Category Archives: internet technologies and society

September 22, 2022 · 2:35 am

Interactive engagement through travel and tourism social media groups

This an an excerpt from one of my latest article that was published through Technology in Society (An Elsevier Journal).

Credit: Joel Saget / AFP

Suggested Citation: Camilleri, M.A. & Kozak, M. (2022). Interactive engagement through travel and tourism social media groups: A social facilitation theory perspective. Technology in Society, https://doi.org/10.1016/j.techsoc.2022.102098

This study builds on previous academic knowledge on the acceptance and use of social media groups. It relied on valid constructs that were drawn from the Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB) and Theory of Acceptance Model (TAM), as the proposed research model comprised “attitudes toward technology” and “behavioral intentions” constructs. However, it integrated them with perceived interactivity constructs, including “real-time conversation” and “engaging” as well as with “content attractiveness” from Electronic Retail Quality (eTailQ).

This empirical investigation clarifies that the content attractiveness of social media posts as well as their engaging content and real-time conversation capabilities, can have significant effects on social facilitation behaviors of individuals, and on their intentions to revisit social media groups. The findings from this study reiterate the importance of continuously creating relevant content that appeals to social media followers.

Previous research posited that online users should keep their followers engaged through rich media ([77]). Other theoretical underpinnings reported that interactive websites, particularly social media and video sharing platforms, can offer great potential to DMOs to promote tourism and hospitality services ([88]).  Internet domains can showcase a wide array of high-res images and video clips to lure online users to book their travel itineraries to visit destinations ([90]). The digital media and mobile applications (app) ought to be as functional and responsive as possible ([99]). They should load quickly without delays to reduce the likelihood of dissatisfied visitors, who can easily switch to another website or app ([74]).

In this case, the results suggest that there are very significant effects between the online users’ perceptions about engaging content and their intentional behaviors to check out the social media pages (on a regular basis); and between their perceptions about engaging content and their social facilitation dispositions to communicate about social media groups through online and offline channels, in the presence of others. The respondents are appreciating the attractive content, including images or videos, that are disseminated through the social media groups’ posts. Moreover, the findings indicate that they hold positive perceptions about the co-creation of user generated content. Evidently, the exchange of information as well as the responsiveness between two or more online users was leading them to revisit the social media groups.

This study is consistent with the relevant literature that sought to explore the online users’ perceptions about the websites’ interactivity features ([30], [34]). Other researchers maintained that real-time conversations had a positive effect on the online users’ attitudes toward engaging websites ([84]). In this case, this argumentation holds for social media groups, as well.

This contribution underlines the importance of posting engaging content including appealing images and videos through social media. It clearly indicates that interactive content as well as the social networks’ real-time conversation capabilities can foster positive social facilitation behaviors. Arguably, individuals are interested and intrigued to interact with other online users through popular social media groups in the presence of other members. They are likely to join in online discussions and conversations in prolific social media groups, particularly in those that are regularly disseminating attractive content, and in those that facilitate interactive engagement among their members.

The cocreation of user generated content in social media, blogs and review sites is driven by online audiences. This study confirms that the relevance and attractiveness of social media content can have a positive effect on triggering real-time conversations as well as on social facilitation. This reasoning is consistent with the social facilitation theory ([33],[40],[60],[61]). This research corroborates that while the presence of other individuals can increase the likelihood of social engagement, a passive audience may inhibit them from sharing their comments about the attractiveness of interactive content.

The findings of this research also yield plausible implications to practitioners. The researchers indicate that social media subscribers are attracted by the online content that is being posted by DMOs and travel marketers. Online users and prospective travelers are increasingly browsing through interactive content including images and videos of travel destinations. The social media groups are offering a variety of multimedia content that is appealing to online users. Very often, they allow their followers to engage in two-way communications, as members can comment on posts and may also interact with other online users, in real-time. This study suggests that the research participants are visiting the social media groups as they considered them as helpful for their decision making, prior to booking their travel itineraries. Apparently, they were intrigued to revisit these groups and were likely to communicate about their content with other people through offline and online channels, as it appealed to them and captured their attention.

Therefore, travel marketers ought to focus on publishing quality content. This increases the chances of their engagement. Prospective travelers are attracted by multi-media features including high-res images with zooming effects and video content; that are adapted for mobile technologies, including tablets and smartphone devices. Travel marketers and DMOs ought to curate their social media group(s) with appealing content to raise awareness about their tourism products. It is in their interest to share relevant and attractive material to increase the number of followers and their engagement. More importantly, they are expected to interact with online users, in a timely manner, to turn them into brand advocates and to encourage social facilitation behaviors.

In sum, this empirical research clarifies that the attractiveness of online content of social media groups, including their images and videos of destinations, as well as their interactive and real-time conversation capabilities are affecting their subscribers’ revisit intentions. They are also influencing their social facilitation behaviors – in the presence of others. This study raises awareness on the importance of sharing engaging content and of encouraging interactive discussions among social media subscribers. The researchers contend that content creators can lure individuals to visit and revisit their social media pages/groups to generate leads and conversions. Arguably, the more engagement (e.g. through emojis and shares) and conversations (e.g. comments), the greater the chances of captivating the attention of existing followers and of enticing the curiosity of new ones. For the time being, the social facilitation paradigm is still relatively under-explored in academia, particularly within the travel and tourism marketing literature.

Future researchers are encouraged replicate this study in different contexts. They may adapt the measures that were used in this research, including engaging content, real time conversation and social facilitation constructs, in addition to other popular constructs that are drawn from TRA, TPB and TAM. They may include other constructs in their research models, including those relating to psychological theories that can clarify their motivations to engage with other individuals through such digital channels. Further research could focus on the demographic backgrounds of their respondents to better understand who, why, when and where they are engaging with other users through social media groups. Perhaps, there is scope for other studies to employ different sampling frames and methodologies, including inductive ones, to explore this topic in more depth and breadth.

The full list of references are available in the full article. You can download a prepublication version here: 362888940_Interactive_engagement_through_travel_and_tourism_social_media_groups_A_social_facilitation_theory_perspective

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June 25, 2022 · 5:00 pm

Learning from anywhere, anytime: The use of mobile technologies for educational purposes

This contribution is a excerpt from my latest article that was published by Springer’s Technology, Knowledge and Learning (Journal). The content has been adapted for this blog post.

Suggested citation: Camilleri, M.A. & Camilleri, A.C. (2022). Learning from anywhere, anytime: Utilitarian motivations and facilitating conditions to use mobile learning applications. Technology, Knowledge and Learning, https://doi.org/10.1007/s10758-022-09608-8

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University students are using mobile technologies to improve their learning outcomes. In the past years, a number of academic authors contended that educational apps were supporting many students in different contexts Butler et al., 2021; Crompton & Burke, 2018; Hamidi & Chavoshi, 2018; Sung et al., 2016; Tosuntas et al., 2015). In the main, they maintained that ubiquitous technologies enable them to access learning management systems and to engage in synchronous conversations with other individuals (Camilleri & Camilleri, 2021).

One may argue that the m-learning paradigm is associated with the constructivist approaches (Chang et al., 2018), including those related with discovery-based learning (Camilleri & Camilleri, 2019c). Relevant theoretical underpinnings suggest that the use of mobile apps can improve the delivery of quality, student-centered education (Camilleri & Camilleri, 2021; Camilleri, 2021b; Chang et al., 2018; Crompton & Burke, 2018; Furió et al., 2015; Lameu, 2020; Nikolopoulou et al., 2021; Sung et al., 2016; Swanson, 2020). This research raises awareness on m-learning technologies that enable students to search for solutions for themselves through the Internet and via learning management systems. It also indicated that mobile apps like Microsoft Teams or Zoom, among others, allow them to engage in synchronous conversations with course instructors and with their peers, in real time.

This study explored the users’ perceptions about m-learning technologies. It validated key constructs from TAM Briz-Ponce et al., 2017; Cheung & Vogel, 2013; Granić & Marangunić, 2019; Ngai et al., 2007; Scherer et al., 2019; Thong Hong & Tam, 2002) and UTAUT (Gunasinghe et al., 2019; Yang et al., 2019), as shown in Table 1.

The descriptive statistics clearly indicated that the research participants felt that m-learning technologies were useful for them to continue their course programs. The principal component analysis confirmed that the students’ engagement with their educational apps was primarily determined by their ease of use. This is one of the main factors that influenced their intentions to engage with m-learning apps.

The findings revealed that higher education students were using m-learning apps as they considered them as useful tools to enhance their knowledge. Evidently, their perceptions about the ease of use of m-learning technologies were significantly correlated with their perceived usefulness. In addition, it transpired that both constructs were also affecting their attitudes towards usage, that in turn preceded their intentions to use m-learning apps.

The results also revealed that the respondents were satisfied by the technical support they received during COVID-19. Apparently, their university provided appropriate facilitating conditions that allowed them to engage with to m-learning programs during the unexpected pandemic situation and even when the preventative restrictions were eased.

The stepwise regression analyses shed light on the positive and significant relationships of this study’s research model. Again, these results have proved that the respondents were utilizing m-learning apps because their university (and course instructors) supported them with adequate and sufficient resources (i.e. facilitating conditions). The findings indicated that they were assisted (by their institution’s helpdesk) during their transition to emergency remote learning. In fact, the study confirmed that there was a positive and significant relationship between facilitating conditions and the students’ engagement with m-learning technologies.

On the other hand, this empirical research did not yield a statistically significant relationship between the students’ social influences and their intentions to use the mobile technologies. This is in stark contrast with the findings from past contributions, where other researchers noted that students were pressurized by course instructors to use education technologies (Camilleri & Camilleri, 2020; Teo & Zheng, 2014). The researchers presume that in this case, the majority of university students indicated that they were not coerced by educators or by their peers, to use m-learning apps. This finding implies that students became accustomed or habituated with the use of mobile technologies to continue their course programs.

