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New technology can be a source of great optimism and a force for positive change in the research industry. As such, it is important to discuss the merits of emerging technology. In this research note, the emergent opportunity for qualitative research in the metaverse is discussed. This paper looks at how rich sensory virtual environments with multiple sensory modalities might help address some of the shortcomings of traditional online qualitative research. The importance of establishing social presence in virtual qualitative research is addressed. Then, how the metaverse might help remove some of the constraints of 'big qual' is debated. The potential for the metaverse to improve participant inclusivity is considered, before finally discussing the issue of research ethics in a decentralised virtual world. [ABSTRACT FROM AUTHOR]

Avatar-mediated communication (AMC), commonly used in online environments such as games and the emerging metaverse, is different from traditional computer-mediated communication in that it is a human-object-object-human relationship mediated by the individual's avatar and the avatar of the person with whom they are communicating. We conceptualize AMC by using three key concepts: user-avatar identification (i.e., how a user perceives their avatar as themselves), avatar-avatar identification (i.e., how a user perceives their avatar as part of a community of avatars), and social presence (i.e., how a user perceives the other avatar as a representation of the other person). We tested this model using 778 individuals who responded to three waves of data collection. The results show that the three factors of AMC influence users' social identification with their community and strengthen its impact on loyalty. From a theoretical perspective, our research adds two novel constructs—user–avatar identification and avatar–avatar identification—that play key roles in AMC in addition to the well-known effects of social presence. From a practical perspective, our research helps developers better design online games and virtual worlds such as the metaverse. [ABSTRACT FROM AUTHOR]

Text-based customer service is emerging as an important channel through which companies can assist customers. However, the use of few identity cues may cause customers to feel limited social presence and even suspect the human identity of agents, especially in the current age of advanced algorithms. Does such a lack of social presence affect service interactions? We studied this timely question by evaluating the impact of customers' perceived social presence on service outcomes and customers' attitudes toward agents. Our identification strategy hinged on Southwest Airlines' sudden requirement to include a first name in response to service requests on Twitter, which enhanced customers' perceived level of social presence. This change led customers to become more willing to engage and more likely to reach a resolution upon engagement. We further conducted a randomized experiment to understand the underlying mechanisms. We found that the effects were mainly driven by customers who were ex ante uncertain or suspicious about the human identity of agents, and the presence of identity cues improved service outcomes by enhancing customers' perceived levels of trust and empathy. Additionally, we found no evidence of elevated verbal aggression from customers toward agents with identity cues, although a mechanism test revealed the moderating role of customers' emotional states. Our study highlights the importance of social presence in text-based customer service and suggests a readily available and almost costless strategy for firms: signal humanization through identity cues. [ABSTRACT FROM AUTHOR]

Generalized trust has reached new lows in America, with young Americans now trusting the least. This complicates the process of interacting with new people, which formerly contributed to trust. The present study thus tested whether networked modes of social contact and social learning might add to interpersonal competence and generalized trust. Responses to a national web survey were matched to US Census percentages for sex, race, ethnicity, age, and region. The sample resembles the US population demographically and is theoretically large enough to represent it (N = 1500). Data were analyzed using SPSS and PROCESS. Diverse contact in person was unrelated to trust in general and only contributed to trust for respondents 70 or older when particular age groups were considered. Interpersonal competence, on the other hand, contributed to trust overall, and for respondents 18–29, 40–49, and 50–59. Feeling capable of interacting with new people in person has become more important than the contact itself for trusting, as a way of generating numerous diverse interactions over time. Networked efforts of sociability and posting behavior were also related to trust here. Posting related to trust for respondents 18–29, while sociability contributed to trust for those 18–29, 30–39, and 50–59. Social presence (i.e., sensing immediacy and intimacy in networked settings) related to trust overall and for those 18–29 and 40–49. Computer‐mediated communication (CMC) competence contributed to trust indirectly, by way of social presence, and the indirect effect was the largest for the youngest users surveyed. CMC competence had a larger association with interpersonal competence for younger generations as well, which became a second indirect path to trusting. Different age groups draw trust from different places, and trust interventions should also differ with age. [ABSTRACT FROM AUTHOR]

