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Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia's higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT-AIL). All independent variables are positively associated to MWT-AIL, with UUA and SIQ having higher levels of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.

Purpose: The aim of this paper is to examine the effects of a learner's regulatory focus orientation and message frame of a motivational virtual agent in an e-learning environment. Design/methodology/approach: On the basis of quasi-experimental design, university sophomores (n = 210) categorized as chronic promotion-focus, chronic prevention-focus or neutral regulatory focus interacted with either an agent that conveyed gain-frame message or an agent that conveyed loss-frame message to persuade learners to engage with the e-learning content. Statistical analyses assessed the effects of regulatory focus and message frame on agent perception, motivation and cognitive load. Findings: The results of this paper did not support the hypotheses that chronic promotion-focus learners will benefit more with gain-frame agent than a loss-frame agent, and that chronic prevention-focus learners will benefit more with loss-frame agent than a gain-frame agent. There were main effects of message frame (albeit small effects) -- the loss-frame agent was perceived to be more engaging, induced higher motivation and prompted higher germane load than the gain-frame agent. With gain-frame agent, chronic promotion-focus learners had higher motivation toward the e-learning task than other learners. Originality/value: Prior studies have examined regulatory focus and message frame with agents simulating virtual health advocates. This paper extended on this by examining these roles with a persuasive agent simulating virtual tutor in an e-learning environment.

The current study sets out to identify determinants affecting tertiary students' behavioural intentions to use mobile technology in lectures. The study emphasises that the reason for using mobile technology in classrooms with large numbers of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has four main antecedents of behavioural intention: system perception, intrinsic motivation, system and information quality, and uncertainty avoidance. Sample data was collected from 396 tertiary students in Malaysia. Results from structural equation modelling on the sample indicated that behavioural intention was significantly influenced by system and information quality, followed by intrinsic motivation, and uncertainty avoidance. System perception was not significantly predictive of behavioural intention. The proposed framework explained 54% of the variance in behavioural intention of mobile technology use in lecture classes. The study findings are indicative of the importance of system development efforts to ensure overall quality system design. The findings further suggest that mobile technology may serve as a tool to facilitate interaction among students and lecturers in large lecture classes.

The aim of this paper is to identify adoption factors of mobile wireless technology to increase interactivity between lecturers and students during lectures. A theoretical framework to ascertain lecturers' intentions to use mobile wireless technology during lectures (dependent variable) is proposed with seven independent variables. The independent variables were ease of use and usefulness from Technology Acceptance Model; trust from Wireless Internet via Mobile Devices model and Mobile Services Acceptance Model; self-efficacy from Social Cognitive Theory; enjoyment from Motivational Model; social influence from Unified Theory of Acceptance and Use of Technology; and uncertainty avoidance from Geert Hofstede's cultural dimensions (Hofstede et al. in "Cultures and organizations: software of the mind," 3rd edn. McGraw-Hill, New York, 2010). Four lecture observations were conducted and interaction barriers identified. Interviews with 22 selected lecturers were conducted to elicit perceptions of mobile wireless technology use during lectures and validate the framework's variables. Interview results from thematic analysis strongly validated mobile wireless technology's usefulness as a supporting, collaboration and real-time interaction tool, especially among introvert students. Ease of use, self-efficacy and enjoyment are supported through familiarity with mobile wireless technology. Majority of the respondents are apprehensive that mobile wireless technology might cause disruptions during lectures, with concerns of redundancy, dependency and misuses amongst students (attributes of uncertainty avoidance). None of the respondents are currently using mobile wireless technology for interaction during lectures, thus lending credence to social influence. Very few respondents agree that use of mobile wireless technology can reduce students' boredom and make lectures more enjoyable, and few perceive intermittent wireless connection will affect user trust. Knowledge of significant mobile wireless technology adoption factors and concerns may be important and applicable to tertiary education in Malaysia.

Romance has never felt the same way since the inception of online dating. A match is made not in Heaven but in the Cloud. Swiping profiles could sweep someone's feet off. This work aims to assess the factors predicting the continuous use intention of online dating applications among young Malaysians through the lens of the UTAUT2 model and privacy risk. The research model was analyzed using Partial Least Squares Structural Equation Modelling per 282 valid responses from online daters in Malaysia. The results indicate the model's substantial predictive power with social influence, price value, and habit as significant drivers to continuous use intention of online dating applications. Habit has the strongest effect on the intention to use online dating applications continuously. This research adds to the body of knowledge on the behavioral intention of online dating applications and offers practical suggestions for online dating service providers to increase the likelihood of their continuous adoption. [ABSTRACT FROM AUTHOR]

