Emotional Engagement Research Articles

Enhancing user engagement and loyalty in online travel agents: a gamification approach

Purpose This study aims to investigate the effects of gamification features on brand engagement dimensions in online travel agents (OTAs), specifically brand awareness and loyalty. Design/methodology/approach The proposed model is empirically evaluated through an online survey of 406 Indonesian OTA users. Partial least squares structural equation modeling analysis was used to assess the model. Findings The findings reveal that gamification boosts emotional and social brand engagement, while achievement improves cognitive brand engagement. Cognitive brand engagement only affects brand loyalty, excluding brand awareness; however, emotional and social brand engagement substantially impact brand awareness and loyalty. Originality/value This study addresses the gap in the limited empirical studies on gamification in the tourism and hospitality industries, with a particular focus on OTAs.

Tourism live streamers as brand ambassadors: investigating their impact on destination brand value through social exchange theory

Purpose This study aims to identify the key characteristics of tourism live streamers (TLSers) that influence target consumers and examine how these characteristics enhance destination brand value by stimulating consumer emotional engagement and value co-creation behaviors. Design/methodology/approach A questionnaire survey was conducted with 552 respondents who had viewed tourism live streaming in China. The data were analyzed using structural equation modeling. Findings The results revealed that TLSers’ expertise had the strongest influence on consumers and positively affected their attachment, trust, participation and citizenship behaviors and perceived destination brand value. Attractiveness and trustworthiness exerted positive but weaker effects on these variables. Originality/value This study contributes to the theoretical development of live-streaming research by demonstrating the distinct impacts of TLSer characteristics. Furthermore, this study expands the application of the social exchange theory and value co-creation in tourism research.

Understanding cultural dynamics shaping clinical reasoning skills: A dialogical exploration.

Our study examined the influence of national cultural predispositions on training medical professionals and doctor-patient dynamics using a dialogical approach, guided by Hofstede's framework. This framework provided valuable insights into how cultural tendencies shape the learning and application of clinical reasoning skills in different cultural contexts. We found that dimensions such as power distance and individualism versus collectivism significantly influenced clinical reasoning, while other dimensions had more nuanced effects. Junior doctors in Southern nations, despite initially lagging behind, developed advanced clinical reasoning skills with experience, eventually matching their Northern counterparts. The study highlighted the link between cultural norms and educational practices, variations in family involvement during reasoning, adherence to clinical guidelines and doctors' emotional engagement in clinical care between Southern and Northern contexts. Additionally, we recognised that effective clinical reasoning extends beyond technical knowledge, involving an understanding and integration of cultural dynamics into patient care. This highlights the pressing need to prioritise this topic.

THE IMPACT OF VIRTUAL VIDEO PROJECT ON STUDENTS’ ENGLISH LEARNING ENGAGEMENT

This paper examines how Project-Based Learning (PjBL) affects students' engagement in English when taught in a virtual learning environment. The case study was classroom-based and used data collected through interviews with twenty-five participants engaged in a virtual PjBL enactment. The data were analyzed using thematic analysis, while member checking was also used to ensure the data’s trustworthiness. The study found that the PjBL enactment had improved students’ learning engagement in three ways. First, the cognitive impact was seen in the participants’ experiences of a culture of self-directed learning where they were involved in the inquiry process through scaffolding activities. Second, their behavioral engagement was seen in their active involvement in project presentations and their shift in attitude towards the use of technology in virtual PjBL. Finally, their emotional engagement was reflected in the increased personal self-esteem and the change in the lecturer-student interaction. This research suggests that PjBL should be used more extensively in virtual classrooms because it positively impacts the students’ learning engagement and boosts their motivation to learn English.

Effects of perceived teacher support on online language learners’ engagement

This study aimed to investigate the effects of perceived teacher support on online language learners’ engagement. Both quantitative and qualitative methods were adopted to explore the issue. A total of 1429 Chinese first-year non-English major students from different disciplines participated in the survey, and three of them were selected as semi-structured interviewees. The collected survey data were processed through multiple analyses with the help of SPSS 26.0 and AMOS 24.0, while qualitative data subsequently gathered from interviews served as supplementary evidence for examining the quantitative results. The findings indicated that online language learners were generally engaged at an intermediate level, and overall perceived teacher support was relatively close to the upper level. Furthermore, online language learners’ engagement was positively correlated with perceived teacher support. Specifically, perceived intellectual support dominated in predicting overall engagement, cognitive engagement, emotional engagement, and social engagement, whereas perceived emotional support had the strongest influence on language learners’ behavioral engagement in the online context. The implications of these findings for future studies and educational practices were discussed.

