Engaging Experience Research Articles

Adoption of Human Resource Information Systems

This research investigated the critical factors influencing the successful adoption of E-HRM systems. Leveraging an updated DeLone and McLean IS Success Model, the impact of system quality, information quality, and service quality on system usage and user satisfaction were explored, ultimately linking these factors to E-HRM adoption success. A quantitative approach was employed, with data collected through a meticulously designed survey distributed to employees. Structural equation modeling (SEM) facilitated a rigorous analysis of the relationships between variables, while descriptive statistics painted a clear picture of the data landscape. SmartPLS 4.0 served as a robust tool for data analysis. The findings revealed a compelling narrative. Six of the nine hypotheses achieved significance, highlighting the direct and indirect influences of system quality, information quality, and service quality on system usage and user satisfaction. Notably, system usage emerged as a vital mediating variable, bridging the gap between system attributes and successful adoption. This underscores the pivotal role of encouraging user engagement and positive system experiences. Furthermore, the analysis unveiled a fascinating interconnectedness among all six variables. Each element, like a meticulously interwoven thread, contributes to the tapestry of successful E-HRM adoption. This interplay emphasizes the importance of a holistic approach, where no single factor reigns supreme but rather a harmonious synergy propels the system toward success. In conclusion, this study offers valuable insights for optimizing E-HRM implementation. High-quality systems with accurate and user-centric information, coupled with exceptional service, pave the way for a thriving E-HRM environment. By fostering user engagement and nurturing a holistic approach that recognizes the interconnectedness of key factors, organizations can unlock the true potential of their E-HRM systems, transforming them into catalysts for success.
 Keywords: E-HRM, system quality, system use, user and system satisfaction

"We Take Care of Our Young, No Matter What," Experiences of Engagement in HIV Care Among Black Mothers Parenting Dependent Children in Southwestern Pennsylvania: A Retrospective Descriptive Qualitative Study.

This retrospective descriptive study sought to explore the lived experiences of Black mothers with HIV navigating HIV medical care while parenting dependent children. Six themes were generated from the semi-structured interviews conducted with mothers ( N = 9) related to motherhood, interactions with health care systems and providers, coping, social support, HIV self-management, and HIV prevention. Findings suggested that supportive interpersonal relationships with HIV health care providers, HIV nondisclosure to family and friends, and social network support, inclusive of health care providers, were protective factors in achieving optimal treatment adherence and viral suppression. Findings may inform interventions for improving social support and reducing stigma in HIV care for Black mothers with HIV who are parenting dependent children.

Barriers and Facilitators of Parent Presence in the Neonatal Intensive Care Unit.

The purpose of this study was to describe system-level and personal factors influencing parent presence in the neonatal intensive care unit (NICU) and identify differences in factors by sociodemographic characteristics. In a cross-sectional national survey study using social media recruitment, participants rated the frequency of 13 potential barriers and 12 potential facilitators using a 5-point Likert scale. Experiences of discrimination and parent-staff engagement were also measured. Valid responses were analyzed from 152 participants. Uncomfortable facilities and home responsibilities were the most highly reported system-level and personal barriers, respectively. Encouragement to participate in caregiving and social support were the most highly reported system-level and personal facilitators, respectively. Participants reported low to moderate levels of discrimination and moderate levels of parent-staff engagement. Latent class analysis revealed three sociodemographic clusters. Differences in barriers, facilitators, discrimination, and engagement were found among clusters. NICU facilities are uncomfortable and may discourage parent presence. Allowing support persons to accompany parents, providing comfortable facilities, and engaging parents in caregiving may promote greater parent presence and improved parent and child outcomes. Studies of potential bias toward parents with lower education and income and effects on parent presence and infant outcomes are needed.

Harnessing the Power of Social Learning: Exploring Educators' and Students' Perceptions

This study investigated the potential of social media platforms to enhance student engagement and learning experiences in higher education. Researchers employed focus groups to gather insights from educators and students across diverse disciplines. The findings highlight the perceived value of social media in fostering a more connected and interactive learning environment. Participants emphasized benefits such as collaborative learning opportunities, real-time communication, and increased access to relevant information. Social media was also seen as a potential tool for promoting dynamic and adaptable educational approaches. However, the study acknowledges limitations, including potential selection bias and a relatively small sample size. Further research is recommended to explore the long-term impact of social media integration on student learning outcomes, employing a larger and more diverse participant pool.