The emotional design principle avers that highly saturated warm colors in multimedia learning presentations can elevate affective-motivational, cognitive, and learning outcomes. While warm and achromatic grayscale color tones have been explored extensively, relatively less research examines the effects of cold colors in multimedia learning. This study explores how color tones (warm, cold, and achromatic grayscale) and learners' gender influence positive emotions, intrinsic motivation, cognitive load, and transfer performance. An online experiment was conducted where learners pursuing IT courses in an Asian university (n = 204) engaged with either one of the multimedia learning lessons on distributed denial-of-service attack imbued with (1) a warm color tone, (2) a cold color tone, and (3) an achromatic grayscale color tone. Findings show that the cold color tone was associated with fewer enhanced positive emotion types than the other color tones. Compared to the achromatic grayscale color tone (M = 2.38 , SD = 1.88), significantly higher extraneous cognitive load ratings were observed with the warm color tone (M = 3.26 , SD = 1.96) and the cold color tone (M = 3.24 , SD = 2.18). Following reports by some learners, this could be attributed to the overly vivid and saturated chromatic colors impairing the learners' visual and cognitive processes, causing them to rate the multimedia learning experience with warm and cold color tones as more difficult than with the achromatic grayscale color tone. Male learners in the warm color tone condition (M = 4.93 , SD = 3.46) performed marginally better on the transfer posttest than male learners in the cold color tone condition (M = 3.49 , SD = 3.45) and male learners in the achromatic grayscale color tone condition (M = 3.44 , SD = 2.69). In contrast, female learners in the warm color tone condition (M = 1.75 , SD = 1.62) performed marginally worse than female learners in the cold color tone condition (M = 3.83 , SD = 3.92) and significantly worse than female learners in the achromatic grayscale color tone condition (M = 3.67 , SD = 2.50). Overall, these results show that gender can shape the effects of warm colors on learning—the warm color tone can enhance male learners' but stifle female learners' transfer performance. Moreover, this study aligns with recent studies that colors as an emotional design feature may lead to higher cognitive load ratings. This paper discusses the theoretical and practical implications and submits a future outlook for broadening the research domain. [ABSTRACT FROM AUTHOR]

The adoption of cashless payment methods compels impulse buying. This research studies impulse purchase behavior by focusing on E-wallet app characteristics, a field where empirical research is still scarce. This paper is aimed at developing and testing a theoretical model to examine a moderated mediation model of mobile wallet app characteristics and impulse buying through perceived enjoyment moderated by mobile wallet user experience. An online survey acquired 208 valid responses from active E-wallet users. The framework was empirically analyzed by using Smart PLS-SEM. Findings indicate that perceived interactivity and visual appeal have positive relationships with perceived enjoyment and impulse buying, respectively. Perceived enjoyment is positively associated with impulse buying, and perceived enjoyment mediates the relationship between visual appeal and impulse buying. The impacts of perceived interactivity on perceived enjoyment and impulse buying are moderated by user experience. Moreover, user experience moderates the relationship between visual appeal and perceived enjoyment. This study identifies differences in consumer behavior between more experienced and less experienced E-wallet users. More experienced E-wallet users emphasize the app's interactivity, while less experienced users pay more attention to the app's appealing design. Practical implications are offered for E-wallet system developers and designers to attract new users and, at the same time, retain existing users. [ABSTRACT FROM AUTHOR]

Online learning when combined with mobile technology transforms the traditional classrooms from teacher-centered to student-centered classrooms. Despite the widespread use of mobile technology among students and educators today, limited researches have been conducted to study the effects of using mobile technology to enhance student-lecturer interactions. In addition, existing theories of technology acceptances, chiefly Information System Success Model (ISSM), Motivational Model (MM), Social Cognitive Theory (SCT), Technology Acceptance Model (TAM), and Cultural Dimension Theory (CDT) are widely recognized for their predictive power in determining adoption intentions. In this study, determinants from all five theories were unified and examined, namely system quality and information quality from ISSM, enjoyment from MM, perceived usefulness and perceived ease of use from TAM, self-efficacy from SCT, and uncertainty avoidance from CDT as predictors of adoption intention in the context of predicting student-lecturer interactions. This empirical study was conducted using an online survey. Data collected from the samples (n = 328) were analyzed using PLS-SEM. Results obtained exhibited adequate explanatory power, where information quality, system quality, enjoyment, and uncertainty avoidance significantly predict adoption intention, while perceived usefulness, perceived ease of use, and self-efficacy were insignificant. Secondly, each theory was independently analyzed, and the predictive power and relevance of ISSM, MM, TAM, and UDT confirmed the importance and relevance of these theories. Results obtained provided a comprehensive understanding of the factors that significantly affect students’ intentions to use mobile technology to interact with their lecturers on academic matters. The discussions and implications of this study are crucial for researchers and practitioners of educational technologies in higher education. [ABSTRACT FROM AUTHOR]