Development of the Sensory Emotional Engagement Checklist: Preliminary Reliability & Validity

Abstract Date Presented 03/23/24 The Sensory Emotional Engagement Checklist (SEE-C) was developed to assess social-emotional challenges in children with sensory integration and processing differences. This study evaluated the scale's preliminary reliability and validity. Primary Author and Speaker: Michele Parkins Additional Authors and Speakers: AnnMarie Murphy, Sarah A. Schoen

EXPLORING THE ROLE OF NEUROMARKETING IN CONSUMER DECISION-MAKING

This research delves into the emerging field of neuromarketing, examining its role in understanding consumer decision-making processes. Neuromarketing integrates neuroscience principles with marketing strategies to uncover the subconscious factors that influence consumer behavior. Through techniques such as brain imaging technologies, biometric measurements, and implicit association tests, marketers can gain insights into the emotional and cognitive processes that drive purchasing decisions. This study highlights the significance of emotional engagement, memory recall, and decision fatigue in shaping consumer choices. By exploring how emotional connections enhance brand loyalty and the role of memory in brand preference, the research underscores the importance of crafting effective marketing campaigns that resonate with consumers on a deeper level. The findings address the challenges posed by decision fatigue in today’s complex marketplace, emphasizing the need for simplified choices to facilitate consumer decision-making. This research aims to provide a comprehensive understanding of how neuromarketing can inform marketing strategies, fostering more meaningful connections between brands and consumers while promoting ethical considerations in the application of neuroscience in marketing practices.

FACTORS IMPACTING STUDENT LEARNING PERFORMANCE IN BLENDED LEARNING ON NURSING VOCATIONAL EDUCATION (THE CASE STUDY OF PUBLIC COLLEGE IN SHANGHAI, CHINA)

This study aims to explore the factors affecting students' learning performance in blended learning in nursing and vocational education. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback on students' learning performance. The study aims to assess the current levels of these variables, design and implement intervention strategies (strategic plans) to enhance them, and determine any changes in these variables before and after the implementation of the strategic plan. The research design was a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop an instrument for data collection. The target population consisted of nursing students from three public colleges in Shanghai, with a sample size of 1494 students. Preliminary findings revealed that the learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback levels were generally low. A multiple regression analysis showed that learning motivation (p<0.01), behavioral engagement (p<0.01), cognitive engagement (p<0.01), emotional engagement (p<0.01), agentic engagement (p<0.01), and feedback (p<0.01) significantly predicted learning performance. Experts developed and validated a theoretical model based on the findings, laying the foundation for future interventions to enhance nursing students' learning performance.

The influence of teacher emotional support on language learners’ basic psychological needs, emotions, and emotional engagement: Treatment-based evidence

This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students’ perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students’ self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.

FACTORS INFLUENCING CULINARY STUDENTS’ LEARNING PERFORMANCE-THE CASE AND EMPIRICAL RESEARCH OF THE HIGHER VOCATIONAL STUDENTS IN ZHEJIANG, CHINA

In recent years, the booming higher vocational education sector in China has compelled vocational colleges to prioritize the academic achievement of higher vocational students. Our research aims to delve into the factors that shape culinary students' learning performance, drawing insights from a case study and empirical analysis of higher vocational students in Zhejiang, China. Prior to administering the questionnaire, we employed item-objective congruence (IOC) and a pilot test of Cronbach's alpha to ensure the content's validity and reliability. We selected 80 culinary students from a Zhejiang-based higher vocational institution using intervention methods for our study. We employed both qualitative and quantitative techniques to evaluate the efficacy of the intervention. Three phases structured the study: pre-IDI intervention design and implementation, IDI intervention, and post-IDI intervention. The findings indicated that self-efficacy, behavioral engagement, cognitive engagement, emotional engagement, and student-instructor interaction significantly impact learning performance. We validated the five proposed hypotheses, thereby achieving the research objectives. The study recommends that educators in higher vocational universities and colleges prioritize these factors and teaching methods to enhance student learning performance, taking heed of the study's outcomes.

