Popularity on YouTube is an important metric for influencers and brands. It is linked to video relevance, content, and features that attract audience attention and interest. We present and test a model of YouTube video popularity drivers that trigger several engagement actions (i.e., number of views, likes, dislikes, and comments). These drivers include characteristics—such as language elements, linguistic style, subjectivity, emotion valence, and video category—that influence online video popularity on YouTube. An analysis of a database comprising more than 11,000 videos from 150 digital influencers shows that several factors help to boost the number of views, likes/dislikes, and comments. We find that medium‐length and long videos posted during non‐business hours and weekdays and those using a subjective language style, less‐active events, and temporal indications are more likely to receive views, likes, and comments. Moreover, the use of negative or low‐arousal emotion helps to promote a general interest in a YouTube video.

The use of stories combined with communication and information technologies can be a solution to bring together teachers and students in the processes of teaching and learning, with a view to exploring and sharing the content more effectively. In a time of convergence and unprecedented possibilities for protecting learning experiences, the use of creative and information sharing devices is part of the participatory culture, which takes into account the characteristics of the teenage audience, who do not accept one-way teaching that is closed to opportunities for improvement. The study carried out a literature review to verify the effectiveness of using transmedia storytelling in the teaching and learning process. The results showed that many of the studies carried out have been exploratory, and as such, certain mistakes can be seen in the implementation of transmedia storytelling in the classroom, including the frequent use of stories not connected to transmedia communication. The methodology has also been employed to complement teaching based on case studies and problem solving. Even so, the use of transmedia storytelling in education does engage teachers and appears to be effective for learning.

Purpose-The study assesses the effect of hedonic and utilitarian motivations on the perception of atmosphere and service quality, on satisfaction, and on repurchase intention in a Brazilian retail chain of silver jewelers. Design/methodology/approach-A mall-intercept survey of 160 consumers and a structural equation model analysis were conducted using the SmartPLS software. Also, the research data were subjected to partial least squares multigroup analysis (PLS-MGA). Findings-In general, the store's display/layout and customer service significantly impacted the customer's satisfaction and repurchase intention. Utilitarian consumers showed greater satisfaction in stores with background music. Hedonic consumers showed a strong relationship between the store display/layout and the customer service, and also between satisfaction and repurchase intention, indicating that the satisfaction they encounter with the store's atmosphere and service leads to repurchase intention. Originality/value-Hedonic and utilitarian consumers differ in the cognitive procedures that are activated while shopping. By offering a store atmosphere tailored to the customers' orientations and decisions, retailers can increase consumer satisfaction of both hedonic and utilitarian consumers. In theory, the study addresses consumer motivation theory within the retail atmosphere, specifically gift shops in the silver jewelry segment.

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O uso de histórias combinado com as tecnologias de informação e comunicação pode ser uma solução para integrar professores e alunos no processo de ensino e aprendizagem, de forma a desenvolver e compartilhar o conteúdo com maior efetividade. O estudo faz uma revisão bibliográfica para verificar a efetividade do uso da estratégia da narrativa transmídia para o engajamento de adolescentes nesse processo. A pesquisa buscou nas bases de dados da Web of Science e Periódicos Capes os artigos da área de Educação, sem delimitação de língua, com os termos: narrativas transmídia na educação, transmídia storytelling e aprendizado transmídia. Como resultados, nota-se que muitos dos estudos são exploratórios; percebem-se certos equívocos na implantação da narrativa transmídia em sala de aula, utilizando-se, muitas vezes, as narrativas dissociadas da comunicação transmídia; a metodologia também vem sido implantada de forma complementar com o ensino por estudos de caso e por resolução de problemas. Mesmo assim, o uso de narrativa transmídia na educação consegue engajar os docentes e parece ser bem efetivo para o aprendizado.

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