This research builds on previous technology adoption models Davis et al., 1989; Venkatesh et al., 2003; 2012) to better understand the students’ dispositions to engage with m-learning apps. It integrated constructs from TAM with others that were drawn from UTAUT/UTAUT2. To the best of the researchers’ knowledge, currently, there are no studies that integrated facilitating conditions and social influences (from UTAUT/UTAUT2) with TAM’s perceived ease of use, perceived usefulness and attitudes. This contribution addresses this knowledge gap in academia. In sum, it raises awareness on the importance of providing appropriate facilitating conditions to students (and educators). This way, they will be in a better position to use educational technologies to improve their learning outcomes.

Practical implications

This research indicated that students held positive attitudes and perceptions on the use of m-learning technologies in higher educational settings. Their applications allow them to access course material (through Moodle or other virtual learning environments) and to avail themselves from video conferencing facilities from everywhere, and at any time. The respondents themselves considered the mobile technologies as useful tools that helped them improve their learning journeys, even during times when COVID-19’s preventative measures were eased. Hence, there is scope for university educators and policy makers to create and adopt m-learning approaches in addition to traditional teaching methodologies, to deliver quality education (Camilleri, 2021).

Arguably, m-learning would require high-quality wireless networks with reliable connections. Course instructors have to consider that their students are accessing their asynchronous resources as well as their synchronous apps (like Zoom or Microsoft Teams) on campus or in other contexts. Students using m-learning technologies should have appropriate facilitating conditions in place, including adequate Wi-Fi speeds (that enable access to high-res images, and/or interactive media, including videos, live streaming, etc.). Furthermore, higher education institutions ought to provide ongoing technical support to students and to their members of staff (Camilleri & Camilleri, 2021).

This study has clearly shown that the provision of technical support, as well as the utilization of user-friendly, m-learning apps, among other factors, would probably improve the students’ willingness to engage with these remote technologies. Thus, course instructors are encouraged to create attractive and functional online environments in formats that are suitable for the screens of mobile devices (like tablets and smartphones). There can be instances where university instructors may require technical training and professional development to learn how to prepare and share customized m-learning resources for their students.

Educators should design appealing content that includes a good selection of images and videos to entice their students’ curiosity and to stimulate their critical thinking. Their educational resources should be as clear and focused as possible, with links to reliable academic sources. Moreover, these apps could be developed in such a way to increase the users’ engagement with each other and with their instructors, in real time.

Finally, educational institutions ought to regularly evaluate their students’ attitudes and perceptions toward their m-learning experiences, via quantitative and qualitative research, in order to identify any areas of improvement.

Research limitations and future research directions

To date, there have been limited studies that explored the institutions’ facilitating conditions and utilitarian motivations to use m-learning technologies in higher education, albeit a few exceptions. A through review of the relevant research revealed that researchers on education technology have often relied on different research designs and methodologies to capture and analyze their primary data. In this case, this study integrated measures that were drawn from TAM and UTAUT. The hypotheses were tested through stepwise regression analyses. The number of respondents that participated in this study was adequate and sufficient for the statistical purposes of this research.

Future research could investigate other factors that are affecting the students’ engagement with m-learning technologies. For example, researchers can explore the students’ intrinsic and extrinsic motivations to use educational apps. These factors can also have a significant effect on their intentions to continue their learning journeys. Qualitative research could shed more light on the students’ in-depth opinions, beliefs and personal experiences on the usefulness and the ease of use of learning via mobile apps, including serious games and simulations. Inductive studies may evaluate the effectiveness as well as the motivational appeal of gameplay. They can possibly clarify how, where and when mobile apps can be utilized as teaching resources in different disciplines. They can also identify the strengths and weaknesses of integrating them in the curricula of specific subjects.

Prospective researchers can focus on the design, structure and content of m-learning apps that are intended to facilitate the students’ learning experiences. Furthermore, longitudinal studies may provide a better understanding of the students’ motivations to engage with such educational technologies. They can measure their progress and development, in the long term. The students’ perceptions, attitudes and intentions to use m-learning technologies can change over time, particularly as they become experienced users.

A prepublication of the full article is available here: https://www.researchgate.net/publication/360541461_Learning_from_anywhere_anytime_Utilitarian_motivations_and_facilitating_conditions_to_use_mobile_learning_applications

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May 26, 2022 · 10:27 am

The pros and cons of remote learning

This is an excerpt from one of my latest articles that was accepted for publication by the 6th International Conference on E-Education, E-Business & E-Technology (ICEBT2022).

Suggested Citation: Camilleri, M.A. & Camilleri, A.C. (2022). A cost-benefit analysis on remote learning: A systematic review and implications for the future. 6th International Conference on e-Education, e-Business and e-Technology (Beijing, China: 26th June 2022). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4104629

(image source: CrushPixel)

After the outbreak of COVID-19 pandemic, educational institutions were expected to adapt to an unexpected crisis situation. In many cases, they had to follow their policy makers’ preventative measures to mitigate the contagion of the pandemic [1, 2]. As a result, they introduced contingency plans, and disseminated information on the virus, among students and employees. In many cases, educators were coerced to shift from the provision of traditional, face-to-face teaching and blended learning approaches, to a fully virtual remote course delivery [3, 4]. This transition resulted in a number of challenges to students and instructors [5]. Educators were pressurized to utilize digital technologies including learning management systems (LMS) as well as video conferencing programs [6]. Very often, they relied on their institutions’ Moodle or virtual learning environment (VLE) software to share digital resources including videos, power point presentations and links to online notes [7]. During the pandemic educators also acquainted themselves with video-conferencing platforms [8].

Subsequently, when COVID-19 restrictions were eased, a number of educational institutions reopened their doors to students and employees [9]. They introduced social distancing policies and hygienic procedures in their premises [4, 10]. At the time of writing, a number of academic members of staff, in various contexts, are still utilizing learning technologies including LMS and video conferencing programs [6]. Currently, student-centered educators are adopting hybrid/blended learning approaches, as they deliver face-to-face lectures in addition to online learning methodologies. Very often, they do so to support students who are not in a position to attend their lectures on campus.

A synthesis of the literature on the costs and benefits of remote learning

The costs

Many researchers noted that Covid-19 disrupted the provision of education. In the main, they reported that there were various challenges for the successful implementation of remote learning [17, 23-25]. For example, one of the contributions implied that the prolonged use of virtual platforms might negatively impact the efficacy of synchronous learning [27].

Various studies indicated that the research participants were not always pleased with the quality of education that was provided by their educators, during the pandemic [28]. Academic commentators indicated that faculty members were not experts in the delivery of remote/online instruction. They implied that instructors could require periodic developmental training to improve the service quality of their courses [4, 10].

While a few researchers noted that students appreciated the availability of recorded lectures [29], others reported that educators were not always recording their lectures and/or did not share learning resources with them [21]. This issue could have affected the students’ learning outcomes [30, 31]. In fact, some students were worried about their academic progress during COVID-19 [32]. In many cases, they encountered a number of difficulties during remote course delivery. For instance, online group work involved additional planning as well as institutional support [33]. Previous literature suggests that students necessitate counseling, tutoring and mentoring as well as ongoing assurances to succeed [34, 35].

In many cases, the researchers discovered that course participants required adequate training and support to complete their assessments [23, 24, 36]. A few of them also hinted that was a digital divide among students could have been evidenced among those who experienced connectivity and equipment problems, among other issues [5, 37]. Other authors argued about the individuals’ challenges to focus on their screens for long periods of time [6]. Notwithstanding, educators and students may develop bad postures and other physical problems due to staying hunched in front of a screen. Therefore, students ought to be given regular breaks from the screen to refresh their minds and their bodies.

The benefits

Generally, a number of contributions shed light on the benefits of using remote learning technologies, including learning management systems [1, 21, 29, 32] and interactive conferencing programs (1, 6, 17, 33]. Such educational technologies can help in creating rich social interactions [38-40] as well as positive learning environments – that foster learning and retention [41, 42]. Previous research indicated that digital learning resources can enhance the students’ knowledge and skills [43]. Remote instruction approaches can also provide supportive environments to students [39] and could even increase their chances of learning [30, 31]. Virtual lectures may be recorded or archived for future reference [29]. Hence, students or educators could access their learning materials at their convenience [44-46].

Several researchers underlined the importance of maintaining ongoing, two-way communications with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journeys [6, 47-48]. Video conferencing technologies allow educators to follow up on their students’ progress. They facilitate online interactions, in real time, and enable them to obtain immediate feedback from their students [1, 49]. Notwithstanding, there are fewer chances of students’ absenteeism and on missing out on their lessons, as they can join online meetings from home or from other locations of their choice.

Conclusions

This review implies that online technologies have opened a window of opportunity for educators. Indeed, learning management systems as well as conferencing programs are useful tools for educators to continue delivering education in a post covid-19 context. However, it is imperative that educational institutions invest in online learning infrastructures, resources and facilitating conditions, for the benefit of their students and faculty employees. They should determine whether their instructors are (or are not) delivering high levels of service quality through the utilization of remote learning technologies to continue delivering student-centered education.