What I Can Do with the Right Version of You: The Impact of Narrative Perspective on Reader Immersion, and How (in)Formal Address Pronouns Influence Immersion Reports

Previous research has shown that readers experience stronger immersion while reading first-person narratives than third-person narratives, but whether this difference in processing is time-sensitive remains unclear. We report on a self-paced reading experiment in which French participants read short stories in first and in third person. Additionally, participants were directly addressed with either formal or informal second-person pronouns in the final sentence of the narrative, as well as in a subsequent (off-line) questionnaire soliciting post-story immersion reports. The suitability of a particular pronoun of address depends on the social context, and misplaced use can impact the way in which people perceive and assess a particular situation. We did not find significant differences between reading times with first- or third-person pronouns, but participants reported higher immersion and emotional engagement after reading first-person stories than third-person stories. Moreover, the effect of story perspective on reported immersion only occurred when participants were addressed with formal second-person pronouns. We take these findings as evidence for an effect of first- versus third-person pronouns on immersion via perspective shifts. Moreover, we argue that the effect of being addressed with an unexpected (in this case, informal) pronoun can overrule such an effect, while being addressed with an expected (in this case, formal) pronoun can be conducive of it. This finding highlights the importance of research into the impact of pronouns of address.

The effect of emotional engagement on decision-making behaviour

The effect of emotional engagement on decision-making behaviour

The Role of Technological Knowledge on Student Engagement on Senior High School Students

This study examines the impact of technological knowledge on student engagement among senior high school students, focusing on the challenges posed by the Covid-19 pandemic. Technological knowledge is defined as individuals; proficiency in utilizing various information technologies to complete tasks. Student engagement is characterized by active participation in teaching and learning activities, leading to improved learning outcomes. The research addresses the concerning issue of low student engagement observed during the pandemic and investigates the potential of technological knowledge to foster increased engagement. The study includes a sample of 270 students selected through a non-probability random sampling method. Multiple regression analysis is employed to assess the relationship between variables. The findings reveal a significant positive influence of technological knowledge on student engagement. Furthermore, a comparison test indicates that grade 10 students exhibit higher levels of both technological knowledge and student engagement. Online class students demonstrate greater technological knowledge, while hybrid class students display higher emotional engagement. This study contributes valuable insights for enhancing student engagement through technological knowledge in the context of senior high school education during the pandemic.

Numbers and emotions in the governance of the Covid-19 datademic.

There is a rich body of literature on numbers as tools of governance. But the attention of the corpus in question is almost entirely on the rational properties of quantification. This article shows that government by numbers is also, and inseparably, a government by feelings. The Covid-19 pandemic was also a datademic in the sense that numbers populated and spread through the public sphere. We focus on three cases. Death tolls were associated with fear, immunization rates were linked to hope, and the threshold of 100,000 deaths was credited with symbolic significance. This article, based on the French case, examines how data like these, frequently perceived as objective evidence, can at the same time be a source of emotional engagement and, as such, be used to inform modes of public governance in times of crises.

The Effect of eWOM and Webcare on Customer Engagement and Brand Loyalty toward Live Streaming Platforms

Based on the negative electronic word of mouth (NeWOM) under the live streaming platform, the paper aims to explore the mechanism of proactive and reactive webcare on customer brand loyalty. We constructed three separate experiments with no webcare, proactive webcare, and reactive webcare in response to NeWOM during the live streaming platform. In this study, 210 valid questionnaires were collected for statistical analysis, including the Mann-Whitney U test and Pearson correlation analysis. Our findings reveal that proactive and reactive webcare positively influence cognitive, emotional, and behavioral engagement, with proactive webcare demonstrating greater effectiveness. We confirm a positive correlation between these forms of engagement and brand loyalty, highlighting the strong connection between behavioral engagement and brand loyalty. At the same time, this study provides crucial inspiration for the live-streaming platform managers to focus on providing proactive webcare and develop behavioral activities in live-steaming platforms to enhance customers’ brand loyalty.

