knowledge. Whether the novel augmented reality (AR) technology can be utilized in an online learning course to explain complicated scientific concepts in a more understandable manner to students during the COVID-19 period is an unaddressed issue. This study aims to investigate the influences of reducing the physical touch or face-to-face teaching/learning practices via using mobile augmented reality learning systems (MARLS) on students' perceived learning effectiveness. The information feedback viewpoint, flow theory, and cognitive load theory are integrated to examine the effects of the information feedback of MARLS on students' learning effectiveness. This study recruited 204 participants from ten universities to complete a learning task via a MARLS and fill out a questionnaire to collect data for the proposed research model. The empirical results revealed information feedback positively and significantly affected flow experience, perceived learning effectiveness, and continued intention. The improved learning performance of learners was positively related to their continued intention. Also, the extraneous cognitive load negatively and significantly moderated the relationship between information feedback and perceived learning effectiveness. This study proposes meaningful implications and suggestions for future research based on the findings of this experiment.

Background: This study aims to integrate the theories of social presence and social identity to examine the effectiveness of group-based problem-based learning (PBL) in learning communities. Social presence is a critical factor in determining the success of collaborative learning in group-based PBL activities. Although several studies have investigated the effects of using self-directed and collaborative learning, they present weak evidence within those studies to explain the impact of social interaction on perceived PBL performance in nursing internship programs. Objectives: This study develops a second-order formative model to examine the relationship between social presence, trust, social identification and students' perceived PBL performance. Methods: The partial least squares technique is used to analyse data from 409 nursing interns who studied at seven medical universities or nursing colleges. Results and Conclusions: The results indicate that all hypotheses are supported, which is an underaddressed topic in the nursing internship education literature. Notably, the findings of this study contribute to a better understanding of the interns' perceived PBL performance during the internship.

Prior research has demonstrated the advantages of applying mobile game-based learning (MGBL) applications to supporting students' learning. However, studies that specifically examine the effects of game quality and different types of cognitive loads on learning effectiveness in MGBL contexts are scarce. Therefore, this study aims to address this research gap by developing and validating a research model of cognitive loads and learning performance in MGBL contexts. Data collected from 130 college students who were asked to use an MGBL application developed specifically for this study were analyzed to validate the research model. The results indicate that both game quality of MGBL applications and extraneous cognitive load of the users of the MGBL application have significant effects on their perceived and actual learning effectiveness, while their germane cognitive load significantly influences their perceived learning effectiveness only. Implications for theory and for practice of the research results are discussed subsequently.

Although online learning systems (OLSs) are widely discussed with regard to most forms of higher education, they are still immature in terms of their development and compared to mainstream teaching and learning activities, and their implementation remains a challenge. Few studies have investigated the factors that contribute to students' learning performance in the context of the adoption of OLSs in higher educational institutions. Additionally, among the handful of studies that focus on this research issue, investigating the influences of environmental factors and personal innovativeness on students' learning performance and adoption of OLSs has received very little attention. Consequently, by integrating social cognitive theory and innovation diffusion theory, this study developed a theoretical model of OLS adoption. It empirically validated the model using data collected from 151 undergraduate students who used OLSs. The results showed that key compatibility (as an environmental factor) and personal innovativeness (as a personal factor) had significant direct and/or indirect influences on students' learning performance and continued intentions to use OLSs. Theoretical and practical implications are also discussed.

Critical factors that influence the value of digital game-based learning (DGBL) for enhancing learning effectiveness remain debatable. Based on the self-determination theory (SDT), people can be autonomously motivated to adopt DGBL to enhance learning effectiveness if their basic psychological needs are satisfied. Additionally, studies that simultaneously examine the effects of two critical factors of information feedback and game quality on students' autonomous motivation and learning effectiveness in DGBL contexts are missing in the literature. This study integrates information feedback, game quality, and SDT to develop a research model for comprehending the effectiveness of DGBL systems. Data collected from 383 respondents was analyzed to validate our research model. The results showed that information feedback, game quality, and autonomous motivation significantly influenced students' learning effectiveness and their continuance intention to use DGBL systems. Additionally, autonomous motivation indirectly influenced continuance intention via learning effectiveness. Implications for theory and for practice are discussed accordingly.

Purpose: Understanding the construction of individual entrepreneurial identity for entrepreneurship education is an important but understudied issue. Prior studies indicate that entrepreneurship learning is associated with not only learning critical entrepreneurial skills and knowledge but also facilitating the construction of a personal entrepreneurial identity. However, educators are constantly challenged by the task of facilitating such an identity within students via learning-by-doing processes in the context of entrepreneurial teams. Additionally, while effective conflict management is essential to productive entrepreneurial learning in entrepreneurial teams, studies that investigate the relationships between interpersonal conflicts of entrepreneurial teams and the students' entrepreneurial identity are absent. Design/methodology/approach: The approach of an in-depth case study was adopted to achieve our research purpose. Findings: A conceptual model that describes the construction of the entrepreneurial identity of students of entrepreneurial teams in a learning-by-doing environment from the perspectives of conflicts and task characteristics are developed. Research limitations/implications: The research findings highlight the preliminary relationships between task characteristics (i.e. task interdependence, task uncertainty, resource competition and tension regarding responsibility allocation) and interpersonal conflicts of entrepreneurial teams, and their impacts on the entrepreneurial identity of team members. Originality/value: This study is among the first group of studies that especially explores the relationships among task characteristics of entrepreneurship projects, interpersonal conflicts and the development of students' entrepreneurial identity.

