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Social-Media-based Lifelong Learning (SMLL) have come under the spotlight nowadays because they allow people to realise lifelong learning in their quotidian existence. However, the factors that determine SMLL have received little scholarly attention, hence our poor understanding in this regard. To remedy the deficiency, a research model was developed through Maslow's need hierarchy theory to address the issue. The research findings show that (1) safety needs play an initial role that drives users gradually towards belongingness and love needs, self-esteem needs and self-actualisation needs; (2) self-actualisation needs serve as a sole pivotal role in users' satisfaction with SMLL, which in turn affects their continuance intention towards SMLL. These findings reveal that social media not only allow people to safeguard their jobs by offering access to the latest knowledge but also help them fulfil their ambitions and realise their self-worth. This study also challenges the stereotypes about Maslow's need hierarchy theory by showing that the levels of needs are not necessarily to be fulfilled in ascending order but can be satisfied simultaneously. [ABSTRACT FROM AUTHOR]

In recent years, programming games have attracted many researchers' attention, since they not only allow students to learn programming through games, but also help them develop skills in critical thinking and problem-solving. However, only a few studies investigated students' continuance intention toward programming games. Scholars do not know much, therefore, about this issue, let alone formulate effective strategies for such games' development and application. To remedy the deficiency, we developed a research model comprising perceived enjoyment and learning climate (i.e. hedonic factors) as well as perceived usefulness and learning opportunity (i.e. utilitarian factors). Our research findings indicated that (1) through satisfaction as an intermediary, learning climate (a hedonic factor) exerted an indirect yet significant influence on the subjects' continuance intention toward the programming game; (2) learning opportunity (a utilitarian factor) had a direct and significant influence on the subjects' continuance intention toward the programming game. The two findings imply that the subjects felt satisfied and continued using the programming game when they regard learning through it as enjoyable. Besides, the learning opportunity offered by the programming game also directly affected the subjects' continuance intention toward the game. [ABSTRACT FROM AUTHOR]