This paper can be downloaded from: https://www.researchgate.net/publication/360474225_A_cost-benefit_analysis_on_the_use_of_remote_learning_technologies_A_systematic_review_and_a_synthesis_of_the_literature

References (these are all the references that were featured in the full paper)

  1. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2021. The acceptance of learning management systems and video conferencing technologies: Lessons learned from COVID-19. Tech, Know and Learning, https://link.springer.com/article/10.1007/s10758-021-09561-y
  2. OECD 2020. OECD Policy Response to CoronaVirus: Education responses to COVID-19: Embracing digital learning and online collaboration”, Organization for Economic Cooperation and Development, Paris, France.  http://www.oecd.org/coronavirus/policy-responses/education-responses-to-covid-19-embracing-digital-learning-and-online-collaboration-d75eb0e8/
  3. Sir John Daniel. 2020. Education and the COVID-19 pandemic. Prospects, 49(1), 91-96. https://doi.org/10.1007/s11125-020-09464-3
  4. Mark Anthony Camilleri. 2021. Evaluating service quality and performance of higher education institutions: A systematic review and a post COVID-19 outlook. Int J. of Qual & Serv Sciences 13, 2, 268-281. https://doi.org/10.1108/IJQSS-03-2020-0034
  5. Tewathia, Nidhi, Anant Kamath, and P. Vigneswara Ilavarasan. 2020. Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India. Tech in Soc, 61, 101251.
  6. Mark Anthony Camilleri, and Adriana Camilleri. 2022. Remote learning via video conferencing technologies: Implications for research and practice. Tech in Society, https://doi.org/10.1016/j.techsoc.2022.101881
  7. Fathema, Nafsaniath, David Shannon, and Margaret Ross. 2015. Expanding the Technology Acceptance Model (TAM) to examine faculty use of Learning Management Systems (LMSs) in higher education institutions. J of Online Learning & Teach, 11(2), 210-232.
  8. Worldbank 2020 The COVID-19 Crisis Response: Supporting tertiary education for continuity, adaptation, and innovation. Worldbank Group Education, Washington, USA. http://pubdocs.worldbank.org/en/621991586463915490/WB-Tertiary-Ed-and-Covid-19-Crisis-for-public-use-April-9.pdf
  9. Mark Anthony Camilleri. 2021. Shifting from traditional and blended learning approaches to a fully virtual and remote course delivery: Implications from COVID-19. Acad Letters, Article, 481.
  10. Ronald W. Welch, Robert J. Rabb, and Alyson Grace Eggleston. 2021. Using the SWIVL for Effective HyFlex Instruction: Best Practices, Challenges, and Opportunities. ASEE Annual Conference and Exposition, Conference Proceedings
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  14. Anthony F. Tasso, Nesrin Hisli Sahin, and Gabrielle J. San Roman.2021. COVID-19 disruption on college students: Academic and socioemotional implications. Psych Trauma: Theory, Res, Practice, and Pol, 13(1), 9-15.
  15. Jingrong Xie, and Mary F. Rice. 2021. Instructional designers’ roles in emergency remote teaching during COVID-19. Dist Ed, 42(1), 70-87.
  16. Lata Kanyal Butola, 2021. E-learning-a new trend of learning in 21st century during COVID-19 pandemic. Indian J of Foren Med and Toxicology, 15(1), 422-426.
  17. William Hurst, Adam Withington, and Hoshang Kolivand. 2022. Virtual conference design: features and obstacles. Multimedia Tools and Applic. https://doi.org/10.1007/s11042-022-12402-4
  18. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2019. The students’ readiness to engage with mobile learning apps. Interactive Tech and Smart Educ 17,1, 28-38. https://doi.org/10.1108/ITSE-06-2019-0027
  19. Andrzej Szymkowiak, Boban Melović, Marina Dabić, Kishokanth Jeganathan, and Gagandeep Singh Kundi. 2021. Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Tech in Soc, 65, 101565.
  20. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2017. Digital learning resources and ubiquitous technologies in education. Tech, Know and Learning 22,1, 65-82. https://link.springer.com/article/10.1007/s10758-016-9287-7
  21. Patricia R. Backer, Maria Chierichetti, Laura E. Sullivan-Green, and Liat Rosenfeld. 2021. Learning from the Student Experience: Impact of Shelter-in-Place on the Learning Experiences of Engineering Students at SJSU. ASEE Annual Conference and Exposition, Conference Proceedings.
  22. Timothy Boye, and Tania Machet. 2021. Emerging from COVID-19 to future practice. Proceedings – SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening – and Lasting, 697-704.
  23. Andrea N. Giordano, and Casey R. Christopher. 2020. Repurposing best teaching practices for remote learning environments: Chemistry in the news and oral examinations during covid-19. J of Chemical Educ, 97(9), 2815-2818.
  24. Mohamed Shaik Honnurvali, Ayman A. El-Saleh, Abdul Manan Sheikh, Keng Goh, Naren Gupta, and Tariq Umar. 2022. Sustainable Engineering higher education in Oman-lessons learned from the pandemic (COVID-19), improvements, and suggestions in the teaching, learning and administrative framework. J of Eng Education Trans, 35(3), 52-69.
  25. Rizwana Wahid, Oveesa Farooq, and Ahtisham Aziz. 2021. The New Normal: Online Classes and Assessments during the COVID-19 Outbreak. J of E-Learning and Know Society, 17(2), 85-96.
  26. Brenda Van Wyk, Gillian Mooney, Martin Duma, and Samuel Faloye, 2020. Emergency remote learning in the times of covid: A higher education innovation strategy. Proceedings of the European Conference on e-Learning, ECEL2020, 499-507.
  27. Andrew Darr, Jenna Regan, and Yerko Berrocal. 2021. Effect of Video Conferencing on Student Academic Performance: Evidence from Preclinical Summative Assessment Scores. Medical Science Educator, 31(6), 1747-1750.
  28. Ji-Hee Jung, and Jae-Ik Shin 2021. Assessment of university students on online remote learning during COVID-19 pandemic in Korea: An empirical study, Sustainability (Switzerland), 13(19), 10821.       
  29. John Michael Cotter, and Rasim Guldiken. 2021. Remote Versus In-Class Active Learning Exercises for an Undergraduate Course in Fluid Mechanics, ASEE Annual Conference and Exposition, Conference Proceedings                 
  30. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2017. Digital learning resources and ubiquitous technologies in education. Tech, Knowledge and Learning, 22(1), 65-82.
  31. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2017. The students’ perceptions of digital game-based learning. In European Conference on Games Based Learning (pp. 56-62). Academic Conferences International Limited.
  32. Marilyn Barger, and Lakshmi Jayaram. 2021. Students Talk: The Experience of Advanced Technology Students at Two-Year Colleges during COVID-19, ASEE Annual Conference and Exposition, Conference Proceedings.  
  33. Kennedy Saldanha, Jennifer Currin-McCulloch, Barbara Muskat, Shirley R. Simon, Ann M. Bergart, Ellen Sue Mesbur, Donna Guy, Namoonga B. Chilwalo, Mamadou M. Seck, Greg Tully, Kristina Lind, Cheryl D. Lee, Neil Hall,and Diana Kelly, 2021. Turning boxes into supportive circles: Enhancing online group work teaching during the COVID-19 pandemic. Social Work with Groups, 44(4), 310-327.
  34. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2017. The technology acceptance of mobile applications in education. In 13th International Conference on Mobile Learning (Budapest, April 10th). Proceedings, pp., International Association for Development of the Information Society.
  35. Adriana Caterina Camilleri, and Mark Anthony Camilleri. 2019. Mobile learning via educational apps: an interpretative study. In Proceedings of the 2019 5th International Conference on Education and Training Technologies (pp. 88-92).
  36. Galina Ilieva, and Tania Yankova. 2020. IoT in Distance Learning during the COVID-19 Pandemic.TEM Journal, 9(4), 1669-1674.
  37. Emily S. Kinsky, Patrick F. Merle, and Karen Freberg. 2021. Zooming through a Pandemic: An Examination of Marketable Skills Gained by University Students during the COVID-19 Crisis. Howard J of Comm, 32(5), 507-529
  38. Anne E. Drake, Jonathan Hy, Gordon A. MacDougall, Brendan Holmes, Lauren Icken, Jon W. Schrock, and Robert A. Jones.. 2021. Innovations with tele-ultrasound in education sonography: the use of tele-ultrasound to train novice scanners. Ultrasound J, 13(1), Article 6, https://doi.org/10.1186/s13089-021-00210-0
  39. Ming Lei, Ian M. Clemente, Haixia Liu, and John Bell. 2022. The Acceptance of Telepresence Robots in Higher Education. Int J of Social Robotics, https://doi.org/10.1007/s12369-021-00837-y                                                           
  40. Yuan Li, David Hicks, Wallace S. Lages, Sang Won Lee, Akshay Sharma, and Doug A. Bowman   2021. ARCritique: Supporting remote design critique of physical artifacts through collaborative augmented reality. Proceedings – 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops, VRW 2021, 9419257, 585-586
  41. Vivekananth Subbiramaniyan, Chandrashekhar Apte, and Ciraj Ali Mohammed. 2021. A meme-based approach for enhancing student engagement and learning in renal physiology, Adv in Physio Educ, 46(1), 27-29.                 
  42. Joshua Zavitz, Aarti Sarwal, Jacob Schoeneck, Casey Glass, Brandon Hays, E. Shen, Casey Bryant, and Karisma Gupta. 2021. Virtual multispecialty point-of-care ultrasound rotation for fourth-year medical students during COVID-19: Innovative teaching techniques improve ultrasound knowledge and image interpretation. AEM Education and Training, 5(4), e10632.                         
  43. Vikash Gayah, Sarah E. Zappe, and Stephanie Cutler. 2021.Impact of Remote Instructional Format on Student Perception of a Supportive Learning Environment for Expertise Development. ASEE Annual Conference and Exposition, Conference Proceedings.
  44. Butler, A., Camilleri, M. A., Creed, A., & Zutshi, A. 2021. The use of mobile learning technologies for corporate training and development: A contextual framework. In Strategic corporate communication in the digital age. Emerald Publishing Limited.
  45. Adriana Caterina Camilleri, and Mark Anthony Camilleri. 2019. The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea. International Economics Development and Research Center (IEDRC). ACM Digital Library. https://dl.acm.org/doi/abs/10.1145/3337682.3337689
  46. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2019. The Acceptance and Use of Mobile Learning Applications in Higher Education. In Pfennig, A. & Chen, K.C. (Eds.) 3rd International Conference on Education and eLearning (ICEEL2019), Barcelona, Spain. ACM Digital Library. https://dl.acm.org/doi/10.1145/3371647.3372205
  47. Adriana Caterina Camilleri, and Mark Anthony Camilleri. 2019. Mobile Learning via Educational Apps: An Interpretative Study. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea. International Economics Development and Research Center (IEDRC). ACM Digital Library. https://doi.org/10.1145/3337682.3337687
  48. Mark Anthony Camilleri, and Adriana Caterina Camilleri. 2020. The students’ acceptance and use of their university’s virtual learning environment. In Chen, K.C., Ma, Y., & Kawamura, M., The 11th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E 2020). Ritsumeikan University, Osaka, Japan. ACM Digital Library. https://www.mendeley.com/catalogue/037e2920-3bc5-3f9f-8b92-210a2e924156/
  49. Paul Capriotti, Iliana Zeler, and Mark Anthony Camilleri. 2021. Corporate communication through social networks: The identification of the key dimensions for dialogic communication. In M.A. Camilleri (Ed.) Strategic Corporate Communication in the Digital Age, Emerald, UK. https://doi.org/10.1108/978-1-80071-264-520211003
  50. Valeria Aloizou, Tania Chasiotou, Symeon Retalis, Theodoros Daviotis, and Panagiotis Koulouvaris. 2021. Remote learning for children with Special Education Needs in the era of COVID-19: Beyond tele-conferencing sessions. Educ Media Int, 58 (2), 181-201.
  51. Yelena Chaiko, Nadezhda Kunicina, Antons Patlins, and Anastasia Zhiravetska. 2020. Advanced practices: Web technologies in the educational process and science. 2020 IEEE 61st Annual International Scientific Conference on Power and Electrical Engineering of Riga Technical University, RTUCON 2020 – Proceedings, 9316567.
  52. Courtney J. Chatha, and Stacey Lowery Bretz. 2020. Adapting Interactive Interview Tasks to Remote Data Collection: Human Subjects Research That Requires Annotations and Manipulations of Chemical Structures during the COVID-19 Pandemic. Journal of Chemical Educ, 97(11), 4196-4201.
  53. Phil Legg, Thomas Higgs, Pennie Spruhan, Jonathan White, and Ian Johnson. 2021. ‘Hacking an IoT Home’: New opportunities for cyber security education combining remote learning with cyber-physical systems. 2021 International Conference on Cyber Situational Awareness, Data Analytics and Assessment, CyberSA 2021, 9478251.
  54. Jenifer M. Ross, Lauri Wright, and Andrea Y. Arikawa, 2021. Adapting a classroom simulation experience to an online escape room in nutrition education. Online Learning J, 25(1), 238-244.
  55. Jintawat Sangpratoom, Atima Tharatipyakul, Natnaree Ua-Arak, Kejkaew Thanasuan, and Suporn Pongnumkul. 2021.Comparing Remote Learning between Live Lectures and Self-paced Interactive Tutorials for Learning an Introduction to Blockchain Proceedings – 2021 International Conference on Information Systems and Advanced Technologies, ICISAT 2021
  56. Sharon Wallace, Monika S. Schuler, Michelle Kaulback, Karen Hunt, and Manisa Baker. 2021. Nursing student experiences of remote learning during the COVID‐19 pandemic. In Nursing Forum, 56(3), 612-618.