Hybrid Gamification and AI Tutoring Framework using Machine Learning and Adaptive Neuro-Fuzzy Inference System

Although technology has significantly improved the teaching and learning process, it has not been able to increase students' self-motivation and engagement at the same level. The lack of self-motivation and intermittent engagement is currently one of the primary challenges faced by educators. This new approach to learning called the hybrid gamification framework uses a combination of artificial intelligence (AI), machine learning (ML), and the Adaptive Neuro-Fuzzy Inference System (ANFIS) to create a more engaging and personalized learning experience. By tracking students' interactions and performance, the system can allocate rewards based on their progress, which helps to increase their motivation and engagement. This technology makes it possible for educators to collect and analyse data related to students' engagement patterns, quiz scores, time spent on learning activities, participation in discussion forums, and much more. This data analysis enables educators to identify struggling students and high achievers, allowing them to provide tailored support and instruction to maximize student success. A pilot implementation of this system involving 200 computer science students successfully demonstrated the effectiveness of this technology. This research provides a comprehensive understanding of gamification's impact by combining quantitative data with qualitative insights.

RheumMadness Over Two Years: Engaging Participants in Active Learning and Connecting Early Trainees to the Rheumatology Community.

RheumMadness is an online learning collaborative that seeks to actively engage the rheumatology community. The objective of this manuscript is to analyze the educational experience of RheumMadness over two years. Direct measures of participant engagement were obtained using web-based analytics. An electronic survey was created after the tournament to capture self-reported engagement and educational experience using the Community of Inquiry framework. Data were analyzed according to the following objectives: (1) compare demographics, engagement, and educational experience of participants between 2021 and 2022; (2) describe the educational experience of those who created scouting reports; (3) explore the impact of RheumMadness on early learners (medical students and residents). Compared with 2021, the 2022 tournament had more participants who submitted a bracket, more early learners, and more scouting report creators. Self-reported engagement and educational experience was high in both years of the tournament among all participants. Over 85% of scouting report creators reported that making a report was a fun and valuable learning experience. Early learners reported significantly higher levels of knowledge integration, sense of belonging in the rheumatology community, social connection, and overall learning experience compared with more advanced participants. Eighty-five percent of early learners reported that RheumMadness increased their interest in rheumatology. RheumMadness expanded from 2021 to 2022, engaging more participants in collaborative learning. Our results demonstrate that RheumMadness is particularly impactful among medical students and residents by helping them explore rheumatology topics and connect with the rheumatology community.

Participant Assessment of an Alternative Flexible Congregate Nutrition Meal Program for Older Adults

Congregate Nutrition Services have long been a pillar of public health assistance, championing the independence and community engagement of older Americans. The advent of COVID-19, however, restricted access to these services due to the closure of physical locations. In response, Lanakila Meals on Wheels initiated a virtual congregate meal program, Kūpuna U, in collaboration with community partners in Honolulu County. The program combined grab-and-go or home-delivered meals with virtual and in-person classes to improve both nutrition and socialization for older adults. This study aimed to capture participant feedback to assess and enhance the Kūpuna U program, developing it as a flexible and scalable congregate meal solution applicable nationwide. Five focus group discussions were conducted with program participants (n = 34). The majority of participants were female (74%), Asian (73%), and living alone (56%). Participants found the program beneficial, enhancing their nutrition, social engagement, and learning experiences on various topics tailored for older adults. Supportive staff played a crucial role in motivating participants to stay engaged. Participants also identified potential enhancements to the program, including more activities and courses, expanded hours, additional in-person options at various locations, and culturally tailored meals.

PENERAPAN PERMAINAN NAHWU MATCHING DALAM PEMBELAJARAN ISIM ISYĀRAH

<p style="text-align: justify;"><em>This research was conducted to increase teachers' insight in applying the nahwu game model so that they can teach Arabic easily.</em><em> </em><em>This research aims to explore the implementation of Nahwu Matching game as a fun and engaging approach to teach the basic structure of isim isyarah (demonstrative pronouns) in a classroom setting. The study specifically focuses on its application in a small class of third-grade students at MI Nurul Amal. The research adopts a qualitative descriptive approach with field research method, utilizing observation, interviews, and documentation as data collection techniques. The main findings reveal that the implementation of Nahwu Matching game in the small class setting is effective and well-received by the third-grade students. The game provides an engaging learning experience, and the students' positive responses demonstrate its success. The study highlights the advantages of using this game in a small classroom, as it facilitates an interactive and enjoyable learning environment. No significant limitations were found in terms of its instructional aspects. The implications of this research suggest that teachers of Arabic language can consider incorporating game-based approaches into their instruction to enhance active and innovative learning experiences. Overall, this study provides valuable insights for educators in utilizing game-based models for teaching Arabic language in an engaging and effective manner.</em><em></em></p>

Experiences of research-policy engagement in policy-making processes.