AbstractSocial conformity occurs when individuals forego their personal judgements to agree with opposing judgements of a group majority. While conformity was initially observed and investigated in physical groups, recently there has been an increasing interest to understand dynamics of this phenomenon in online group settings. This survey summarises 36 years of social conformity literature (1988–2023) and reviews its occurrences, positive and negative outcomes, and contextual and personal determinants in online groups. By doing so, we identify gaps in the conformity literature that require further investigation, discuss common challenges and inform the design of future online conformity studies. [ABSTRACT FROM AUTHOR]

Livestreaming has experienced remarkable growth in recent years, marked notably by the rise of VTubers. VTubers are face-tracking avatars capable of replacing a streamer's actual face. In order to delve deeper into this trend, this study examines how the visual representation of a streamer affects audience perception. An online experiment was conducted, involving three-group comparisons within a between-subjects design, with 413 undergraduate students in the U.S. The primary findings reveal that, in comparison to utilizing VTubers, both displaying a streamer's real face and opting not to show a face enhance the social presence of the streamer, consequently leading to more favorable perceptions of the streamer. This study underscores the mediating role of social presence in shaping audience perceptions of streamers and underscores the necessity of exploring potential non-linear relationships between a streamer's visual representation and social presence. [ABSTRACT FROM AUTHOR]

Companies are increasingly introducing conversational reviews—reviews solicited via chatbots—to gain customer feedback. However, little is known about how chatbot-mediated solicitation influences rating valence and review helpfulness compared to conventional online forms. Therefore, we conceptualized these review solicitation media on the continuum of anthropomorphism and investigated how various levels of anthropomorphism affect rating valence and review helpfulness, showing that more anthropomorphic media lead to more positive and less helpful reviews. We found that moderate levels of anthropomorphism lead to increased interaction enjoyment, and high levels increase social presence, thus inflating the rating valence and decreasing review helpfulness. Further, the effect of anthropomorphism remains robust across review solicitors' salience (sellers vs. platforms) and expressed emotionality in conversations. Our study is among the first to investigate chatbots as a new form of technology to solicit online reviews, providing insights to inform various stakeholders of the advantages, drawbacks, and potential ethical concerns of anthropomorphic technology in customer feedback solicitation. [ABSTRACT FROM AUTHOR]

This study explores how the scarcity of virtual products in virtual gaming spaces influences brand evaluation in the real world. While previous studies suggest that scarcity in virtual spaces can enhance brand value, the mechanisms and conditions under which this effect occurs (e.g., the characteristics of virtual spaces, consumer traits, and stimulus). Drawing on insights from scarcity research on physical products, we propose that the effects of scarcity may stem from the expectation of impression management. We developed a model that incorporates insights from physical product scarcity research with the unique aspects of virtual spaces and consumer characteristics. Through four studies, we discovered that the effect of supply scarcity in enhancing brand evaluation is pronounced when the space is online and when consumers have a high level of social presence. Furthermore, in cases where social presence is not high, encounters with others wearing scarce products were found to enhance the scarcity effect. Companies can enhance brand evaluation by strategically using virtual product scarcity in online gaming, particularly when targeting consumers with high social presence or creating opportunities for players to interact with others wearing scarce items. [ABSTRACT FROM AUTHOR]

The synchronous hybrid classroom (SHC) combines on-site and remote learners simultaneously. This study aims to investigate how participation mode (on-site vs. remote) affects students’ perceived learning in a SHC, examining social presence as a mediator. A second aim explores how different learning activity types along the ICAP framework influence students’ perceived learning across both groups, again considering social presence as a potential mediator. A natural experiment was conducted with 241 vocational secondary school students regularly participating in a SHC, either on-site (n = 136) or remotely (n = 105). Results showed that participation mode influenced students’ perceived learning indirectly through social presence. Remote participants perceived their social presence as lower and learning less effective than on-site participants. Interactive learning activities were most frequently used in this SHC implementation. The mediating effect of social presence was particularly strong for active/interactive activities on-site and passive/interactive ones remotely. This study contributes to theory by unravelling the complex interplay of the pedagogical design of a SHC and students’ learning experiences, highlighting the critical role of fostering social presence to optimise learning outcomes in SHC. Furthermore, it underscores the practical necessity for robust technological infrastructure and professional development support for teachers to enhance the efficacy of SHC settings. [ABSTRACT FROM AUTHOR]

