The past decades have shown an accelerated development of technology-enhanced or digital education. Although an important and recognized precondition for study success, still little attention has been paid to examining how an affective learning climate can be fostered in online training programs. Besides gaining insight into the dynamics of affective learning itself it is of vital importance to know what predicts trainees’ intention to transfer new knowledge and skills to other contexts. The present study investigated the influence of five affective learner characteristics from the transfer literature (learner readiness, motivation to learn, expected positive outcomes, expected negative outcomes, personal capacity) on trainees’ pre-training transfer intention. Participants were 366 adult students enrolled in an online course in information literacy in a distance learning environment. As information literacy is a generic competence, applicable in various contexts, we developed a novel multicontextual transfer perspective and investigated within one single study the influence of the abovementioned variables on pre-training transfer intention for both the students’ Study and Work contexts. The hypothesized model has been tested using structural equation modeling. The results showed that motivation to learn, expected positive personal outcomes, and learner readiness were the strongest predictors. Results also indicated the benefits of gaining pre-training insight into the specific characteristics of multiple transfer contexts, especially when education in generic competences is involved. Instructional designers might enhance study success by taking affective transfer elements and multicontextuality into account when designing digital education.
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In the era of social media, online reviews have become a crucial factor influencing the exposure of tourist destinations and the decision-making of potential tourists, exerting a profound impact on the sustainable development of these destinations. However, the influence of review valence on visit intention, especially the role of affective commitment and reputation (ability vs. responsibility), remains unclear. Drawing on emotion as a social information theory, this paper aims to elucidate the direct impact of different review valences on tourists’ visit intentions, as well as mediating mechanisms and boundary conditions. Three experiments indicate that positive (vs. negative) reviews can activate stronger affective commitment and visit intention, with affective commitment also playing a mediating role. Additionally, destination reputation significantly moderates the after-effects of review valences. More specifically, a responsibility reputation (compared with an ability reputation) weakens the effect of negative valence on affective commitment and visit intention. This study provides valuable theoretical insights into how emotional elements in online reviews influence the emotions and attitudes of potential tourists. Particularly for tourism managers, review valence and responsibility reputation hold practical significance in destination marketing.
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Short abstract:With our case study ‘Researching the City: Mapping Imaginaries’ of Amsterdam Zuidoost, we explore grass-root, collaborative knowledge practices through mixed methods of counter-mapping that fosters critical emancipatory awareness and affective engagement with areas in the urban semi-periphery.Long abstract:Urban transformations often result in ‘affective displacement’ and have consequences for the health and well-being of residents (Butcher & Dickens, 2016; Brummet and Reed, 2019). Displacement is a form of violence, that includes processes of ‘cultural appropriation’ (Elliott-Cooper et al., 2020) and its impacts need to be better ‘documented and resisted’ (ibid). Responding to this call, with our case study of ‘Researching the City: Mapping Imaginaries’ of Amsterdam Southeast (Zuidoost), we turned to medium specific, embodied, non-representational (Thrift, 2008) counter-mapping to better engage (in terms of cultural sensitivity and inclusivity) with the urban ‘semi-periphery’ (Blagojevic, 2009).We used digital methods (Rogers, 2013) to explore how Amsterdam Southeast is ‘seen’ through search engine results (stakeholders networks). We intervened in the mapping with local expert knowledge of activists, artists, and researchers. We also used affect as an intervention and collaboratively collected sensory data (recording with images, sounds, videos) with students and local communities. In this process we created a counter-archive, bringing to the forefront imaginaries, senses, emotions, and memories -- a repository of local affective knowledge.Our case study shows that "counter-mapping" can be a meditative and reflective practice that fosters critical and emancipatory awareness in students, partners, and local communities. It opens space for reimagining and productive affective engagement with areas in the urban periphery. It also enables various themes of consideration: ‘body as an archive’, and archiving 'imaginaries' practices such as performance, memory, and digital objects.
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This project develops a European network for transdisciplinary innovation in artistic engagement as a catalyst for societal transformation, focusing on immersive art. It responds to the professionals in the field’s call for research into immersive art’s unique capacity to ‘move’ people through its multisensory, technosocial qualities towards collective change. The project brings together experts leading state-of-the-art research and practice in related fields with an aim to develop trajectories for artistic, methodological, and conceptual innovation for societal transformation. The nascent field of immersive art, including its potential impact on society, has been identified as a priority research area on all local-to-EU levels, but often suffers from the common (mis)perception as being technological spectacle prioritising entertainment values. Many practitioners create immersive art to enable novel forms of creative engagement to address societal issues and enact change, but have difficulty gaining recognition and support for this endeavour. A critical challenge is the lack of knowledge about how their predominantly sensuous and aesthetic experience actually lead to collective change, which remains unrecognised in the current systems of impact evaluation predicated on quantitative analysis. Recent psychological insights on awe as a profoundly transformative emotion signals a possibility to address this challenge, offering a new way to make sense of the transformational effect of directly interacting with such affective qualities of immersive art. In parallel, there is a renewed interest in the practice of cultural mediation, which brings together different stakeholders to facilitate negotiation towards collective change in diverse domains of civic life, often through creative engagements. Our project forms strategic grounds for transdisciplinary research at the intersection between these two developments. We bring together experts in immersive art, psychology, cultural mediation, digital humanities, and design across Europe to explore: How can awe-experiences be enacted in immersive art and be extended towards societal transformation?
