Category Archives: internet technologies

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
activity types: Curriculum-based technology integration
reframed. J. of Res. on Tech. in Educ. 41, 4, 393-416.

[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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Announcing a Call for Chapters (for Springer Nature)

Call for Chapters

Strategic Corporate Communication and Stakeholder Engagement in the Digital Age

 

Abstract submission deadline: 30th June 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.

 

Important Dates

Abstract Submission Deadline:          30th June 2019
Notification of Acceptance:               31st July 2019

Full Chapters Due:                             31st December 2019

Notification of Review Results:         15th February 2020
Final Chapter Submission:                 31st March 2020

Final Acceptance Notification:          30th April, 2020

References

Camilleri, M.A. (2015). Valuing Stakeholder Engagement and Sustainability Reporting. Corporate Reputation Review18(3), 210-222. https://link-springer-com.ejournals.um.edu.mt/article/10.1057/crr.2015.9

Camilleri, M.A. (2017). Corporate Sustainability, Social Responsibility and Environmental Management, Cham, Switzerland: Springer Nature. https://www.springer.com/gp/book/9783319468488

Camilleri, M.A. (2018). Theoretical Insights on Integrated Reporting: The Inclusion of Non-Financial Capitals in Corporate Disclosures. Corporate Communications: An International Journal23(4), 567-581. https://www.emeraldinsight.com/doi/full/10.1108/CCIJ-01-2018-0016

Cornelissen, J.P. (2008). Corporate Communication. The International Encyclopedia of Communication. https://onlinelibrary.wiley.com/doi/abs/10.1002/9781405186407.wbiecc143.pub2

Fombrun, C.J. (1995). Reputation: Realizing Value from the Corporate Image. Cambridge, MA, USA: Harvard Business School Press.

Gardberg, N.A., & Fombrun, C. J. (2006). Corporate Citizenship: Creating Intangible Assets across Institutional Environments. Academy of Management Review31(2), 329-346. https://journals.aom.org/doi/abs/10.5465/AMR.2006.20208684

Van Riel, C.B., & Fombrun, C.J. (2007). Essentials of Corporate Communication: Implementing Practices for Effective Reputation Management. Oxford, UK: Routledge. http://repository.umpwr.ac.id:8080/bitstream/handle/123456789/511/Essentials%20of%20Corporate%20Communication.pdf?sequence=1

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The Users’ Perceptions of the Electronic Government’s (e-gov) Services

This is an excerpt from one of my latest conference papers entitled; “Exploring the Behavioral Intention to Use E-Government Services: Validating the Unified Theory of Acceptance and Use of Technology”.

How to Cite: Camilleri, M.A. (2019). Exploring the Behavioral Intention to Use E-Government Services: Validating the Unified Theory of Acceptance and Use of Technology. In Kommers, P., Hui, W., Isaias, P., & Tomayess, I. (Eds) 9th International Conference on Internet Technologies & Society, Lingnan University, Hong Kong (February 2019), International Association for Development of the Information Society.


The information and communication technologies (ICTs) as well as other web-based technologies can enhance the effectiveness, economies and efficiencies of service delivery in the public sector. Therefore, many governments are increasingly using the digital and mobile media to deliver public services to online users (Zuiderwijk Janssen & Dwivedi. 2015). The electronic or mobile government services (e-gov) are facilitators and instruments that are intended to better serve all levels of the governments’ operations, including its departments, agencies and their employees as well as individual citizens, businesses and enterprises (Rana & Dwivedi, 2015). The governments may use information and communication technologies, including computers, websites and business process re-engineering (BPR) to interact with their customers (Isaías, Pífano & Miranda, 2012; Weerakkody, Janssen & Dwivedi, 2011). E-gov services involve the transformational processes within the public administration; that add value to the governments’ procedures and services through the introduction and continued appropriation of information and communication technologies, as a facilitator of these transformations. These government systems have improved over the years.  In the past, online users relied on one-way communications, including emails. Today, online users may engage in two-way communications, as they communicate and interact with the government via the Internet, through instant-messaging (IM), graphical user interfaces (GUI) or audio/video presentations.

Traditionally, the public services were centered around the operations of the governments’ departments. However, e-governance also involves a data exchange between the government and other stakeholders, including the businesses and the general public (Rana & Dwivedi, 2015). The advances in technology have led to significant improvements in the delivery of service quality to online users (Isaías et al., 2012). As e-government services become more sophisticated, the online users will be intrigued to interact with the government as e-services are usually more efficient and less costly than offline services that are delivered by civil servants. However, there may be individuals who for many reasons, may not have access to computers and the internet. Such individuals may not benefit of the governments’ services as other citizens. As a result, the digital divide among citizens can impact their socio-economic status (Ebbers, Jansen & van Deursen, 2016). Moreover, there may be individuals who may be wary of using e-government systems. They may not trust the e-gov sites with their personal information, as they may be concerned on privacy issues. Many individuals still perceive the governments’ online sites as risky and unsecure.

This contribution addresses a knowledge gap in academic literature as it examines the online users’ perceptions on e-gov systems. It relies on valid and reliable measures from the Unified Theory of Acceptance and Use of Technology (UTAUT) (Zuiderwijk et al., 2015; Wang & Shih, 2009; Venkatesh, Morris, Davis & Davis, 2003;2012) to explore the respondents ’attitudes toward performance expectancy, effort expectancy, social influences, facilitating conditions as well as their intentions to use the governments’ electronic services. Moreover, it also investigates how the demographic variables, including age, gender and experiences have an effect on the UTAUT constructs.. In a nutshell, this research explains the causal path that leads to the online users’ acceptance and use of e-gov.

References

Ebbers, W. E., Jansen, M. G., & van Deursen, A. J. 2016. Impact of the digital divide on e-government: Expanding from channel choice to channel usage. Government Information Quarterly, Vol. 33, No. 4, pp. 685-692.

Isaías, P., Pífano, S., & Miranda, P. (2012). Web 2.0: Harnessing democracy’s potential. In Public Service, Governance and Web 2.0 Technologies: Future Trends in Social Media (pp. 223-236). IGI Global.

Rana, N. P., & Dwivedi, Y.K. 2015. Citizen’s adoption of an e-government system: Validating extended social cognitive theory (SCT). Government Information Quarterly, Vol. 32, No. 2, pp. 172-181.

Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F. D. 2003. User acceptance of information technology: Toward a unified view. MIS Quarterly, pp. 425-478.

Venkatesh, V., Thong, J.Y., & Xu, X. 2012. Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS Quarterly, pp. 157-178.

Wang, Y.S., & Shih, Y.W. (2009). Why do people use information kiosks? A validation of the Unified Theory of Acceptance and Use of Technology. Government Information Quarterly, Vol. 26, No. 1, pp. 158-165.

Weerakkody, V., Janssen, M., & Dwivedi, Y. K. 2011. Transformational change and business process reengineering (BPR): Lessons from the British and Dutch public sector. Government Information Quarterly, Vol. 28, No. 3, pp. 320-328.

Zuiderwijk, A., Janssen, M., & Dwivedi, Y.K. 2015. Acceptance and use predictors of open data technologies: Drawing upon the unified theory of acceptance and use of technology. Government Information Quarterly, Vol. 32, No. 4, pp. 429-440.

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