The significance of higher-order thinking (HOT) is becoming increasingly prominent in the twenty-first century, as reflected in the framework of most recent competency models. Blended learning models are universally recognized as promising endeavors to promote learners' HOT in the contemporary higher education field. To ensure that such learning models function as intended, a thorough and systematic study is required to determine the variables that most influence learners' development of HOT in a blended learning environment. A sample of 422 Chinese vocational college students with blended learning experience completed a survey in which their perceptions of teaching presence, social presence, self-regulated learning (SRL), information and communication technology (ICT) self-efficacy, and HOT were measured. Structural equation modeling (SEM) revealed that students' SRL directly and significantly influenced their HOT in a blended learning environment. Furthermore, teaching presence, social presence, and ICT self-efficacy all indirectly affect HOT through their impact on SRL. Based on these findings, this study recommends that instructors teaching in a blended learning environment should focus on improving learners' SRL abilities, social interaction techniques, ICT competencies, and teaching presence to help learners develop HOT. [ABSTRACT FROM AUTHOR]

This study explores the experiences and the preferred schedule of face-to-face and online tutorials in a problem-based learning setting where students learn collaboratively, based on cognitive, social, and teaching presences. Seventeen experienced students and 13 tutors attended semi-structured interviews focusing on their experiences and preferences. The majority (15 students and seven tutors) preferred a 100% face-to-face schedule as the default option to stimulate deep learning and social interactions, while two students and five tutors preferred a schedule with a majority of face-to-face tutorials with some online sessions. Overall, face-to-face tutorial meetings were perceived to deepen content discussions, create a sense of connection through social interactions and non-verbal communication, and protect student well-being. [ABSTRACT FROM AUTHOR]

Drawing upon presence theory, this study seeks to unravel the critical determinants converting engagement into value cocreation in travel livestreaming. To configure an optimal path for real-time interaction, live room setting, and product attributes in livestreaming via viewers' sense of presence, we performed a scenario-based quasi-experiment with four alternative models. Model 1 elucidated the direct influence mechanism how real-time interaction, authenticity, and remuneration evoke value cocreation, while Model 2 reflected the moderation impact of the objective attributes between communication behaviours and value cocreation. Model 3 and Model 4 incorporated viewers' physical and social presence into assessments as mediators. The results reveal that communication behaviours psychologically drive viewers' sense of presence, thereby leading to value cocreation, while objective attributes moderate the subjective consciousness of presence. The research positions insightful theoretical implications to thrust value co-creation of tourism academia spotlight and practically contributes to promoting sales performance in the nascent tourism market. [ABSTRACT FROM AUTHOR]

(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; Mage = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner–instructor and learner–learner interactions and learning efficiency. Specifically, while the indirect effect of learner–instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [−0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner–learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner–learner and learner–instructor interactions on online learning efficiency was found to be unequal. [ABSTRACT FROM AUTHOR]

Intelligent Personal Assistants (IPAs) are becoming more prevalent in daily and educational contexts, increasing the possibility of using them as learning partners that can provide more personalized and learner-centric learning opportunities. However, research has primarily focused on educational advantages that IPAs may provide, overlooking investigation on students' acceptance of IPAs. To address this gap, this study empirically explored factors influencing students' intention to use IPAs for learning. A conceptual research model was designed based on the technology acceptance model. Data were collected from 1044 South Korean students, who were experienced in using IPAs. Results were analyzed using structural equation modeling. The findings indicate that the proposed model sufficiently explains students' IPAs acceptance for their learning. In addition, students' computer self-efficacy and self-management of learning ability were prominent factors influencing their intention. Moreover, their trust toward IPA and feeling of social presence on IPAs were found to be significant factors to be considered as well. Based on these findings, future recommendations for fostering students' active use of IPAs for learning are discussed. Additionally, both theoretical and practical implications are highlighted. [ABSTRACT FROM AUTHOR]