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September 26, 2020 · 12:03 pm

The businesses’ interactive engagement through digital media

This is an excerpt from one of my latest contributions on corporate communication.

How to Cite: Camilleri, M.A. & Isaias, P. (2020). The corporate communications executives’ interactive engagement through digital media. In Camilleri, M.A. (Ed.) Strategic Corporate Communication in the Digital Age, Emerald, Bingley, UK .

Several businesses are increasingly promoting their products and services through different channels. Their marketing managers and executives are utilizing different digital media (including social networks, blogs, wikis, electronic fora, webinars, podcasts, videos, et cetera) to reach wider audiences (Camilleri, 2019a). Very often, they are publishing relevant, high quality content online, at the right place and at the right times. Such content may be targeted at particular segments, niches or individual prospects.  At times, they are also benefiting of digital content that is co-created by other online users (Harrigan & Miles, 2014), as the Internet’s lack of gatekeeping has led to an increased engagement from many users (Camilleri, 2018a). The interactive media have enabled the emergence of a new participatory public sphere where everybody can dialogically interact and collaborate in the co-creation of content (Lamberton & Stephen, 2016; Kaplan & Haenlein, 2010).

The communications through digital media can be dynamic and in real time. Therefore, online users can increase direct interactions with organizations and other audiences (Camilleri, 2018b; Schultz, Utz & Göritz, 2011). Such interactive communications are often referred to as “viral” because ideas and opinions can spread through the web via word‐of‐mouth (Hajarian, Camilleri, Diaz & Aedo, 2020). There are several online channels that incorporate highly scalable, product recommender systems that feature independent reviews and rankings. These channels are often perceived as highly trustworthy sources by prospective customers (Filieri, 2016). The emergence of user-generated content in newsgroups, social media and crowdsourcing have led to positive or negative word of mouth publicity on brands, products and services (Rios Marques, Casais & Camilleri, 2020).

Such communicative features have become widely pervasive online (Tiago & Veríssimo 2014; Kaplan & Haenlein, 2010). For this reason, businesses need to acquaint themselves with the use of digital media in order to increase the impact of their communications. There is an opportunity for them to use interactive technologies to increase the frequency and reach of their messages (Camilleri, 2019a; Kaplan & Haenlein, 2010). Hence, their marketing executives ought to embrace the digital media to amplify the impact of their message. However, they need to create the right message to reach out to their chosen prospects. Notwithstanding, the businesses’ online engagement is neither automatic nor easy (Tiago & Veríssimo, 2014; Besiou, Hunter & Van Wassenhove, 2013). The dialogic features that are enabled by web pages, blogs, and other social media may prove difficult to apply (Camilleri, 2020a; Capriotti, Zeler & Camilleri, 2020).

To date, little empirical research has measured the corporate communications executives’ acceptance to use the digital media to promote products and/or to engage with online users. Previous studies reported that there are still many businesses that are not benefiting enough of social media, as they did not untap its full potential (Taiminen & Karjaluoto, 2015). Perhaps, they did not consider them as effective communications channels to promote products and services (Rather & Camilleri, 2019; Sin Tan, Choy Chong, Lin & Uchenna, 2010), or they depended on traditional advertising and promotions. Alternatively, businesses may lack the digital competences and skills to engage with online prospects; or may not possess sufficient resources to engage with them through the digital media (Camilleri, 2019b; Brouthers, Nakos & Dimitratos, 2015).

This contribution addresses a knowledge gap in academic literature as it examines the corporate communications executives’ technology acceptance and their behavioral intentions to engage in interactive technologies. It adapted valid and reliable measures that explored the respondents’ pace of technological innovation, social influences, as well as their perceptions on the usefulness and the ease of use of digital media. Moreover, this study examined the participants’ intentions to engage with interactive technologies. It investigated whether the chosen constructs of our research model, were affected by the demographic variables, including age, gender and experiences. It shed light on the causal path that explains the rationale behind the utilization of digital media for interactive engagement with online users.

_________________________

The study adapted the constructs from the technology acceptance model and from the theory of planned behavior. In sum, it hypothesizes that the individuals’ pace of technological innovation, perceived usefulness, ease of use and social influences are the antecedents of their behavioral intention to use the digital media for interactive engagement with online users. Moreover, it presumes that the demographic variables, including age, gender and experience mediate these relationships, as illustrated in Figure 1.

Figure 1. A research model on the users’ interactive engagement with digital media

References

Brouthers, K. D., Nakos, G. & Dimitratos, P. (2015). SME entrepreneurial orientation, international performance, and the moderating role of strategic alliances. Entrepreneurship Theory and Practice, 39(5), 1161-1187.

Camilleri, M. A. (2018a). The SMEs’ technology acceptance of digital media for stakeholder engagement. Journal of Small Business and Enterprise Development, 26(4), 504-521.

Camilleri, M. A. (2018b). The promotion of responsible tourism management through digital media. Tourism Planning & Development, 15(6), 653-671.

Camilleri, M. A. (2019a). Measuring the hoteliers’ interactive engagement through social media. In 14th European Conference on Innovation and Entrepreneurship (ECIE2019), University of Peloponnese, Kalamata, Greece.

Camilleri, M. A. (2019b). The online users’ perceptions toward electronic government services. Journal of Information, Communication and Ethics in Society, 18(2), 221-235.

Camilleri, M.A. (2020a). Strategic dialogic communication through digital media during COVID-19. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Capriotti, P., Zeler, I. & Camilleri, M.A. (2020). Corporate communication through social networks: The identification of key dimensions for dialogic communication. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Filieri, R. (2016). What makes an online consumer review trustworthy?. Annals of Tourism Research, 58, 46-64.

Hajarian, M., Camilleri, M.A.. Diaz, P & Aedo, I. (2020). A taxonomy of online marketing methods for corporate communication. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Harrigan, P. & Miles, M. (2014). From e-CRM to s-CRM. Critical factors underpinning the social CRM activities of SMEs. Small Enterprise Research, 21(1), 99-116.

Kaplan, A. M. & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59-68.

Lamberton, C. & Stephen, A. T. (2016). A thematic exploration of digital, social media, and mobile marketing: Research evolution from 2000 to 2015 and an agenda for future inquiry. Journal of Marketing, 80(6), 146-172.

Rather, R. A., & Camilleri, M. A. (2019). The effects of service quality and consumer-brand value congruity on hospitality brand loyalty. Anatolia, 30(4), 547-559.

Rios Marques, I., Casais, B. & Camilleri, M.A. (2020). The effect of macro celebrity and micro influencer endorsements on consumer-brand engagement on Instagram. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Schultz, F., Utz, S. & Göritz, A. (2011). Is the medium the message? Perceptions of and reactions to crisis communication via twitter, blogs and traditional media. Public Relations Review, 37(1), 20-27

Sin Tan, K., Choy Chong, S., Lin, B. & Cyril Eze, U. (2010). Internet-based ICT adoption among SMEs: Demographic versus benefits, barriers, and adoption intention. Journal of Enterprise Information Management, 23(1), 27-55.

Taiminen, H. M. & Karjaluoto, H. (2015). The usage of digital marketing channels in SMEs. Journal of Small Business and Enterprise Development, 22(4), 633-651.

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August 24, 2020 · 11:59 am

A useful book on corporate communications through digital media

This authoritative book features a broad spectrum of theoretical and empirical contributions on topics relating to corporate communications in the digital age. It is a premier reference source and a valuable teaching resource for course instructors of advanced, undergraduate and post graduate courses in marketing and communications. It comprises fourteen engaging and timely chapters that appeal to today’s academic researchers including doctoral candidates, postdoctoral researchers, early career academics, as well as seasoned researchers. All chapters include an abstract, an introduction, the main body with headings and subheadings, conclusions and research implications. They were written in a critical and discursive manner to entice the curiosity of their readers.

