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Web enjoyment has been regarded as a component of system experience. However, there has been little targeted research considering the role of web enjoyment alone in student learning using web-based systems. To address this gap, this study aims to examine the influence of web enjoyment on learning performance and perceptions by controlling system experience as a variable in the study. 74 students participated in the study, using a web-based tutorial covering subject matter in the area of "Computation and algorithms". Their learning performance was assessed with a pre-test and a post-test and their learning perceptions were evaluated with a questionnaire. The results indicated that there are positive relationships between the levels of web enjoyment and perceived usefulness and non-linear navigation for users with similar, significant levels of system experience. The implications of these findings in relation to web-based learning are explored and ways in which the needs of students who report different levels of web enjoyment might be met are discussed.

Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students' learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non-linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results.

Abstract: Retailers increasingly use the Internet for supporting customer interaction in the delivery of products and services online, whilst simultaneously displacing direct communication to a seller with ‘faceless’ technology. Research has tended to marginalise the importance of this communication change, possibly because of the lack of appropriate models for evaluating communication effectiveness. This paper therefore seeks to develop and apply such an evaluative model, which is underpinned by communication theory. The context of application is e-mortgage lending – based on the selection of two banks’ interfaces – as evidence suggests that this type of e-commerce activity presents difficulties in electronic communication where, for example, the customer need for face-to-face mortgage advice prevails. Findings from the model’s application reveal that whilst users respond socially to the interfaces, a number of communication problems can be identified by theme. Reflection is provided on the model’s usefulness for evaluating the effectiveness of customers’ online communication experiences. [Copyright &y& Elsevier]

This article announces the service Online First for the immediate online publication of all accepted papers as soon as the authors have returned the corrected proofs. Internet weeks before the printed version appears. This means an enormous reduction in publication time. Online First articles appear in their final form. Therefore, papers cannot be changed or withdrawn after electronic publication. Any corrections that might be necessary have to be made in an Erratum, which will be hyperlinked to the article.