The development of executive function (EF) has been linked to various life outcomes, motivating intense research on the topic. While much of this research has focused on more thoroughly understanding age‐related changes of the underlying neurocognitive mechanisms involved, recent theoretical and empirical works have stressed how the immediate physical and social context plays an important role in how children engage in control. Recent studies have shown that the experimenter is an important variable modulating how children engage EF. In this article, I argue that this social presence should be examined more thoroughly to understand the influence of the research context on assessing EF in children. However, this examination should not neglect the fact that the presence of others and the interactions with them likely shape the development of EF in the long run, with important interindividual differences. Examining how others affect children's development of EF can have important implications, such as better reproducibility of studies' findings and theoretical conceptions. [ABSTRACT FROM AUTHOR]

Shteynberg's (Journal of Consumer Psychology, 2024) work on collective consciousness offers unique and meaningful insights into consumer behavior by emphasizing a "we‐representation" that is comprised not of a self‐aware "I" and an external "you" but rather complete immersion as a unified "we". In this commentary, we situate collective consciousness within existing social presence research in consumer behavior and discuss its potential to expand the scope of social presence research. Specifically, we utilize a social presence framework that highlights the type of co‐presence (in‐person vs. virtual) and the extent of interactivity (interactive vs. passive) discussing the psychological mechanisms and linkage to collective consciousness. In addition to discussing shared consumption and shared decision‐making, we assess the implications of collective consciousness for consumer contexts facilitated by virtual technologies: fake news, live streaming, virtual reality, cryptocurrencies, and crowdfunding. We conclude by highlighting future avenues for integrating collective consciousness into consumer psychology research. [ABSTRACT FROM AUTHOR]

The Metaverse, characterized as an interactive and immersive 3D virtual world, is widely recognized for its considerable potential across a range of industries. However, the long-term viability and success of the Metaverse are contingent upon the extent to which users accept and adopt it. Despite this critical aspect, there is a scarcity of research that investigates the factors influencing user acceptance of the Metaverse. To address this research gap, the present study expands upon the technology acceptance model by integrating social and psychological constructs such as social interaction, social presence, conformity, emotional attachment, flow, and perceived enjoyment. The data for this study were obtained through an online survey. A total of 418 responses were collected from Metaverse users, with a response rate of 84%. Partial least squares structural equation modeling was used to analyze the survey data. Results showed that: (1) perceived ease of use (β = 0.214, p < 0,001), emotional attachment (β = 0.375 p < 0,001), and enjoyment (β = 0.194, p < 0,001) could have a positive effect on perceived usefulness; (2) emotional attachment (β = 0.142, p = 0.018), enjoyment (β = 0.179, p = 0.008), and social presence (β = 0.183, p = 0.008) could have a positive effect on perceived ease of use; (3) perceived usefulness (β = 0.432, p < 0,001), perceived ease of use (β = 0.106, p = 0.011), emotional attachment (β = 0.209, p < 0,001), and social interaction (β = 0.209, p < 0,001) have a positive effect on attitudes toward using the Metaverse; (4) perceived usefulness (β = 0.174, p = 0.001), attitudes (β = 0.35, p < 0,001), flow (β = 0.128, p = 0.011), and social interaction (β = 0.106, p = 0.015) could positively influence users' intention to use the Metaverse. However, social presence could not significantly influence perceived usefulness (β = 0.078, p = 0.141). These results offer important implications for developers and practitioners looking to design and promote the utilization of the Metaverse. [ABSTRACT FROM AUTHOR]