Photo by Headway on Unsplash

Chapter 1 provides a descriptive overview of different online technologies and presents the findings from a systematic review on corporate communication and digital media. Camilleri (2020) implies that institutions and organizations ought to be credible and trustworthy in their interactive, dialogic communications during day-to-day operations as well as in crisis situations, if they want to reinforce their legitimacy in society. Chapter 2 clarifies the importance of trust and belonging in individual and organizational relationships. Allen, Sven, Marwan and Arslan (2020) suggest that trust nurtures social interactions that can ultimately lead to significant improvements in corporate communication and other benefits for organizations. Chapter 3 identifies key dimensions for dialogic communication through social media. Capriotti, Zeler and Camilleri (2020) put forward a conceptual framework that clarifies how organizations can enhance their dialogic communications through interactive technologies. Chapter 4 explores the marketing communications managers’ interactive engagement with the digital media. Camilleri and Isaias (2020) suggest that the pace of technological innovation, perceived usefulness, ease of use of online technologies as well as social influences are significant antecedents for the businesses’ engagement with the digital media. Chapter 5 explains that the Balanced Scorecard’s (BSC) performance management tools can be used to support corporate communications practitioners in their stakeholder engagement. Oliveira, Martins, Camilleri and Jayantilal (2020) imply that practitioners can use BSC’s metrics to align their communication technologies, including big data analytics, with organizational strategy and performance management, in the digital era. Chapter 6 focuses on UK universities’ corporate communications through Twitter. Mogaji, Watat, Olaleye and Ukpabi (2020) find that British universities are increasingly using this medium to attract new students, to retain academic employees and to promote their activities and events. Chapter 7 investigates the use of mobile learning (m-learning) technologies for corporate training. Butler, Camilleri, Creed and Zutshi (2020) shed light on key contextual factors that can have an effect on the successful delivery of continuous professional development of employees through mobile technologies.

Chapter 8 evaluates the effects of influencer marketing on consumer-brand engagement on Instagram. Rios Marques, Casais and Camilleri (2020) identify two types of social media influencers. Chapter 9 explores in-store communications of large-scale retailers. Riboldazzi and Capriello (2020) use an omni-channel approach as they integrate traditional and digital media in their theoretical model for informative, in-store communications. Chapter 10 indicates that various corporations are utilizing different social media channels for different purposes. Troise and Camilleri (2020) contend that they are using them to promote their products or services and/or to convey commercial information to their stakeholders. Chapter 11 appraises the materiality of the corporations’ integrated disclosures of financial and non-financial performance. Rodríguez-Gutiérrez (2020) identifies the key determinants for the materiality of integrated reports.Chapter 12 describes various electronic marketing (emarketing) practices of micro, small and medium sized enterprises in India. Singh, Kumar and Kalia (2020) conclude that Indian owner-managers are not always engaging with their social media followers in a professional manner. Chapter 13 suggests that there is scope for small enterprises to use Web 2.0 technologies and associated social media applications for branding, advertising and corporate communication. Oni (2020) maintains that social media may be used as a marketing communications tool to attract customers and for internal communications with employees. Chapter 14 shed light on the online marketing tactics that are being used for corporate communication purposes. Hajarian, Camilleri, Diaz and Aedo (2020) outline different online channels including one-way and two-way communication technologies.

Endorsements

“Digital communications are increasingly central to the process of building trust, reputation and support.  It’s as true for companies selling products as it is for politicians canvasing for votes.  This book provides a framework for understanding and using online media and will be required reading for serious students of communication”.

Dr. Charles J. Fombrun, Former Professor at New York University, NYU-Stern School, Founder & Chairman Emeritus, Reputation Institute/The RepTrak Company.

“This book has addressed a current and relevant topic relating to an important aspect of digital transformation. Various chapters of this book provide valuable insights about a variety of issues relating to “Strategic Corporate Communication in the Digital Age”. The book will be a useful resource for both academics and practitioners engaged in marketing- and communications-related activities. I am delighted to endorse this valuable resource”.

Dr. Yogesh K. Dwivedi, Professor at the School of Management at Swansea University, UK and Editor-in-Chief of the International Journal of Information Management.

“This title covers a range of relevant issues and trends related to strategic corporate communication in an increasingly digital era. For example, not only does it address communication from a social media, balanced scorecard, and stakeholder engagement perspective, but it also integrates relevant contemporary insights related to SMEs and COVID-19. This is a must-read for any corporate communications professional or researcher”.

Dr. Linda Hollebeek, Associate Professor at Montpellier Business School, France and Tallinn University of Technology, Estonia.

“Corporate communication is changing rapidly, and digital media represent a tremendous opportunity for companies of all sizes to better achieve their communication goals. This book provides important insights into relevant trends and charts critical ways in which digital media can be used to their full potential” 

Dr. Ulrike Gretzel, Director of Research at Netnografica and Senior Fellow at the Center for Public Relations, University of Southern California, USA.

“This new book by Professor Mark Camilleri promises again valuable insights in corporate communication in the digital era with a special focus on Corporate Social Responsibility. The book sets a new standard in our thinking of responsibilities in our digital connected world”. 

Dr. Wim Elving, Professor at Hanze University of Applied Sciences, Groningen, The Netherlands. 

References

Allen, K.A. Sven, G.T., Marwan, S. & Arslan, G. (2020). Trust and belonging in individual and organizational relationships. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Butler, A. Camilleri, M.A., Creed, A. & Zutshi, A. (2020). The use of mobile learning technologies for corporate training and development: A contextual framework. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Camilleri, M.A. (2020). Strategic dialogic communication through digital media during COVID-19. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Camilleri, M.A. & Isaias, P. (2020). The businesses’ interactive engagement through digital media. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Capriotti, P., Zeler, I. & Camilleri, M.A. (2020). Corporate communication through social networks: The identification of key dimensions for dialogic communication. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Hajarian, M., Camilleri, M.A.. Diaz, P & Aedo, I. (2020). A taxonomy of online marketing methods for corporate communication. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Mogaji, E., Watat, J.K., Olaleye, S.A. & Ukpabi, D. (2020). Recruit, retain and report: UK universities’ strategic communication with stakeholders on Twitter. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Oliveira, C., Martins, A., Camilleri, M.A. & Jayantilal, S. (2020). Using the balanced scorecard for strategic communication and performance management. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Oni, O. (2020). Small and medium sized enterprises’ engagement with social media for corporate communication. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Riboldazzi, S. & Capriello, A. (2020). Large-scale retailers, digital media and in-store communications. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Rios Marques, I., Casais, B. & Camilleri, M.A. (2020). The effect of macro celebrity and micro influencer endorsements on consumer-brand engagement on Instagram. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Rodríguez-Gutiérrez, P. (2020). Corporate communication and integrated reporting: the materiality determination process and stakeholder engagement in Spain. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Singh, T., Kumar, R. & Kalia, P. (2020). E-marketing practices of micro, small and medium sized enterprises. Evidence from India. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

Troise, C. & Camilleri, M.A. (2020). The use of the digital media for marketing, CSR communication and stakeholder engagement. In Camilleri, M.A. (Ed.), Strategic Corporate Communication in the Digital Age, Emerald, UK.

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June 3, 2020 · 8:46 am

Top social media platforms

Image by Sara Kurfeß

Many online users have subscribed to different social media, including Facebook, YouTube, Instagram, Twitter and LinkedIn, among others for different reasons. Individuals and groups use them to publish their ideas in writing, images or videos. They also enable them to share hyperlinks to articles, pictures and videos. There are social media users who like to follow the updates of their friends, colleagues, acquaintances or individuals who share their interests. Very often, the news is broadcast through social networks and is disseminated in a viral manner through the social media users’ likes or shares before it is covered by the traditional media like television and newspapers. Online users may be intrigued to use the social media create their social network, or to join virtual communities. They may do so to connect with other individuals who shared their interests and values. Many online users have subscribed to different social media, including Facebook, Youtube, Instagram, Twitter and Linkedin, among others for different reasons.

Currently, Facebook has 2.45 billion users. Other popular social media networks include Instagram (1 billion users), Reddit (430 million users), Snapchat (360 million users), Twitter (330 million users), Pinterest (322 million users) and Linkedin (310 million users).

Individuals and groups use these social media to publish their ideas in writing, images or videos. They also enable them to share hyperlinks to articles, pictures and videos. There are social media users who like to follow the updates of their friends, colleagues, acquaintances or individuals who share their interests. Very often, the news is broadcast through social networks and is disseminated in a viral manner through the social media users’ likes or shares before it is covered by the traditional media like television and newspapers. Online users may be intrigued to use the social media create their social network, or to join virtual communities. They may do so to connect with other individuals who shared their interests or values.

Facebook is used by various organisations, including businesses to engage with its users. For example, different businesses are creating interactive pages and groups to disseminate information about their products and services. They utilise Facebook Messenger, or live videos to enhance their communications. Facebook is also used by academics to enhance the visibility of their publications and to raise awareness about the findings from their research. However, individuals use this medium to keep in touch with friends, colleagues, classmates, former classmates, former co-workers, and with other individuals who may share similar interests.

Like Facebook, other social media, including Twitter can be used to target large audiences and communities. Twitter is a platform that is based on topical content. Generally, its users are encouraged to use keywords and hashtags on particular topics, in particular locations. Twitter is restricted with a 280-character limit. Therefore, its subscribers have to post short, focused messages with relevant content that appeals to their followers. Moreover, they are expected to dedicate time to look after their account as they need to respond to their followers to avoid negative criticism. However, it allows direct, two-way communications among subscribers. Hence, it can be used to engage in interactive conversations with other users. Other digital networks include Instagram, Snapchat and Pinterest.  Instagram and Pinterest are focused on the dissemination of images and visual content. Like Instagram, Snapchat also features videos and user-generated content and may include influencer marketing material. On the other hand, Reddit appeals to more than 150,000 communities and niches, who share similar interests on various topics.

The usage of social media has radically influenced the style of communication and the dissemination of knowledge and information. Platforms can be personalised, self-managed and interconnected as they can blend written content with images, videos and hyperlinks. This disruptive innovation has led individuals from different demographic segments in society, to refine their digital and communication skills. It is obvious that social media has impacted our way of thinking, talking and even our social lives.

