No abstract

No abstract

The WWW has become an important channel for information access, electronic commerce, and publication.

We synthesized the literature on gamification of education by conducting a review of the literature on gamification in the educational and learning context. Based on our review, we identified several game design elements that are used in education. These game design elements include points, levels/stages, badges, leaderboards, prizes, progress bars, storyline, and feedback. We provided examples from the literature to illustrate the application of gamification in the educational context.

No abstract

The development and advancement of information technology provide a technical platform for education reform and opportunities for innovation in education. The global COVID-19 pandemic has created a new normal that further springboards such opportunities to large scale implementation of online education. Because online education has the advantages of flexibility, information accessibility, global reach, equity, innovation, and efficiency, a growing number of educational institutions are offering degree-granting distance and hybrid education programs. However, online education also has its shortcomings, which include technological constraints, the lack of a sense of belonging and connectedness, the presence of distractions, and a lack of engagement. Learners who have basic technical skills and access to technology (i.e., hardware and software), and are self-motivated in learning as well as self-disciplined in time management can succeed in online education. Online education in the post-COVID-19 pandemic, which is the next normal, will continue to play an important role. By incorporating artificial intelligence and mobile education, online education will coexist with traditional education to provide more education options, promote education equity, and enhance education innovation.

This research examines how personalization and context can impact customers' privacy concerns as well as intention to adopt u-commerce applications. As u-commerce is new and emerging, we used the scenario-based approach to operationalize personalization and context in an experimental study. The experimental results show that the effects of personalization on customers' privacy concerns and adoption intention are situation dependent.

Despite the huge investments by organizations in ERP implementation, maintenance, and user training, ERP implementation failures and less-than-satisfactory productivity improvements are common. End-users' reluctance or unwillingness to adopt or use the newly implemented ERP system is often cited as one of the main reasons for ERP failures. To examine factors leading to the lack of end-user acceptance of ERP systems, we reviewed the literature on user adoption of IT in mandatory contexts, developed hypotheses to explain ERP user acceptance, and conducted a survey study to test the hypotheses. In particular, we examined end-users' attitudes toward system use and symbolic adoption, which refers to users' voluntary mental acceptance of a system, to understand user acceptance in the ERP context. Four cognitive constructsperceived usefulness, perceived ease of use, perceived compatibility, and perceived fit-were hypothesized as the antecedents. The research model was tested through a survey of end-users' perceptions concerning adopting and using a newly implemented ERP system. The findings support most of our hypotheses. Specifically, perceived compatibility and perceived ease of use have both direct and indirect effects (mediated by attitude) on symbolic adoption, while perceived fit and perceived usefulness influence symbolic adoption by being fully mediated through attitude. The study provides managerial implications for organizations that are striving to engender user acceptance of newly adopted enterprise systems and applications.