Objectives and importance of study: For public policy to respond effectively to social, economic, and health challenges, there is an urgent need for research-policy collaboration to advance evidence-informed policy. Many organisations seek to promote these engagement activities, but little is known about how this is experienced by researchers and policy actors. This study aimed to understand how policy actors and researchers in Australia experience collaboration and the impediments and enablers they encounter. Study type and methods: An online survey was developed, and using convenience sampling, self-identified Australian policy actors and researchers were invited to participate. Results: In total, 170 responses were analysed, comprising 58% policy actors and 42% researchers. Respondents reported the primary purpose for collaboration was evidence-informed policy making. Policy actors reported that the most common barrier to collaboration with academics was 'budget constraints' while academics reported 'budget, 'political risk' and 'structural barriers'. Reported enablers were 'leadership' and 'connections'. Conclusions: Our findings build upon existing evidence that highlights the importance of collaboration for facilitating evidence-informed policy. Structural deficits in both policy agencies and research funding systems and environments continue to present challenges to policy-research partnerships. Future initiatives could use these findings to implement preferred collaboration methods, alongside rigorous evaluation, to explore 'what works' in promoting engagement for evidence-informed policy.

Experiences of professional mental health help-seeking and engagement with services among emerging adult men identifying as gay

ABSTRACT Objective Gay men have higher rates of psychological distress and greater dissatisfaction with mental health services than heterosexual men. Emerging adulthood is a vulnerable period representing a crucial period of sexual identity formation. Understanding of experiences during engagement with professional mental health services by gay men remains limited, especially in emerging adulthood. This study explored emerging adult gay men’s experiences during their engagement with professional mental health help-seeking. Method In-depth semi-structured interviews were conducted with seven gay-identifying cisgender men. Data were analysed using reflexive thematic analysis. Results An overarching theme of perseverance was identified, with two themes of navigating anticipatory heterosexism and renegotiating pathology. Navigating anticipatory heterosexism included subthemes of selective disclosure and seeking “safe” practitioners. In renegotiating pathology, interviewees described delineating distress, thereby separating sexual identity from their mental health presentation, as well as normalising distress resulting from experiences of prejudice and minority stress. These themes encapsulate how participants reported navigating sexual identity-based challenges during the help-seeking process, thereby persevering and continuing with help-seeking. Conclusions Results highlight how mental healthcare can be navigated and underscore the need to: 1) enhance signalling safety to sexually diverse client groups, and 2) increase practitioner cultural competency to reduce stigma or heterosexism in experiences of healthcare.

Development of Webtoon-Based E-Comics as a Learning Media for Indonesian Flora and Fauna with Enjoy Learning Aprroach

The 21st-century educational landscape necessitates integrating technology into learning. This study highlights a gap in current learning media, overly reliant on traditional textbooks, and failing to fully engage students. To address this, the research proposes the development of webtoon-based e-comic media focused on Indonesian Flora and Fauna, aiming to create a more engaging and effective learning experience. This research utilizes the 4D model by S. Thiagarajan for media development, encompassing four distinct phases: 1) Define, 2) Design, 3) Develop, and 4) Disseminate. The study's participants include students from class XI IPS 1 and a geography teacher at SMAN 1 Gambiran, Banyuwangi. The research employs qualitative descriptive analysis for data evaluation. The findings of the material and media validation process yielded a score of 77.7%, categorizing it as highly appropriate or valid. Furthermore, the implementation of this media in an educational setting was assessed, revealing that teachers found the media 91.3% effective, while student receptivity was even higher at 93.2%. These results underscore the suitability of the webtoon-based e-comic as a learning medium. The positive reception from both students and teachers indicates its potential as an engaging educational tool, enhancing knowledge acquisition in the field of Indonesian Flora and Fauna

Gamified Distance Learning Application Design for Enhanced Student Engagement and User Experience

Gamified Distance Learning Application Design for Enhanced Student Engagement and User Experience

Student Perceptions about the Use of Immersive Media Virtual Field Learning Study of Ijen Geosite Geopark on Interests in Studying Banyuwangi Geography

In response to curriculum changes at Banyuwangi High School incorporating Geopark Ijen into educational content, this study investigates the impact of Immersive Virtual Field (IVF) media on students' learning interests. Employing a quantitative survey and a sample of 50 students selected through simple random sampling, the study examines the correlation between students' perceptions of IVF at Ijen Geosite Geopark and their learning interest. Data were gathered via questionnaires and analyzed using simple linear regression, supplemented by qualitative interviews. Findings indicate a significant positive relationship between students' perceptions of IVF media and their learning interest, with an average perception rating of 93.2%. The study highlights that positive emotions elicited by engaging with IVF media, such as happiness and enthusiasm, significantly enhance learning experiences by boosting motivation, engagement, cognitive functions, and ultimately, educational content retention. This research underscores the potential of immersive technologies to transform traditional learning environments by fostering more engaging and effective educational experiences.