This is an excerpt from one of my latest working papers entitled; “The impact of social media and fake news on socio-political contexts”.

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November 11, 2019 · 1:00 pm

The online users’ engagement with e-Government services

This is an excerpt from my latest academic contribution.

How to Cite: Camilleri, M.A. (2019). The online users’ perceptions toward electronic government services. Journal of Information, Communication & Ethics in Society. 10.1108/JICES-09-2019-0102

tech

Several governments around the globe are utilizing the digital and mobile technologies to enhance the provision of their public services (EuroParl, 2015; Zuiderwijk Janssen & Dwivedi. 2015). Digital and mobile services are the facilitating instruments that are enabling all levels of the governments’ operations, to better service their citizens, big businesses, small enterprises and non-profit organizations (Wirtz & Birkmeyer, 2018; Rana & Dwivedi, 2015; Evans & Campos, 2013). The-governments are increasingly relying on ICT, including computers, websites and business process re-engineering (BPR) to engage with online users (Isaías, Pífano & Miranda, 2012; Weerakkody, Janssen & Dwivedi, 2011). Hence, the delivery of e-government and m-government services may usually demand the public service to implement specific transformational processes and procedures that are ultimately intended to add value to customers (Pereira, Macadar, Luciano & Testa, 2017).  Previously, the-governments’ consumers relied on face-to-face interactions or on telephone communications to engage with their consumers. Gradually, many governments had introduced interactive communications as departments and their officials started using the emails to engage with online users. Today, citizens and businesses can communicate and interact with the-government departments and agencies in real-time, through virtual call centers, via instant-messaging (IM), graphical user interfaces (GUI) and audio/video presentations.

In the past, the-governments’ services were operated in administrative silos of information (EuroParl, 2017). However, the electronic governance involves the data exchange between the-government and its stakeholders, including the businesses as well as the general public (Pereira et al., 2017; Rana & Dwivedi, 2015; Chun et al., 2010). The advances in interactive technologies have brought significant improvements in the delivery of service quality to online users of the Internet (Sá, Rocha & Cota, 2016; Isaías et al., 2012). As a result, the e-government and m-government services have become refined and sophisticated. Thus, the provision of online services is more efficient and less costly when compared to the offline services.

However, there are still many citizens and businesses who for various reasons may not want to engage with the-governments’ electronic and/or mobile services (Shareef, Kumar, Dwivedi & Kumar, 2016; 2014). This argumentation is conspicuous with the digital divide in society as not everyone is benefiting from an equitable access and democratic participation in the Internet or from the e-government systems (Ebbers, Jansen & van Deursen, 2016; Friemel, 2016; Luna-Reyes, Gil-Garcia & Romero, 2012; Isaías, Miranda & Pífano, 2009). The low usage of e-government systems impedes the ability of many governments to connect to citizens (Danila & Abdullah, 2014). Mensah (2018) held that the government authorities should promote the utilization of user-friendly mobile applications as the majority of citizens are increasingly engaging with their smartphones for different purposes, including to access information and services. Many countries around the world have introduced online government portals can be accessed through desktop computers as well as via mobile-friendly designs (Camilleri, 2019a; Ndou, 2004). Massey et al. (2019) posited that the government’s electronic services can be integrated among different devices in order to ensure an effective service delivery. These authors also maintained that the citizens are increasingly relying on the features of the mobile technologies as they are always connected to wireless networks. Their portable, mobile devices can provide access to a wide array of public information at any time and in any place (Camilleri & Camilleri, 2019; Wirtz & Birkmeyer, 2018; Sareen, Punia, & Chanana, 2013).

In a similar vein, many citizens may easily access their respective government’s online portal via virtual, open networks. They can also receive instantaneous messages and responses from the governments’ public service systems in their mobile devices, including smart phones or tablets (Shareef et al., 2016). Therefore, m-governance can possibly enhance the quality of the public services in terms of improved efficiency and cost savings (Madden, Bohlin, Oniki, & Tran, 2013). Notwithstanding, in the near future, the government’s electronic systems will be in a better position to exceed their citizens’  expectations, in terms of quality of service (Li & Shang, 2019). The advances in technology, including the increased massive wireless data traffic from different application scenarios, as well as the efficient resource allocation schemes will be better exploited to improve the capacity of online and mobile networks (Zhang, Liu, Chu, Long, Aghvami & Leung, 2017). For instance, the fifth generation (5G) of mobile communication systems is expected to enhance  the citizens’ service quality as they may offer higher mobile connection speeds, capacities and reduced latencies (Osseiran, Boccardi, Braun, Kusume, Marsch, Maternia & Tullberg, 2014; Zhang et al., 2017).

Nevertheless, despite these technological breakthroughs, there are many citizens who are still reluctant to use the-governments’ electronic and/or mobile services as they hold negative perceptions toward public administration (Wirtz & Birkmeyer, 2018; Shareef, Dwivedi, Stamati, & Williams, 2014). These individuals are not comfortable to share their personal information online (Van Deursen & Van Dijk, 2014). They may perceive that e-government and/or m-government platforms are risky and unsecure (Conradie & Choenni, 2014; Bélanger & Carter, 2008). Consequentially, they will decide not to upload their data as they suspect that it can be used by third parties (Picazo-Vela et al., 2012; Bélanger & Carter, 2008).

References (these are all the references that appeared in the bibliography section of the full paper).

Al-Hujran, O., Al-Debei, M. M., Chatfield, A., & Migdadi, M. (2015), “The imperative of influencing citizen attitude toward e-government adoption and use”, Computers in human Behavior, Vol 53, pp. 189-203.

Ajzen, I. (1991), “The theory of planned behavior”, Organizational Behavior and Human Decision Processes, Vol. 50, No. 2, pp. 179-211.

Bélanger, F. and Carter, L. (2008), “Trust and risk in e-government adoption”, The Journal of Strategic Information Systems, Vol. 17, No. 2, pp. 165-176.

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September 29, 2019 · 6:19 pm

The Students’ Engagement with Mobile Learning Technologies

These are excerpts from our latest academic article.

How to Cite: Camilleri, M.A. & Camilleri, A.C. (2019). The Students’ Readiness to Engage with Mobile Learning Apps. Interactive Technology and Smart Education. https://www.emerald.com/insight/content/doi/10.1108/ITSE-06-2019-0027/full/html

Hand-held mobile devices such as smart phones and tablets allow individuals, including students, to access and review online (educational) content from virtually anywhere. The mobile applications (apps) can provide instant access to the schools’ learning resources (Camilleri & Camilleri, 2019b; Sánchez & Isaías, 2017; Cheon, Lee, Crooks & Song, 2012). Therefore, they are increasingly being utilized in the context of primary education to improve the student experience. Relevant theoretical underpinnings reported that more primary level students are utilizing mobile learning technologies to engage with their instructors (Rodríguez, Riaza & Gómez, 2017; Sánchez & Isaías, 2018). Notwithstanding, it is much easier for the younger pupils to mobile apps to read eBooks, as hard-copy textbooks need to be carried in their bags. Arguably, the proliferation of portable technologies like tablets are lighter and less bulky than laptop computers. Hence, primary school students can easily use mobile technologies anywhere, beyond the traditional classroom environment (Rodríguez et al., 2017). Currently, there is a wide variety of educational apps that are readily available on a wide array of mobile devices (Chee, Yahaya, Ibrahim &Hasan, 2017; Domingo & Garganté, 2016). Such interactive technologies can improve the delivery of quality education as teachers provide direct feedback to their students, in real time. Some of the mobile apps can even engage primary school students in immersive learning experiences (Camilleri & Camilleri,2019c; Isaias, Reis, Coutinho & Lencastre, 2017).

On the other hand, other academic literature posited that some students may not want to engage in mobile learning. Very often, commentators implied that the mobile technologies have their own limitations (Cheon et al., 2012; Wang, Wu & Wang, 2009). A few practitioners contended that mobile devices had small screens with low resolutions. Alternatively, some argued about their slow connection speeds, or pointed out that they lacked standardization features  (Sánchez & Isaías, 2017; Camilleri & Camilleri,2017).

As a matter of fact, Android, Apple and Microsoft Windows have different operating systems. As a result, learning apps may have to be customized to be compatible with such systems. Moreover, individuals, including primary school students may hold different attitudes towards the use of mobile devices. There may be students who may be motivated to engage with mobile technologies (Sánchez & Isaias, 2018; Ciampa, 2014) as they use these devices to play games, watch videos, or to chat with their friends, online (Wang et al., 2009). In this case, the primary school students may use their mobile devices for hedonic reasons, rather than to engage in mobile learning activities. Such usage of the mobile technologies can possibly result in undesired educational outcomes. Nevertheless, those primary level students who already own or have instant access to a mobile device may easily become habitual users of this technology; as they use it for different purposes. However, there is still limited research in academia that explores these students’ readiness to engage in mobile learning at home, and at school.

Results

The findings in this study are consistent with the argument that digital natives are increasingly immersing themselves in digital technologies (Bourgonjon et al., 2010), including educational games (Camilleri & Camilleri,2019; Ge & Ifenthaler, 2018; Carvalho et al., 2015, Wouters et al., 2013). However, the results have shown that there was no significant relationship between the perceived ease of the gameplay and the children’s enjoyment in them. Furthermore, the stepwise regression analysis revealed that there was no significant relationship between the normative expectations and the children’s engagement with the educational apps; although it was evident (from the descriptive statistics) that the parents were encouraging their children to play the games at home and at school. This research relied on previously tried and tested measures that were drawn from the educational technology literature in order to explore the hypothesized relationships. There is a common tendency in academic literature to treat the validity and reliability of quantitative measures from highly cited empirical papers as given.

Future studies may use different sampling frames, research designs and methodologies to explore this topic. To the best of our knowledge, there is no other empirical study that has validated the technology acceptance model within a primary school setting. Further work is needed to replicate the findings of this research in a similar context.

References (the full bibliography of this paper)

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Camilleri, M.A. and Camilleri, A. (2017a), “The Technology Acceptance of Mobile Applications in Education”, In Sánchez, I.A. & Isaias, P. (Eds) 13th International Conference on Mobile Learning (Budapest, 11th April). Proceedings, pp 41-48. International Association for Development of the Information Society.