Social media platforms like Twitter offer scientists the opportunity to share professional, personal, and scientific information with the public. This study explores the effects of these self-disclosure types. In an online between-subjects experiment (N = 1458), participants rated scientists who disclosed personal information as more likable but less competent, and scientists who disclosed professional information as more competent and engaging. Subsequently, these perceptions influenced tweet engagement and certain scientific attitudes. Social presence served as a mediator between self-disclosure and perceptions. These findings broaden our understanding of science communication on Twitter as situated within a social media platform. [ABSTRACT FROM AUTHOR]

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This study discusses the relationship among various factors in English communication, including social presence, international posture (IP), willingness to communicate (WTC), second language learning motivation, and English proficiency. The hypothesis was that IP (having things to communicate to the world) would affect social presence, but WTC would augment its effect on social presence. To confirm this as well as the positioning of social presence in English learning, structural equation modeling was performed on the survey responses of 325 undergraduate students in Japan. The first model revealed that the path from IP to social presence was not significant but the indirect effect of WTC on social presence was. Since the model did not show a good fit, it was improved by eliminating the insignificant path and assuming covariance among the error variables. As a result, the final model showed a good fit. Within the same model, the path from IP to English proficiency via WTC and motivation and the path from IP to social presence via WTC were found to be moderately influential. In other words, the model explains that as IP increases, social presence via WTC and English proficiency via WTC and motivation also increase. [ABSTRACT FROM AUTHOR]

Previous studies have focused on the design of video lectures to improve students' social presence by enhancing instructor presence for learners in lecture-based online courses; however, there has been limited emphasis on the peer presence in which learning from video lectures takes place. This study's first objective is to develop a social presence (SP)-based teaching strategy to design online learning activities aimed at improving students' social presence by providing social clues about peer presence and encouraging peer communication. The second objective is to compare students' social presence, social interaction, and academic performance from lecture-based online learning supported by either a conventional teaching strategy or an SP-based teaching strategy. Using a quasi-experiment, we selected 81 Chinese university students to participate in a ten-week online course. The participants were randomly assigned to either an experimental group (EG) (N = 43) or a control group (CG) (N = 38). This study revealed that the SP-based strategy enhanced EG members' social presence in online learning and that EG members achieved better academic performance than CG members. A significant correlation was found between the EG members' academic performance and their social presence. The researchers also identified more concentrated social network sociograms with more cohesive subgroups in the EG members' online interactions. The results indicate the necessity of applying an SP-based teaching strategy in lecture-based online courses to promote students' social presence, social interaction, and academic performance. [ABSTRACT FROM AUTHOR]

This article leverages existing literature around the use of telepresence robots to provide a conceptualisation of virtual inclusion. Telepresence involves the use of mediating technology to generate connection with others in a remote context. Recent developments have seen telepresence robots used to create a sense of 'being there' when the person's physical presence is not possible. Telepresence robots can provide children with the capability to maintain an embodied experience in schooling locations when they are absent due to chronic illness. Through building their knowledge of integrating this technology into their pedagogy, teachers can support students to engage in classroom activities through real-time virtual communication. The article extends what is known about how telepresence robots can be used for virtual inclusion and what the challenges and considerations are for the use of telepresence robots in schools. Technological, physical, social and pedagogical aspects of telepresence robots use for virtual inclusion are detailed with heuristic for introducing them into schools. [ABSTRACT FROM AUTHOR]

Amidst the rapid evolution and integration of AI within higher education, there is an urgent need to explore students' perceptions of AI-based learning. Despite the growing scholarly discussion, little attention has been given to whether students' expectations of their instructors influence their views on AI-driven education. To fill this void, this study gathered data from undergraduate students in the U.S. A key finding reveals the crucial role of perceived social presence in AI instructors. Specifically, students with high expectations for instructor nonverbal immediate behaviors demonstrate more positive perceptions of AI-based education when they experience stronger social presence in their AI instructor. These results underscore the importance of social presence and provide initial insights into how student expectations of instructors shape their evaluation of AI-led educational approaches. [ABSTRACT FROM AUTHOR]