Needs-based job crafting: Validation of a new scale based on psychological needs.

We present the conceptualization and validation of the Needs-Based Job Crafting Scale (NJCS), a new assessment tool theoretically grounded in the Identity-Based Integrative Needs Model of Crafting and DRAMMA psychological needs (detachment, relaxation, autonomy, mastery, meaning, and affiliation). The article is composed of three studies. In Study 1, we develop the NJCS and test its factorial structure using a cross-sectional sample of Finnish employees (N = 578). In Study 2, we validate the factor structure and test the scale for measurement invariance across time with longitudinal samples from Finland (N = 578) and Japan (N = 228). In Study 3, we examine the convergent, criterion, and incremental validity using a sample of German and Swiss employees (N = 1,101). The results confirm a six-factor structure of the scale as defined by the detachment, relaxation, autonomy, mastery, meaning, and affiliation needs in all three samples. The NJCS showed convergent validity when correlated with the conceptually related Needs-Based Off-Job Crafting Scale (NOCS), a job crafting scale based on the job demands-resources (JD-R) model, and the Proactive Personality Scale. Further, the six job crafting dimensions explain a large amount of variance in work engagement, job satisfaction, burnout, and psychological needs satisfaction; thus, supporting criterion validity of the scale. Finally, the NJCS explains variance beyond the existing JD-R based job crafting scale in work engagement, job satisfaction, burnout, and recovery experiences; thus, supporting incremental validity of the NJCS. Together with the existing NOCS, the NJCS facilitates the examination of crafting dynamics within and across work and nonwork life domains, applying a shared theoretical framework of psychological needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Mental strength assessment in combat sports practitioners and non-practitioners

Mental strength is defined as a person’s ability to persist through challenging situations and recover from hardships and failures. Due to combat sports (CS) vigorous nature, several authors have identified various psychological factors modified through CS engagement and experience. This research aimed to determine the psychometrics of the Mental Strength Scale, explore the correlations between mental strength and age, CS experience, and competitive engagement, and investigate the existing group differences in mental strength based on sex, age, CS engagement, competition engagement, and CS experience. The total sample included 431 participants from 18 to 67 years of age, including 373 CS practitioners and 58 non-practitioners. Results revealed that The Mental Strength Scale demonstrated good internal validity (Cronbach’s alpha = 0.809) and convergent validity (Grit Scale correlation: p < .001, r = .539; Brief Resilience Scale correlation: p < .001, r = .551). A positive correlation was found between CS experience and mental strength. Group comparison demonstrated higher mental strength in CS practitioners than non-practitioners and in men compared to women. Moreover, CS participants in the >5, 2-5, and <2 years of experience reported higher mental strength than participants with no CS experience. In conclusion, the findings confirm that the Mental Strength Scale is a good psychometric instrument to assess the degree of mental strength, particularly in CS practitioners, and that CS engagement and experience positively influence the development of mental strength.

DIGITAL PEDAGOGY AND CULTURAL EVOLUTION: INSIGHTS FROM THE DIGITAL BOOK SERIES IN EARLY CHILDHOOD EDUCATION AND SPEECH

This research investigates the role of digital pedagogy in the context of cultural evolution, with a focus on the use of digital book series in early childhood education and its impact on speaking abilities. The research method used is a reflection on literature which includes theoretical studies of digital pedagogy, culture and language development in early childhood, as well as a qualitative approach to analysing relevant data. Through a literature perspective, researchers identify main patterns in the use of digital pedagogy in the context of early childhood education and understand how digital books can influence language development. Conduct qualitative analysis of relevant empirical studies to gain a deeper understanding of the practical experience of using digital book series in early childhood learning. The results show that digital pedagogy can play a significant role in the evolution of educational culture, with digital book series being a potential tool for improving the speaking abilities of young children. Factors such as interactivity, visualisation and engaging narratives can provide a more engaging and effective experience for children's learning. But challenges such as technology accessibility and concerns about screen use also need to be seriously considered. This research provides important insights for educators, researchers, and policymakers into how digital pedagogy can influence educational culture and language development in early childhood. The implications of this research highlight the importance of thoughtful integration of digital technologies in child-focused educational approaches, with deep attention, cultural relevance, and sustainability of their application in diverse contexts.