Camilleri, M.A., and Camilleri, A.C. (2017b), “Digital learning resources and ubiquitous technologies in education”, Technology, Knowledge and Learning, Vol. 22, No. 1, pp. 65-82.

Camilleri, M. A., and  Camilleri, A. (2019a), “Student Centred Learning Through Serious Games”, 13th Annual International Technology, Education and Development Conference. Valencia, Spain (March, 2019). International Academy of Technology, Education and Development (IATED).

Camilleri, A.C., and Camilleri, M.A. (2019b), “Mobile Learning via Educational Apps: An Interpretative Study”. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea (May, 2019). International Economics Development and Research Center (IEDRC).

Camilleri, A.C., and Camilleri, M.A. (2019c), “The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games”, In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea (May, 2019). International Economics Development and Research Center (IEDRC).

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Chee, K. N., Yahaya, N., Ibrahim, N. H., and Hasan, M. N. (2017). Review of mobile learning trends 2010-2015: A meta-analysis. Journal of Educational Technology & Society, 20(2), 113-126.

Chen, K. C. and Jang, S. J. (2010), “Motivation in online learning: Testing a model of self-determination theory”, Computers in Human Behavior, Vol. 26, No. 4, pp. 741-752.

Cheon, J., Lee, S., Crooks, S. M. and Song, J. (2012), “An investigation of mobile learning readiness in higher education based on the theory of planned behavior”, Computers & Education, Vol. 59, No. 3, pp. 1054-1064.

Ciampa, K. (2014), “Learning in a mobile age: an investigation of student motivation”, Journal of Computer Assisted Learning, Vol. 30, No. 1, pp. 82-96.

Connolly, T.M., Boyle, E.A., MacArthur, E.  Hainey, T., and Boyle, J.M. (2012), “A systematic literature review of empirical evidence on computer games and serious games”, Computers & Education, Vol. 59, No. 2, pp. 661-686.

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Davis, F.D., Bagozzi, R.P., and Warshaw, P.R. (1989), “User acceptance of computer technology: a comparison of two theoretical models”, Management Science, Vol. 35, No. 8, pp. 982-1003.

Dickey, M.D. (2011), “Murder on Grimm Isle: The impact of game narrative design in an educational game‐based learning environment”, British Journal of Education Technology, Vol. 42, No.  3, pp. 456-469.

Domingo, M. G. and Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, Vol. 56, pp. 21-28.

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Ge, X., and Ifenthaler, D. (2018), “Designing engaging educational games and assessing engagement in game-based learning”, In Gamification in Education: Breakthroughs in Research and Practice, IGI Global, Hershey, USA, pp. 1-19.

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Hwang, G.J., and Wu, P.H.  (2012), “Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010”, British. Journal of Education Technology, Vol. 43, No. 1, pp. E6-E10.

Isaias, P., Reis, F., Coutinho, C. and Lencastre, J. A. (2017), “Empathic technologies for distance/mobile learning: An empirical research based on the unified theory of acceptance and use of technology (UTAUT)”, Interactive Technology and Smart Education, Vol. 14, No. 2, pp. 159-180.

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Park, S. Y., Nam, M. W., and Cha, S. B. (2012), “University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model”, British Journal of Education Technology, Vol. 43, No. 4, pp. 592-605.

Rodríguez, A. I., Riaza, B. G., & Gómez, M. C. S. (2017), “Collaborative learning and mobile devices: An educational experience in Primary Education”, Computers in Human Behavior, Vol. 72, pp. 664-677.

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Sánchez, I. A., & Isaias, P. (2018), “Proceedings of the International Association for Development of the Information Society (IADIS)”, International Conference on Mobile Learning (14th, Lisbon, Portugal, April 14-16, 2018). International Association for Development of the Information Society.

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Venkatesh, V., Thong, Y.T.L., and Xu, X. (2012), “Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology”, MIS Quarterly, Vol. 36, No.1, pp. 157-178.

Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009), “Investigating the determinants and age and gender differences in the acceptance of mobile learning”, British Journal of Educational technology, Vol. 40, No. 1, pp. 92-118.

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Related Publications

Camilleri, M.A. & Camilleri, A.C. (2019). The Acceptance and Use of Mobile Learning Applications in Higher Education. In Pfennig, A. & Chen, K.C. (Eds.) 3rd International Conference on Education and eLearning (ICEEL2019), Barcelona, Spain.

Camilleri, A.C. & Camilleri, M.A. (2019). The Students’ Perceived Use, Ease of Use and Enjoyment of Educational Games at Home and at School. 13th Annual International Technology, Education and Development Conference. Valencia, Spain (March, 2019). International Academy of Technology, Education and Development (IATED).Download this paper

Camilleri, M.A. & Camilleri, A. (2017). The Students’ Perceptions of Digital Game-Based Learning. In Pivec, M. & Grundler, J. (Ed.) 11th European Conference on Games Based Learning  (October). Proceedings, pp. 52-62, H JOANNEUM University of Applied Science, Graz, Austria, pp 56-62. http://toc.proceedings.com/36738webtoc.pdf Download this paper

Camilleri, M.A. & Camilleri, A. (2017). Measuring The Educators’ Behavioural Intention, Perceived Use And Ease Of Use Of Mobile Technologies. In Wood, G. (Ed) Re-connecting management research with the disciplines: Shaping the research agenda for the social sciences (University of Warwick, September). Proceedings, pp., British Academy of Management, UK. http://conference.bam.ac.uk/BAM2017/htdocs/conference_papers.php?track_name=%20Knowledge%20and%20Learning Download this paper

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August 31, 2019 · 5:44 pm

Announcing a Call for Chapters (for Springer)

Strategic Corporate Communication and Stakeholder Engagement in the Digital Age

 

Abstract submission deadline: 30th September 2019
Full chapters due: 31st December 2019

 

Background

The latest advances in technologies and networks have been central to the expansion of electronic content across different contexts. Contemporary communication approaches are crossing boundaries as new media are offering both challenges and opportunities. The democratisation of the production and dissemination of information via the online technologies has inevitably led individuals and organisations to share content (including images, photos, news items, videos and podcasts) via the digital and social media. Interactive technologies are allowing individuals and organisations to co-create and manipulate electronic content. At the same time, they enable them to engage in free-flowing conversations with other online users, groups or virtual communities (Camilleri, 2017). Innovative technologies have empowered the organisations’ stakeholders, including; employees, investors, customers, local communities, government agencies, non-governmental organisations (NGOs), as well as the news media, among others. Both internal and external stakeholders are in a better position to scrutinise the organisations’ decisions and actions. For this reason, there is scope for the practitioners to align their corporate communication goals and activities with the societal expectations (Camilleri, 2015; Gardberg & Fombrun, 2006). Therefore, organisations are encouraged to listen to their stakeholders. Several public interest organisations, including listed businesses, banks and insurance companies are already sharing information about their financial and non-financial performance in an accountable and transparent manner. The rationale behind their corporate disclosures is to develop and maintain strong and favourable reputations among stakeholders (Camilleri, 2018; Cornelissen, 2008). The corporate reputation is “a perceptual representation of a company’s past actions and future prospects that describe the firm’s overall appeal to all of its key constituents when compared to other leading rivals” (Fombrun, 1996).

Business and media practitioners ought to be cognisant about the strategic role of corporate communication in leveraging the organisations’ image and reputation among stakeholders (Van Riel & Fombrun, 2007). They are expected to possess corporation communication skills as they need to forge relationships with different stakeholder groups (including employees, customers, suppliers, investors, media, regulatory authorities and the community at large). They have to be proficient in specialist areas, including; issues management, crises communication as well as in corporate social responsibility reporting, among other topics. At the same time, they should be aware about the possible uses of different technologies, including; artificial intelligence, augmented and virtual reality, big data analytics, blockchain and internet of things, among others; as these innovative tools are disrupting today’s corporate communication processes.

 

Objective

This title shall explain how strategic communication and media management can affect various political, economic, societal and technological realities. Theoretical and empirical contributions can shed more light on the existing structures, institutions and cultures that are firmly founded on the communication technologies, infrastructures and practices. The rapid proliferation of the digital media has led both academics and practitioners to increase their interactive engagement with a multitude of stakeholders. Very often, they are influencing regulators, industries, civil society organisations and activist groups, among other interested parties. Therefore, this book’s valued contributions may include, but are not restricted to, the following topics:

 

Artificial Intelligence and Corporate Communication

Augmented and Virtual Reality in Corporate Communication

Blockchain and Corporate Communication

Big Data and Analytics in Corporate Communication

Branding and Corporate Reputation

Corporate Communication via Social Media

Corporate Communication Policy

Corporate Culture

Corporate Identity

Corporate Social Responsibility Communications

Crisis, Risk and Change Management

Digital Media and Corporate Communication

Employee Communications

Fake News and Corporate Communication

Government Relationships

Integrated Communication

Integrated Reporting of Financial and Non-Financial Performance

Internet Technologies and Corporate Communication

Internet of Things and Corporate Communication

Investor Relationships

Issues Management and Public Relations

Leadership and Change Communication

Marketing Communications

Measuring the Effectiveness of Corporate Communications

Metrics for Corporate Communication Practice

Press and Media Relationships

Stakeholder Management and Communication

Strategic Planning and Communication Management

 

This publication shall present the academics’ conceptual discussions that cover the contemporary topic of corporate communication in a concise yet accessible way. Covering both theory and practice, this publication shall introduce its readers to the key issues of strategic corporate communication as well as stakeholder management in the digital age. This will allow prospective practitioners to critically analyse future, real-life situations. All chapters will provide a background to specific topics as the academic contributors should feature their critical perspectives on issues, controversies and problems relating to corporate communication.

This authoritative book will provide relevant knowledge and skills in corporate communication that is unsurpassed in readability, depth and breadth. At the start of each chapter, the authors will prepare a short abstract that summarises the content of their contribution. They are encouraged to include descriptive case studies to illustrate real situations, conceptual, theoretical or empirical contributions that are meant to help aspiring managers and executives in their future employment. In conclusion, each chapter shall also contain a succinct summary that should outline key implications (of the findings) to academia and / or practitioners, in a condensed form. This will enable the readers to retain key information.