Exploring emotional support and engagement in adolescent EFL learning: The mediating role of emotion regulation strategies

Exploring emotional support and engagement in adolescent EFL learning: The mediating role of emotion regulation strategies

Secondary teachers’ disparate understandings of student engagement

ABSTRACT Student engagement is currently a topical aspect of teaching and learning due to its influence on students’ learning experiences and outcomes. The literature delineates student engagement as a malleable construct, involving a student’s behaviour, emotions, and cognitions, all of which are influenced by the learning context, and more specifically, by the teacher. Indeed, teachers are pivotal in fostering engagement in the classroom, and their pedagogical decisions can significantly impact on a student’s engagement. The aim of this study was to investigate secondary teachers’ understandings of student engagement in relation to three dimensions (behavioural, emotional, and cognitive engagement) using an online questionnaire (n = 223). The study findings indicated that teachers describe an engaged student and define student engagement in different ways. Some teachers described student engagement as including only behavioural or emotional or cognitive dimensions, others described it as involving more than one dimension, while yet others defined engagement as including all three dimensions. This research supports the view that teachers’ conceptual understandings may play a key role in teachers’ prioritisation of strategies to foster engagement in their classrooms. These findings contribute new insights to existing research, prompting a reimagining of effective approaches to support student engagement in the classroom.

Study of The Factors That Influence Brand Loyalty Simpati Cards PT. Telkomsel Tbk

Customer loyalty is critical for success in today's saturated mobile telecommunications industry. However, maintaining allegiance remains challenging given technology advancements and intensifying competition. This study examines the determinants of loyalty towards Simpati, the prepaid brand of Indonesia's largest operator Telkomsel. A qualitative case study methodology was employed, comprising an extensive literature review on customer experience, satisfaction, trust, switching costs and their influence on brand loyalty in the mobile sector. Particular focus was placed on publications related to Telkomsel and its prepaid offerings. Customer data from secondary sources was also analyzed to identify patterns relating to the research objectives. The findings indicate that service quality is a key antecedent of customer experience and satisfaction. Superior fulfillment of expectations cultivates a positive brand image and drives attachment. Meanwhile, affective factors like emotional engagement and trust act as mediators reinforcing loyalty intentions over the long-term. Competitive pricing and targeted promotional campaigns also enhance perceived value. Additionally, high perceived switching costs curb defection propensity due to customers' sunk investments in the relationship.

How Social Presence Affects Potential Tourists’ Purchase Intention: Integrating Cognitive, Emotional and Behavioral Paths

ABSTRACT This study constructs a triple-path model of the effect of social presence on the purchasing behavior of tourism live-streaming consumers, revealing the juxtaposed and series-mediating effects of cognitive, emotional and behavioral variables. The findings show that social presence mainly affects purchasing behavior via cognitive and behavioral pathways. Through serial mediation with the behavioral variable (behavioral engagement), the emotional variable (emotional engagement) primarily links social presence and purchasing behavior. It confirms our theoretical understanding of the mechanisms that drive the impact of tourism live-stream marketing. It offers valuable insights for enhancing marketing strategies in the tourism industry based on a solid theoretical foundation.

Relationship between perceived learner control and student engagement in various study activities in a blended course in higher education

AbstractIn this study, we investigated the relationship between perceived learner control and student engagement in a blended course. Data were collected from 110 s-year bachelor students through weekly questionnaires to gather information about how they perceived their learner control and engagement in various study activities, including reading literature, watching knowledge clips, doing assignments, attending workgroups, and attending lectures. Most students perceived the knowledge clips and workgroups positively because of their clear structure and interactive elements, respectively. In addition, perceived learner control, behavioral engagement, and emotional engagement varied across different activities, whereas cognitive engagement had a similar moderate score across the activities. No significant positive relationships were found between students' perceived learner control and engagement. However, negative relationships between perceived learner control and cognitive and behavioral engagement were found for reading literature, and a negative relationship between perceived learner control and cognitive engagement was identified for attending lectures. We conclude that, in general, perceived learner control is not a significant factor for student engagement in blended learning. However, for particular activities, student engagement may increase as their perceived learner control decreases. The results extend the understanding of the relationship between perceived learner and student engagement, which varied at an activity level. Additionally, the findings suggest that teachers could consider enhancing student engagement by assigning different levels of learner control to students based on their needs.