Although growing numbers of researchers are studying the role of social engagement in ubiquitous technologies and applications, few frameworks have been proposed that attend to the lived experience of the individual and social dynamic within which it is intimately enmeshed. We present empirical insights using grounded theory from data gathered during a 102-day walk of the second author around Wales. This study inductively developed a substantive social engagement framework of the Walking experience that appears to be simple and flexible. The main aim of this paper is to present the developed framework, where even apparently 'solitary' walking is set within a rich technical and social matrix. The primary characteristics of this framework, namely accuracy of social judgements, accountability of decisions and actions, enhancing self-esteem, and satisfying intrinsic motivation goals, are in line with social user experience and show promise of being useful in ubiquitous technologies, regardless of user activity.
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In dit white paper wordt ingegaan op het begrip student engagement. Waarom nu inzetten op engagement? Wat levert dat op? Is student engagement te meten? En is er een blauwdruk voor HO instellingen?
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Op basis van 19 semigestructureerde interviews met medewerkers verdeeld over de domeinen is opgetekend wat zij onder studentengagement verstaan, wat zij ondernemen en welke (on)mogelijkheden zij zien. Deze factsheet laat zien dat de termen die vielen o.a. betrokkenheid, binden en intrinsieke motivatie waren. Ook staan de vier soorten engagement die in de literatuur te onderscheiden zijn, vermeld. Daarnaast een overzicht van activiteiten om betrokkenheid te beïnvloeden, tips om engagement te vergroten en welke uitdagingen daarbij komen kijken.
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De implementatie van blended learning – waarbij fysiek leren wordt gecombineerd met online leren – staat bij veel onderwijsinstellingen hoog op de agenda, om activeren, intensiveren, flexibiliseren, differentiëren en/of personaliseren mogelijk te maken (Bos, 2022). Als gevolg hiervan krijgt de online leeromgeving binnen onderwijsinstellingen een steeds nadrukkelijkere rol. Om te komen tot betekenisvol leren in deze online leeromgeving (vaak in de vorm van een leermanagementsysteem, ook wel LMS genoemd), is het belangrijk dat studenten hierin actief aan de slag gaan met de aangeboden onderwijsinhoud en geïnteresseerd en gemotiveerd zijn om dit te (gaan) doen (Michael, 2006; Alhazmi & Rahman, 2012; Derboven et al., 2017; Grant-Smith et al., 2019). Echter, in de praktijk blijkt dat lang niet altijd sprake is van deze gewenste student engagement. Bijlage 1: Dit artikel geeft de resultaten weer van een onderzoek naar mogelijkheden om student engagement in het LMS te vergroten. Deze resultaten zijn tevens samengevat in twee overzichtelijke infographics. Bijlage 2: Infographic 1 omvat het gehele overzicht van de (mogelijk) te implementeren ontwerpprincipes. Bijlage 3: Infographic 2 bevat een stappenplan voor docenten om hun LMS te analyseren en te optimaliseren (laaghangend fruit).
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This paper applies the Event Experiences Scale (EES) to seven cultural events in different countries with the aim of identifying generic dimensions of event experience. Exploratory factor analysis indicated the presence of four experience dimensions: cognitive engagement, affective engagement, physical engagement and novelty. These broadly reflect the four dimensions found in the original EES study [de Geus, S., Richards, G., & Toepoel, V. (2016). Conceptualisation and operationalisation of event and festival experiences: Creation of an event experience scale. Scandinavian Journal of Hospitality and Tourism, 16(3), 274–296]. In the cultural events analysed here, the cognitive dimension is strongest, followed by affective engagement, novelty and finally physical engagement. The experience dimensions are shown to vary significantly between visitor groups (particularly in terms of age) and by event location or context. Analysis of social media use shows that experiences also vary significantly through the stages of the ‘event journey’, with affective engagement being particularly prominent during and after the event.
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In this research, we explored how different variables influence the user experience in the TikTok social media channel. The engagement of the users in giving meaningful feedback to the posts was the main variable being observed. This is important because in several business-to-business and business-to-consumer applications the companies are interested in using meaningful feedback from the users to improve their products, be it a tangible device or a media product. So, instead of focusing on getting more followers, in situations like that, it is more important the kind of feedback received from the users. In this research, a mixed methods approach was applied. Joining the quantitative results with the insights from the qualitative part of the research, it is possible to conclude that the algorithm used by TikTok to define the content in the timelines has a bigger influence on engagement than the kind of content. To achieve the desired result of an increase in the number and quality of feedback by the viewers, it was found that being more direct can produce interesting increases. The posts where the viewers were asked to comment and reply with a certain answer have the most comments. In some instances, the increase is almost 300% more when comparing it to the average amount of comments. Most interviewees also stated that they would love to help out and would provide meaningful feedback if this was directly asked. The same goes for Q&A’s and interaction-based posts.
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In de media werd er afgelopen maanden een stevig debat gevoerd over fan engagement en fan experience. Dit artikel laat enkele belangrijke posities zien in het debat over fan engagement. Ook wordt duidelijk dat cultuurmanagement een belangrijk aspect is van het werk van de marketeer bij een BVO. Ten slotte de overweging dat de marketeer bij een BVO in een spagaat verkeert. Hij hoort zoveel mogelijk inkomsten te realiseren en aan de andere kant op een authentieke manier bij te dragen aan binding en betrokkenheid van de fan aan de club
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The COVID-19 pandemic has forced higher education (HE) to shift to emergency remote teaching (ERT), subsequently influencing academic belonging and social integration, as well as challenging students' engagement with their studies. This study investigated influences on student engagement during ERT, based on student resilience. Serial mediation analyses were used to test the predictive effects between resilience, academic belonging, social integration, and engagement.
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In recent years, stakeholder engagement has increasingly become a catchphrase in response to calls for corporate accountability to their stakeholders in the developing countries. However, the processes and practices companies pursue to engage stakeholders tend to conspicuously be variable depending on whether one draws on the instrumental and descriptive perspectives of the stakeholder theory. The purpose of this paper is therefore to test these perspectives, which we do through considering the case of a subsidiary of a multinational firm fictitiously known as Ashford (Africa) Limited, which operates in Malawi, as a member of the global mining industry. Using qualitative data obtained from interviews with Ashford (Malawi)'s managers and stakeholders, this study highlights the significance of paying more attention to firm specific factors, community dynamics and the civil society (NGO) related factors, as they are fundamental to the effectiveness of stakeholder engagement agenda pursued by mining companies in the developing countries.
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Previous research suggests that narrative engagement (NE) in entertainment-education (E-E) narratives reduces counterarguing, thereby leading to E-E impact on behavior. It is, however, unclear how different NE processes (narrative understanding, attentional focus, emotional engagement, narrative presence) relate to different thought types (negative or positive; about the narrative form or about the target behavior) and to E-E impact. This study explores these relations in the context of alcohol binge drinking (BD). Participants (N = 172) watched an E-E narrative showing negative BD consequences, thereby aiming to discourage BD. The main findings were that the E-E narrative had a positive impact on discouraging BD on almost all assessed BD determinants such as beliefs and attitude. It was shown that attentional focus, emotional engagement, and narrative presence were associated with BD-discouraging impact, albeit on different BD-related determinants. No evidence was found that negative thoughts about BD mediated these associations. From this, we conclude that attentional focus, emotional engagement, and narrative presence were important for E-E impact but that negative thoughts about BD did not play a role therein. The study’s empirical and practical implications are discussed.
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