The application of game elements of gamification in online shopping is attracting interest from researchers and practitioners. However, it remains unclear how gamification affects and improves consumer purchase intention on online shopping platforms, which still leaves a gap in our knowledge. To narrow this theoretical gap, a theoretical model has been built in this study. This model adopts cognitive evaluation theory to explain the impact of gamification elements on consumer purchase intention. Data was collected from 322 online shopping consumers who (...) used a flash game to test their purchase intention after playing games. The results show that game rewards, absorption and autonomy of gamification positively enhance sense of enjoyment, and that it helps people meet their psychological needs, which ultimately affects the online purchase intention of consumers. This study is helpful in analyzing the factors involved in the successful introduction of gamification on online shopping platforms in more detail. (shrink)

The social network in the organizational learning process is a critical knowledge source to realize superior performance. The purpose of this study is to examine the relationship between relational memory, relational embeddedness, and absorptive capacity, and their impact on the relational performance of small and middle enterprises. This study empirically verifies the research framework from 223 Chinese internationalized SMEs. The results confirm previous studies that indicate positive correlations among relational embeddedness, relational memory, and absorptive capacity. The results also indicate that (...) relational embeddedness and relational memory have positive effects on relational performance. The findings show that relational memory plays a mediating role in the relationship between relational embeddedness, absorptive capacity, and relational performance. (shrink)

The work environment of employees has been greatly affected by the COVID-19 pandemic, and many limitations and risks can be seen until now. In addition to employees in firms, the faculty in colleges and universities also suffer from pressure and face challenges. For the purpose of performance assessment and promotion, the faculty not only needs to teach students, but also assumes the time pressure from academic research. This study discusses the process in which the faculty’s subjective well-being is affected, in (...) an effort to learn about the job demands of the faculty under the work environment with a high level of time pressure, and the effect of these time-related job demands on their psychological health. In this study, 347 valid questionnaires were collected from universities in coastal areas of the Chinese mainland. The results show that time-related job demands have a positive impact on time pressure; time pressure has a negative impact on subjective well-being; and time-related self-efficacy can significantly mediate the relationship among time-related job demands, time pressure, and subjective well-being. On this basis, this study proposes its theoretical and practical implications. (shrink)

The international strategic alliance in international marketing is international social network to realize superior performance. This requires firms to increasingly consolidate international relationship with foreign partners. Knowledge acquisition and integration by absorptive capacity as an antecedent for international strategic alliance is understudied. This study aims to explore the relationship between AC and international strategic alliance, and their impact on the international performance of multinational enterprises. This study empirically verifies the research framework from 223 Taiwanese MNEs. In terms of structural model, (...) researchers conduct PLS-SEM to verify the hypotheses in this study. The results confirm previous studies that indicate a positive relationship among AC, international strategic alliance, and international performance. The results also indicate that international explorative and exploitative alliance fits mediate the relationship between AC and international performance. (shrink)

Success in online and blended courses requires engaging in self-regulated learning, especially for challenging STEM disciplines, such as physics. This involves students planning how they will navigate course assignments and activities, setting goals for completion, monitoring their progress and content understanding, and reflecting on how they completed each assignment. Based on Winne & Hadwin’s COPES model, SRL is a series of events that temporally unfold during learning, impacted by changing internal and external factors, such as goal orientation and content difficulty. (...) Thus, as goal orientation and content difficulty change throughout a course, so might students’ use of SRL processes. This paper studies how students’ SRL behavior and achievement goal orientation change over time in a large college introductory level physics course taught online. Students’ achievement goal orientation was measured by repeated administration of the achievement goals questionnaire-revised. Students’ SRL behavior was measured by analyzing their clickstream event traces interacting with online learning modules via a combination of trace clustering and process mining. Event traces were first divided into groups similar in nature using agglomerative clustering, with similarity between traces determined based on a set of derived characteristics most reflective of students’ SRL processes. We then generated causal nets for each cluster of traces via process mining and interpreted the underlying behavior and strategy of each causal net according to the COPES SRL framework. We then measured the frequency at which students adopted each causal net and assessed whether the adoption of different causal nets was associated with responses to the AGQ-R. By repeating the analysis for three sets of online learning modules assigned at the beginning, middle, and end of the semester, we examined how the frequency of each causal net changed over time, and how the change correlated with changes to the AGQ-R responses. Results have implications for measuring the temporal nature of SRL during online learning, as well as the factors impacting the use of SRL processes in an online physics course. Results also provide guidance for developing online instructional materials that foster effective SRL for students with different motivational profiles. (shrink)