Undergraduates’ Perception, Engagement and Learning Experience in Online Learning amid Covid-19 Pandemic

Undergraduates’ Perception, Engagement and Learning Experience in Online Learning amid Covid-19 Pandemic

Campus Navigator Pro

Abstract: The Campus Navigator Pro project represents a significant advancement in how users navigate and engage with campus environments. At its core lie two pivotal components: the Virtual Tour and Around Campus Guide, meticulously crafted to offer users an immersive and enlightening journey. Powered by cutting-edge 360-degree imagery, the Virtual Tour beckons users to delve into campus locales through mobility and information hotspots, embellished with audio embedding and card popups for a truly engaging experience. Concurrently, the Around Campus Guide streamlines navigation by providing seamless access to nearby amenities, ensuring convenience and efficiency for users on the move. Moreover, the project introduces innovative features such as audio integration with the existing campus map [5], smoothly blending audio resources with physical locations to enrich the exploration process. The inclusion of the Audio Atlas further elevates accessibility by serving as a comprehensive repository of audio files tailored to various campus locales, fostering deeper immersion and understanding. Additionally, the implementation of an Events Tab adds a layer of community engagement, showcasing campus event details alongside captivating location images, thereby fostering a sense of belonging and awareness within the campus community. Through these groundbreaking features, the Campus Navigator Pro project aims to redefine the landscape of campus exploration, setting a new standard for interactive, enriching, and user-centric experiences

Design of Visual Communication Experience Based on Virtual Reality Technology

Visual communication experiences have been revolutionized by virtual reality (VR) technology, offering users immersive and captivating interactions with digital content. Through VR headsets and immersive environments, users can engage with visual content in unprecedented ways, feeling as though they are physically present within the digital space. Whether exploring virtual art galleries, immersive storytelling experiences, or interactive visualizations, VR technology provides users with a sense of presence and agency, enhancing their connection to the content. Furthermore, VR enables creators to design highly engaging and interactive visual experiences that transcend traditional media formats, allowing for innovative storytelling techniques and immersive narratives. This paper presents the design of a novel visual communication experience leveraging virtual reality (VR) technology enhanced by Multi-Spectral Multi-Point Co-Ordination (MSMPC). The proposed design aims to create immersive and engaging visual experiences that transcend traditional media formats. Through simulated experiments and empirical validations, the effectiveness of the MSMPC-enhanced VR-based visual communication experience is evaluated. Results demonstrate significant improvements in user engagement, immersion, and satisfaction compared to conventional approaches. The users interacting with the MSMPC-enhanced VR experience reported a 40% increase in immersion levels and a 25% improvement in overall satisfaction ratings. Additionally, the design enabled creators to optimize visual storytelling techniques based on real-time user feedback and performance data, leading to more impactful and effective communication. These findings highlight the potential of MSMPC in enhancing visual communication experiences based on VR technology, paving the way for innovative and immersive storytelling in various domains.

Exploring Software Infrastructures for Enhanced Learning Environments to Empowering Education

Recently, the education sector has undergone a notable change due to the incorporation of technology, resulting in the emergence of Educational Technology (EdTech). This new trend has completely transformed the learning process for students, teaching methods for educators, and operations of educational institutions. Due to EdTech, education has become simpler to access, engaging, and efficient, providing customized and diverse learning experiences. This article explores into the significant influence of EdTech on the field of education and the promising opportunities it offers for the future. EdTech has become a significant enabler, allowing institutions to meet evolving student needs and cultivate new skillsets without being limited by geographical barriers. EdTech integrates digital and technological media with conventional methods of instruction to enable various forms of learning, offering adaptability, enhancing engagement, and providing high-quality educational solutions. EdTech tools empower educators to track student engagement, encourage interactive and creative learning experiences, and stand for human-centred education focusing on critical thinking, innovation, and entrepreneurial activity. Exploring deeper relationships between educational data as well as predicting how well students do in school has been made possible through educational data mining. Presented is a novel model utilizing machine learning computational methods to forecast the EdTech for the students by using their midterm exam results. Various machine learning algorithms were assessed and providing the EdTech for improving their performance in final exam. This study comprehensively examines different EdTech technologies and recommend a unified model that could serve as a solid framework for classroom teaching.