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Cet article vise à clarifier la notion d’engagement dans les forums de discussion des MOOC telle que perçue par les étudiants. Pour ce faire, nous nous sommes appuyés sur la démarche qualitative utilisée par Fredricks et al. (2016) dans le contexte des mathématiques et des sciences. L’analyse des onze entretiens semi-structurés réalisés auprès des certifiés d’un MOOC met en évidence trois principaux résultats. D’abord, l’engagement comme un construit à quatre dimensions (comportementale, affective, cognitive et sociale). Ensuite, une distinction claire entre ces dimensions à l’aide des indicateurs y afférents que nous avons relevés. Enfin, la dynamique de l’engagement, car elle peut être absente, faible ou élevée chez l’étudiant. Ces résultats permettent de donner une définition socialement et contextuellement ancrée de l’engagement dans les forums des MOOC, gage de l’élaboration d’outils fiables et indispensables à sa mesure et à l’observation de sa qualité au fil du temps. This paper aims to clarify the notion of engagement in MOOCs discussion forums as perceived by students. To do this, we relied on the qualitative approach used by Fredricks et al. (2016) in the context of mathematics and science. The analysis of the eleven semi-structured interviews conducted with MOOCs students highlights three main findings. First, engagement as a construct with four dimensions (behavioural, affective, cognitive and social). Secondly, a clear distinction between these dimensions using the related indicators we have identified. Finally, the dynamic aspect of engagement: engagement may be absent, low or high among students. These results provide a socially and contextually grounded definition of engagement in MOOCs forums that ensures the development of reliable and essential tools for measuring it and observing its quality over time.

Submitted by Núcleo de Pós-Graduação Administração (npgadm@ufba.br) on 2022-07-12T18:00:33Z No. of bitstreams: 1 Andrey Felicio Antunes.pdf: 1951745 bytes, checksum: a8d6385f9dd8ba0ae3860100eaa35fd3 (MD5) Approved for entry into archive by Maria Angela Dortas (dortas@ufba.br) on 2022-07-13T17:39:11Z (GMT) No. of bitstreams: 1 Andrey Felicio Antunes.pdf: 1951745 bytes, checksum: a8d6385f9dd8ba0ae3860100eaa35fd3 (MD5) Made available in DSpace on 2022-07-13T17:39:11Z (GMT). No. of bitstreams: 1 Andrey Felicio Antunes.pdf: 1951745 bytes, checksum: a8d6385f9dd8ba0ae3860100eaa35fd3 (MD5) Previous issue date: 2021-10-06 O presente estudo examina a relação de fatores antecedentes e resultados provenientes do Engajamento Escolar em uma Instituição de Ensino Fundamental e Médio, localizada em Salvador, Bahia, e tem por objetivo geral analisar como a participação em atividades extraclasse de alunos do 8º ano do Ensino Fundamental ao 2º ano do Ensino Médio se relaciona com os níveis de engajamento aferidos pela escala EAE-4D (BR) e como tal engajamento contribui para o desempenho acadêmico de tais alunos. Para tal, na forma de objetivos específicos, realizou-se o mapeamento da participação dos alunos em tais atividades; na primeira e segunda unidades letivas aferiu-se o seu engajamento por meio da citada escala para, então, realizarem-se as correlações entre fatores contextuais e as quatro dimensões do engajamento; e, posteriormente, entre o engajamento total e desempenho acadêmico desses alunos. Participaram da pesquisa 238 alunos, divididos em grupos iguais, participantes e não participantes de atividades extraclasse no ano 2021. Evidenciou-se, por intermédio da análise estatística descritiva e de regressão linear multivariada, que a participação em atividades extraclasse e o Engajamento Escolar, em particular na dimensão Comportamental, são capazes de explicar, em 53,4%, o resultado acadêmico dos alunos pesquisados. The present study, concerning the relationship between the antecedent factors and results of school engagement, is focused on a school located in Salvador, Bahia. The general objective is to analyse how the participation in extracurricular activities by students from the 8 th to the 11th grade relates to engagement levels reported through EAE-4D (BR) scale and how the engagement contributes to the academic results of such students. Therefore, as specific objectives, the study collected data regarding the student’s participation in such activities, registered, in the first and second learning periods, the level of engagement using the related scale to stablish the correlations between contextual factors and the four dimensions of engagement and, further, the correlation between the total engagement score and the academic achievement. The research collect data from 329 students, 119 of whom participated in extracurricular activities and 210 who were Only enrolled in regular classes in the year of 2021. Through the descriptive statistics and multilinear variate regression analysis, it became evident that the participation in extracurricular activities and the student engagement, particularly its behavioral dimension, could explain in 53,4% their academic achievement.