 

Target Audience

This textbook introduces aspiring practitioners as well as under-graduate and post-graduate students to the subject of corporate communication – in a structured manner. More importantly, it will also be relevant to those course instructors who are teaching media, marketing communications and business-related subjects in higher education institutions, including; universities and colleges. It is hoped that course conveners will use this edited textbook as a basis for class discussions.

 

Submission Procedure

Senior and junior academic researchers are invited to submit a 300-word abstract on or before the 30th June 2019. Submissions should be sent to Mark.A.Camilleri@um.edu.mt. Authors will be notified about the editorial decision during July 2019. The length of the chapters should be between 6,000- 8,000 words (including references, figures and tables). These contributions will be accepted on or before the 31st December 2019. The references should be presented in APA style (Version 6). All submitted chapters will be critically reviewed on a double-blind review basis. The authors’ and the reviewers’ identities will remain anonymous. All authors will be requested to serve as reviewers for this book. They will receive a notification of acceptance, rejection or suggested modifications – on or before the 15th February 2020.

Note: There are no submission or acceptance fees for the publication of this book. All abstracts / proposals should be submitted via the editor’s email.

 

Editor

Mark Anthony Camilleri (Ph.D. Edinburgh)
Department of Corporate Communication,
Faculty of Media and Knowledge Sciences,
University of Malta, MALTA.
Email: mark.a.camilleri@um.edu.mt

 

Publisher

Following the double-blind peer review process, the full chapters will be submitted to Springer Nature for final review. For additional information regarding the publisher, please visit https://www.springer.com/gp. This prospective publication will be released in 2020.

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May 28, 2019 · 9:22 pm

The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games

An Excerpt from one of my latest papers, entitled; “The Students’ Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games”.

How to Cite: Camilleri, A.C. & Camilleri, M.A. (2019). The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea (May, 2019).

This contribution has explored the primary school’s grade three  students’ intrinsic and extrinsic motivations toward the use of educational games. It relied on the technology acceptance model to investigate the students’ perceived usefulness and ease of use of the  schools’ games ([7], [8], [15]). Moreover, the researchers have also  included the measuring items that explored the students’ perceived  enjoyment ([12], [13], [20]) as they investigated whether they  experienced normative pressures to play the educational games ([14], [22], [23]). The findings from the Wilcoxon test reported that the students played the school games at home, more than they did at school. They indicated that the school’s games were easy to play.

This study reported that the students recognized that the school’s games were useful and relevant as they were learning from them. Moreover, they indicated that the school’s educational games held their attention since they found them enjoyable and fun. The vast majority of the children played the educational games, both at home and at school. The findings in this study are consistent with the argument that digital natives are increasingly immersing
themselves in digital technologies ([2]), including educational games ([1], [4], [10], [11], [28]). However, the results have shown that there was no significant relationship between the perceived ease of the gameplay and the children’s enjoyment in them.

Furthermore, the stepwise regression analysis revealed that there was no significant relationship between the normative expectations and the children’s engagement with the educational games; although it was evident (from the descriptive statistics) that the parents were encouraging their children to play the games at home and at school.

This research relied on previously tried and tested measures that were drawn from the educational technology literature in order to explore the hypothesized relationships. There is common tendency  in academic literature to treat the validity and reliability of quantitative measures from highly cited empirical papers as given. In this case, the survey items in this study were designed and adapted for the primary school children who were in grade 3, in a
small European state. Future studies may use different sampling frames, research designs and methodologies to explore this topic. To the best of our knowledge, there is no other empirical study that has validated the technology acceptance model within a primary school setting. Further work is needed to replicate the findings of  this research in a similar context.

ACKNOWLEDGEMENTS
We thank the department of education, the school’s principal and her members of staff who have provided their invaluable support during the data gathering process.

REFERENCES
[1] Ge, X., and Ifenthaler, D. 2018. Designing engaging
educational games and assessing engagement in game-based
learning” In Gamification in Education: Breakthroughs in
Research and Practice, IGI Global, Hershey, USA, 1-19,

[2] Bourgonjon, J., Valcke, M., Soetaert, R., and Schellens, T.
2010, Students’ perceptions about the use of educational
games in the classroom. Comp. & Educ. 54, 4, 1145-1156.

[3] Hwang, G.J., and Wu, P.H. 2012. Advancements and trends
in digital game‐based learning research: a review of
publications in selected journals from 2001 to 2010. Brit. J.
of Educ. Tech. 43, 1, E6-E10.

[4] Carvalho, M.B., Bellotti, F., Berta, R., De Gloria, A.,
Sedano, C.I., Hauge, H.B., Hu, J., and Rauterberg, M. 2015.
An activity theory-based model for serious games analysis
and conceptual design. Comp. & Educ. 87, 166-181.

[5] Connolly, T.M., Boyle, E.A., MacArthur, E. Hainey, T., and
Boyle, J.M. 2012. A systematic literature review of empirical
evidence on computer games and serious games. Comp. &
Educ. 59, 2, 661-686.

[6] Burguillo, J.C. 2010. Using game theory and competitionbased
learning to stimulate student motivation and
performance. Comp. & Educ. 55, 2, 566-575.

[7] Dickey, M.D. 2011. Murder on Grimm Isle: The impact of
game narrative design in an educational game‐based learning
environment. Brit. J. of Educ. Tech, 42, 3, 456-469.

[8] Huang, W.H., Huang, W.Y., and Tschopp, J. 2010.
Sustaining iterative game playing processes in DGBL: The
relationship between motivational processing and outcome
processing. Comp. & Educ. 55, 2, 789-97.

[9] Harris, J. Mishra, P., and Koehler, M. 2009. Teachers’
technological pedagogical content knowledge and learning
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[10] Wouters, P., Van Nimwegen, C., Van Oostendorp, H., and
Van Der Spek, E.D. 2013. A meta-analysis of the cognitive
and motivational effects of serious games. J. of Educ. Psych.
105, 2, 249-266.

[11] Camilleri, M.A., and Camilleri, A. 2017. The Students’
Perceptions of Digital Game-Based Learning, In Pivec, M.
and Grundler, J. 11th European Conference on Games Based
Learning Proceedings (London, UK, October 04-05, 2017),
University of Applied Sciences, Graz, Austria, 56-62.

[12] Davis, F.D. 1989. Perceived usefulness, perceived ease of
use, and user acceptance of information technology. MIS
Quart. 319-340.

[13] Davis, F.D., Bagozzi, R.P., and Warshaw, P.R. 1989. User
acceptance of computer technology: a comparison of two
theoretical models. Mgt. Science, 35, 8, 982-1003.

[14] Ajzen, I. 1991. The theory of planned behavior. Org. Behav.
and Human Dec. Proc. 50, 2, 179-211.

[15] Lee, M. K., Cheung, C. M., and Chen, Z. 2005. Acceptance
of Internet-based learning medium: the role of extrinsic and
intrinsic motivation. Inf. & Mgt. 42, 8, 1095-1104.

[16] Chen, K. C. and Jang, S. J. 2010. Motivation in online
learning: Testing a model of self-determination theory.
Comp. in Human Behav. 26, 4, 741-752.

[17] Dunne, Á., Lawlor, M. A., and Rowley, J. 2010. Young
people’s use of online social networking sites–a uses and
gratifications perspective. Journal of Res. in Int. Mktg. 4, 1,
46-58.

[18] Li, H., Liu, Y., Xu, X., Heikkilä, J., and Van Der Heijden, H.
2015. Modeling hedonic is continuance through the uses and
gratifications theory: An empirical study in online games.
Comp. in Human Behav. 48, 261-272.

[19] Teo, T., Beng Lee, C., Sing Chai, C., and Wong, S.L. 2009.
Assessing the intention to use technology among pre-service
teachers in Singapore and Malaysia: A multigroup invariance
analysis of the Technology Acceptance Model (TAM).
Comp. & Educ. 53, 3, 1000-1009.

[20] Camilleri, M.A., and Camilleri, A.C. 2017. Digital learning
resources and ubiquitous technologies in education, Tech.,
Knowl. and Learng. 22, 1, 65-82.

[21] Park, S.Y. 2009. An analysis of the technology acceptance
model in understanding university students’ behavioral
intention to use e-learning, Educ. Tech. & Soc. 12, 3, 150-
162.

[22] Venkatesh, V., Morris, M.G., Davis, G.B. and Davis, F.D.
2003. User acceptance of information technology: Toward a
unified view. MIS Quart. 425-478.

[23] Venkatesh, V., Thong, Y.T.L., and Xu, X. 2012.Consumer
acceptance and use of information technology: extending the
unified theory of acceptance and use of technology. MIS
Quart. 157-178.

[24] Ryan, R. M., and Deci, E. L. 2000. Intrinsic and extrinsic
motivations: Classic definitions and new directions.
Contemp. Educ. Psych. 25, 1, 54-67.

[25] Cheon, J., Lee, S., Crooks, S. M. and Song, J. 2012. An
investigation of mobile learning readiness in higher
education based on the theory of planned behavior. Comp. &
Educ. 59, 3, 1054-1064.

[26] Chang, C.T., Hajiyev, J., and Su, C.R. 2017. Examining the
students’ behavioral intention to use e-learning in
Azerbaijan? The general extended technology acceptance
model for e-learning approach. Comp. & Educ. 111, 128-
143.

[27] Park, S. Y., Nam, M. W., and Cha, S. B. 2012. University
students’ behavioral intention to use mobile learning:
Evaluating the technology acceptance model. Brit. Journal of
Educ. Tech. 43, 4, 592-605.

[28] Camilleri, M.A. and Camilleri, A.C. 2017. The Technology
Acceptance of Mobile Applications in Education. In
Sánchez, I.A. and Isaias, P. (Eds) 13th
International Conference on Mobile Learning (London, UK,
10-11 April 2018). International Association for
Development of the Information Society Budapest, Hungary,
41-48.

Presentation is available at: https://www.slideshare.net/markanthonycamilleri/the-students-intrinsic-and-extrinsic-motivations-148006875

 

 

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