Asynchronous video interviews (AVIs) are growing in popularity, but tend to suffer from negative applicant reactions, possibly due to lower social presence compared to other interview formats. Research has suggested that specific design features may influence applicant reactions by increasing perceived social presence. In this study, we manipulated the question format (video vs. text) during an actual hiring process (N = 76), testing whether video questions influence social presence, applicant reactions, impression management, and interview performance. There was no evidence that video (vs. text) questions affected any of these variables. We discuss how specific AVI design choices may have affected our results and suggest that future research could investigate the additive and interactive effects of different AVI design features. Practitioner points: Using video questions did not increase social presence when also using an introduction video.Using video questions did not affect applicant reactions, impression management, or interview performance.Our results suggest that for organizations using an introduction video and offering flexibility in the asynchronous video interview process (e.g., the opportunity to rerecord responses), it may not be worth the effort and cost to produce video questions. [ABSTRACT FROM AUTHOR]

A mediation model was developed and tested through structural equation modeling, explicating the relationships among student interaction, social presence (perceiving others as "real" in an online environment), and student satisfaction with online learning in counselor education, with a national sample of 378 participants enrolled in U.S. counseling programs. This mediation model rendered an explanation for how student interaction related to student satisfaction through social presence. To be specific, social presence fully mediated the relationship between student interaction and student satisfaction: (a) there was a statistically significant positive relationship between student interaction and social presence beta = 0.492 р <.001); (b) there was a significant relationship between social presence and student satisfaction ( beta = 0.712, p < 0.001 ), and (c) there was a significant relationship between student interaction and student satisfaction ( beta = 0.3I, p < 0l ) but this relationship became nonsignificant and substantially reduced in magnitude (B = -.049, p = 0.283 ) when social presence was added to the model, indicating a full mediation model effect. Implications for online counselor education, telesupervision, and future research are provided. [ABSTRACT FROM AUTHOR]

In this study, we explore the impact of live video marketing on consumer behavior. Using short live videos, webcast marketing aims to establish direct connections with consumers and drive sales. The COVID-19 pandemic has further accelerated the adoption of e-commerce live broadcasting. We propose a research methodology based on human performance technology to understand the factors influencing college students' repurchase behavior in this context. The empirical investigation with 762 valid questionnaires reveals intriguing correlations between social consciousness, social thinking, and social awareness with trust, influencing purchase behavior. Reliability and loyalty also play significant roles in shaping repeat purchases and purchase continuity. This study sheds light on the dynamic relationship between social presence, customer trust, and repeat purchase intention in the evolving landscape of live video marketing. Businesses can leverage these insights to craft effective marketing strategies and foster lasting consumer connections in the digital era. [ABSTRACT FROM AUTHOR]

Through the guidance of social presence theory, this study sought to understand how instructors' affirming messages and social presence behaviors affect students' writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect students' writing apprehension in the business communication classroom. Both models also indicate that students' burnout mediates that indirect effect. The results show how important it is for instructors to take the time to leave affirming message feedback when teaching business communication online. [ABSTRACT FROM AUTHOR]

Synchronous online classes have grown in popularity, sparking debate on student webcam use. In Experiment 1, participants were assigned to attend a lecture with half instructed to turn their webcam on and half instructed to turn their webcam off (interpolated testing was also examined as a buffer against webcam effects). A webcam effect was observed: webcam-on participants outperformed webcam-off participants. Experiment 2 manipulated class-wide webcam use by creating uniform groups in which participants all had webcams on or off at the same time and mixed groups in which webcam use was evenly split. The webcam effect replicated in the mixed condition, but the effect was attenuated in the uniform condition, suggesting that the webcam effect is larger in mixed webcam classes. Additional findings suggest that feelings of accountability and reduced media multitasking for webcam-on participants could contribute to the webcam effect more than social presence. General Audience Summary: Synchronous online classes that meet live over video conferencing software like Zoom have grown in popularity, with many universities expanding distance education programs. The rise of this course format has sparked debate on student webcam use, particularly about whether university students should be required to attend classes with their webcams on. Two experiments found that participants assigned to attend a lecture with their webcams on outperformed those with their webcams off on a test of the lectured content. This webcam effect persisted in classes in which half of the class turned on their webcams, but the webcam effect was significantly diminished in classes in which everyone used their webcams uniformly—all on or all off at any given time. These findings suggest that students could improve their learning by attending online classes with their webcams on, and that the benefits of using a webcam would be largest when not everyone has their webcam on at the same time. The results also suggest that promoting accountability and reducing media multitasking may be particularly important for improving learning in online classes. [ABSTRACT FROM AUTHOR]