Despite the potential of visual search services (VSSs) to increase the size of the global visual search market, there is no VSS effectiveness measurement scale in the literature. Prior studies of traditional text-based search services have aimed to establish a method for assessing the performance of web search services. Our primary objective is to integrate state-of-the-art research in the fields of information-seeking behavior, visual search performance, and human–computer interaction pertaining to evaluating VSS effectiveness. The key dimensions of VSS effectiveness were identified by adopting the Delphi method, and the associated measures were developed. Then, survey data were collected from 426 VSS users, and the developed measures of VSS effectiveness were validated using the exploratory factor analysis technique. Finally, the scale developed includes 19 measures belonging to three key dimensions: user dependency on VSSs, the perceived ability to use VSSs, and VSS retrieval performance. The nomological validity of the developed scale's three dimensions was also ensured and was evident from the positive correlations between them and VSS user continuance intention. Overall, we find that the better the functionality of a VSS is, the more users with a high perceived ability can acquire better information. This study also contributes to the theory development in the literature on search service effectiveness measures in terms of highlighting the VSS feature to be considered when providing a VSS that is suitable for the user's preference. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to examine the factors that influence customers' product return intentions and proposes that YouTube product reviews can mitigate customers' desire to return a product. Design/methodology/approach: The proposed theoretical research model and hypothesized relationship were investigated using a quantitative process. This study used 302 data from Indonesian young adult respondents to examine the structural model, which was analyzed using the SmartPLS 3.2 software package. Findings: The results show that YouTube product reviews, product fit uncertainty and customer satisfaction are the key determinants of customers' product return intention. Furthermore, the results show that the credibility of YouTube product reviews has a major impact on customers' familiarity with a product, satisfaction and the likelihood of returning goods to sellers. Practical implications: In the e-commerce industry, increasing the use of YouTube product reviews will help businesses eliminate unnecessary product returns. Sellers are also encouraged to collaborate with YouTube producers to review specific products, which can benefit companies by raising brand awareness and gaining customer feedback. Furthermore, YouTube online product reviews can help consumers avoid having an unpleasant shopping experience that causes emotional reactions and lowers satisfaction. Originality/value: Most research has not considered antecedents in observing the product return phenomenon; this study observes a prerequisite of consumer product returns (i.e. information asymmetry and product familiarity) and investigates the relationships between YouTube product reviews, customer satisfaction and product return intention. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop and test a theoretical model that can be used to predict the influencing factors affecting users' use of healthcare applications. Our research structure model is based on the Attention-Interest-Search-Action-Share (AISAS) model, combined with the indicators of personal intention and social identity, to predict we-intention. The proposed model was tested through a survey of 353 users of healthcare applications from mainland China and Taiwan. Based on the five characteristics of the AISAS model, this study integrates three levels of influencing factors (individual dimension, social dimension, and application design dimension) that affect users' use of healthcare applications. It also verifies that users have both personal intention and we-intention when using healthcare applications. This research contributes to the theoretical development of the AISAS model, we-intention and healthcare applications. Finally, implications for theory and practice and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

The designs of gamification platforms are diverse and constantly evolving. Excessive use of various game mechanisms in learning platforms can distract from the learning process. However, the fit of game mechanisms is still uncertain. Thus, this study investigates the effect of achieving fit when implementing game mechanisms on learning outcomes by applying the well-known task-technology fit theory (TTF). TTF is frequently employed to improve fit between tasks to be completed and the technology applied. The findings indicate that achieving gamification fit can reduce the cognitive load of students and result in enhanced learning performance in terms of learning outcomes. Data collected from 266 participants were analyzed using the technique of the partial least squares to validate the developed research model. The findings of this study can aid educators and educational technology designers in identifying the design mechanisms and characteristics that can be used to ensure design fit on gamification platforms. [ABSTRACT FROM AUTHOR]

With the rapid development of digital technologies and the outbreak of the COVID‐19, digital transformation (DT) has been accelerated. This appears to pose specific challenges to the medical field, leading to an inevitable trend towards DT in healthcare organisations. Determining how to develop strategies to master the substantial opportunities brought about by DT is a fundamental issue. Knowledge management (KM) is a key vehicle that can drive DT because it provides a solid foundation for organisational strategies and learning, and helping establish operational priorities. Using the operations of healthcare organisations in Taiwan as an example, this study discusses the challenges and opportunities faced by healthcare organisations related to DT based on data-driven business models, where the concept of KM, organisational agility (OA), and business models are integrated to develop a KM-OA-enabled DT conceptual framework intended to support DT implementation in healthcare organisations. This can serve as a foundation for future studies of DT [ABSTRACT FROM AUTHOR]

Faculty members have different concerns as they integrate new technology into their teaching practices. The integration of Web-Based Instruction in higher-education settings will not be successful if these faculty concerns are not addressed. Four main stages of faculty concern (information, personal, management, and impact) were identified based on Hall's concern-based adoption model. By reviewing the literature on the diffusion of on-line education, the author identified support factors that may decrease faculty concerns about adopting WBI. System dynamics was used to examine associations between faculty concerns and these support factors. Based on these associations, a simulation model was built using STELLA to test the potential impact of support factors on the adoption of WBI by faculty members. The simulation model will aid educators and administrators in evaluating the impacts of support factors on the adoption of WBI. (Contains 2 tables and 6 figures.)