Ability to engage customers is crucial for highly competitive market of mobile applications. Notwithstanding, there is no consensus in scientific literature regarding the determinants of customer engagement in mobile applications. Thus, the aim of this research is to reveal factors driving customer engagement in mobile applications. Theoretical studies on customer engagement in mobile applications and its characteristics are based on comparative and systematic analysis of scientific literature. Empirical research is performed by applying quantitative research – survey. Results of empirical research confirm all three customer engagement dimensions in using mobile applications: emotional, cognitive, and behavioural. Results of regression analysis reveal that customer sociability and technical convenience are the most important factors when considering customer engagement in mobile applications, while customer satisfaction and hedonic factors were insignificant. The manuscript provides some useful practical implications for developers how to increase customer engagement in mobile applications. DOI: http://dx.doi.org/10.5755/j01.ee.27.2.14030

The Marketing Science Institute’s 2014-2016 Research Priorities underline the need for further research in terms of the concept of consumer engagement and emphasize customer the problematics of engagement‘s measurement as a research priority in its Guide. Purpose. The paper aims to validate dimensions of consumer engagement by performing a critical analysis of consumer engagement dimensionality. Methodology. The paper presents an analysis of consumer engagement dimensionality based on the overview of conceptual and empirical studies of consumer engagement. This paper aims to identify and systemize the most common dimensions described in scientific literature with reference to previously identified characteristics and specific expressions of consumer engagement dimensions. Results. Considering the results and insights of the researches of consumer engagement dimensions (Brodie, Hollebeek, Juric, Ilic, 2011; Hollebeek, 2011a, 2011b; Hollebeek, Glynn, Brodie, 2014), it was concluded that the number of dimensions used for measurement of consumer engagement is determined by the perspective of consumer engagement (engagement as an unidimensional or multidimensional construct). Moreover, the definition of these dimensions depends on the object of engagement (brand, brand community, advertisement, social media sites, websites, etc.) Usually consumer engagement is associated with certain emotions, behavior and consumer’s cognitive efforts or commitment. It should be noted that studies of marketing researchers usually are based on the active role of consumer emotionally or cognitively engaging to brand, to behavior related to brand after the purchase or participation in value creation processes. After summarizing consumer engagement studies, the multidimensionality of the construct was reasoned – consumer engagement is a multidimensional construct that consists of three main dimensions – cognitive (consumer focus and interest in a particular engagement object), emotional (feelings of inspiration or pride caused by an engagement object) and behavioral (consumer effort and energy necessary for interaction with an engagement object). The theoretical contribution. It should be noted that so far studies of consumer engagement and its dimensionality were used widely in social sciences literature, but these studies are inconsistent whereas results – controversial. The consumer engagement dimensions proposed and validated in this paper will let to expand studies on consumer engagement antecedents related to the expression of emotional, behavioural and cognitive dimensions. Also these results will enable researches to perform studies on the identification of the specific impact on consumer behaviour and thus the performance of the company caused by a particular dimension Keywords: consumer engagement, multidimensional construct, engagement, dimensionality. Paper type : Theoretical paper.

The main purpose of the paper is to reveal theoretically the relations between customer engagement, customer perceived value and satisfaction and to test them empirically in the case of mobile applications. Based on literature analysis, relations between customer engagement, perceived value and satisfaction have been revealed. The quantitative research (survey) has been chosen in order to meet the purpose of the research and to test those relations empirically. The results of empirical research confirm the existence of relationships between all three constructs, however it was determined that cognitive dimension of customer engagement does not have impact on perceived value, and satisfaction has impact on customer engagement in the case of mobile apps, but findings can’t prove that reverse impact exist.