Background: The use of live streaming on a social commerce platform is now an innovative step for business actors in marketing their products in real-time that can reach a wider market through digitalization. Purpose: The purpose of this study is to analyze the effect of livestream attributes on social presence and behavioral intention also aims to determine the effect of motivational mindset as a moderator. Design/Methodology/Approach: This research uses a quantitative method by distributing questionnaires online using a purposive sampling method to 200 sample respondents who have used and made transactions via live streaming TikTok Shop in Surabaya. The analysis technique used in this research is descriptive statistical analysis using the SEM-PLS and the data is processed using Smart PLS. Findings/Result: The results of the study stated that sociability has a positive significant effect on social presence, while information task fit and visual effect do not have a significant effect on social presence. Social presence has a significant effect on behavioral intention. Promotion focus does not moderate while prevention focus moderates the effect of social presence on the behavioral intention. Conclusion: Broadcasters need to focus on sociability such as friendliness to create a social presence for potential customers to make purchases. Originality/value (State of the art): The difference is the social commerce used, namely TikTok Shop, and previous studies using QQ and WeChat. This also complements previous research that suggests testing in each country with different societies, such as economic levels, political backgrounds, and cultural backgrounds, especially in Surabaya, Indonesia. [ABSTRACT FROM AUTHOR]

This study aims to analyze the influence of perceived service quality, perceived reputation, and social presence on purchase intention, with trust as a mediating variable, on Lazada users in DKI Jakarta. Purchase intention is a consumer's intention to make a purchase that is influenced by various factors, including perceived service quality, perceived reputation, and social presence on an e-commerce platform. Consumer trust is an important key in mediating the relationship between these variables and purchase intention. This study uses a quantitative method with data collection through questionnaires distributed to Lazada users in DKI Jakarta. Data analysis was carried out using multiple regression models and path analysis to evaluate the role of trust in mediating the relationship between independent variables and purchase intention. The results of the study indicate that perceived service quality, perceived reputation, and social presence significantly influence purchase intention through trust. Consumer trust is proven to be an important mediator, which strengthens the influence of the three independent variables on purchase intention. These findings provide implications for e-commerce platform managers in improving service quality, building a good reputation, and strengthening social presence to increase consumer trust and purchase intention. [ABSTRACT FROM AUTHOR]

Tourism live streaming, as a powerful online platform connecting destinations and users, has promoted the recovery of tourism in the post‐epidemic era. This study uses the stimulus‐organism‐response (SOR) framework to investigate the connections among social presence, perceived value, and user's participation willingness in tourism activities. Through analyzing 383 responses collected from Douyin users, it is confirmed that social presence and emotional social presence will positively affect users' participation willingness. In addition, perceived functional value and perceived affective value play a partial positive mediating role, and user innovativeness positively moderates the connection between perceived value and users' participation willingness. This study is helpful for anchors and platforms to achieve better tourism live broadcast operation and management and is helpful for the tourism service industry to expand product influence and business performance. [ABSTRACT FROM AUTHOR]

Purpose – This study aims to investigate the levels of the sense of community among students enrolled in online student communities at Anadolu University Open Education System (OES), as well as their motivations for joining these communities and their expectations. Design/methodology/approach – An explanatory sequential design incorporating mixed research methods was employed as the research framework for this study. Quantitative data were collected from 1,065 students enrolled in online student communities during the 2021–2022 academic year, while qualitative data were obtained from 14 students after the survey using an extreme case sampling method. The quantitative data were analyzed using descriptive statistics, independent samples t-tests, one-way analysis of variance tests, correlation analysis and regression analysis. The qualitative data were analyzed using content analysis. Findings – The study results indicate that students enrolled in online student communities generally have higher levels of a sense of community. These levels did not significantly differ based on gender, employment status, entry type to the university, program studied or membership status in more than one community. However, significant differences were observed in terms of age, time spent in communities and meeting attendance. Additionally, students' perceptions of social presence had a significant effect on their sense of community. Originality/value – This study is the first to investigate the sense of community in online student communities at Anadolu University's OES.

Previous studies have focused on the design of video lectures to improve students’ social presence by enhancing instructor presence for learners in lecture-based online courses; however, there has been limited emphasis on the peer presence in which learning from video lectures takes place. This study’s first objective is to develop a social presence (SP)-based teaching strategy to design online learning activities aimed at improving students’ social presence by providing social clues about peer presence and encouraging peer communication. The second objective is to compare students’ social presence, social interaction, and academic performance from lecture-based online learning supported by either a conventional teaching strategy or an SP-based teaching strategy. Using a quasi-experiment, we selected 81 Chinese university students to participate in a ten-week online course. The participants were randomly assigned to either an experimental group (EG) (N = 43) or a control group (CG) (N = 38). This study revealed that the SP-based strategy enhanced EG members’ social presence in online learning and that EG members achieved better academic performance than CG members. A significant correlation was found between the EG members’ academic performance and their social presence. The researchers also identified more concentrated social network sociograms with more cohesive subgroups in the EG members’ online interactions. The results indicate the necessity of applying an SP-based teaching strategy in lecture-based online courses to promote students’ social presence, social interaction, and academic performance.

Background: Online synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes. Objectives: This study examined the effectiveness of desktop‐based virtual reality (VR) social platforms compared to video conferencing (VC) platforms in enhancing students' learning gains and experiences in online synchronous learning. Methods: The study used a within‐subject design, involving 34 college students in two online lecture modules, one via a VR social platform and another through a VC platform. Knowledge assessments occurred pre‐ and post‐modules and after 1 week. Students also completed post‐module questionnaires to evaluate their learning experience, in terms of social presence, easiness of use and perceived emotions. In‐depth interviews provided further insights into their experiences with both platforms. Results: The study showed that using VR social platforms for online synchronous learning enhanced immediate knowledge, especially in students less interested in the content, yet it did not notably impact long‐term knowledge retention. Despite no significant findings in social presence from questionnaires, interviews indicated that the VR's heightened interactivity might be offset by the effect of not seeing others' real appearances in promoting social presence. Furthermore, the VC platform was found to be easier to use, attributed to its familiarity and user‐friendliness. Finally, students experienced increased fun, awe and interest, along with reduced boredom, when using the VR social platform. Conclusion: The findings highlight the potential of VR to enrich online learning while underscoring the need for effective strategies facilitating a smooth integration into educational settings. Lay Description: What is currently known about this topic: Social presence is crucial in online learning.VC platforms may fail to efficiently bridge the social presence gap.VR social platforms can enhance students' experience in online education. What does this paper add: Compares VR and VC effects on learning gains and experiences.Highlights VR's potential to boost immediate knowledge gains.Reveals VR's benefits for emotional engagement. Implications for practice or policy: Suggests integrating VR for more engaging online education.Underlines the need for user‐friendly VR technology.Advocates for training to maximize VR's educational benefits. [ABSTRACT FROM AUTHOR]

Health and fitness communities in the digital age are of strategic importance to global health and wellbeing. Despite this, information systems (IS) research on digital health and fitness communities has not kept pace with societal needs. Using partial least squares analysis, this study examines a number of social factors to predict members' continuance intention (CI) in digital health and fitness communities. The findings confirm that the social presence (SP) of the community, as perceived by a member, influences their sense of belonging (SB) to it. SP and SB influence the member's emotional engagement (EE) and appreciation of being recognised (AR) by the community. Subsequently, EE and AR are found to influence CI to stick with the community. In addition, the social influence (SI) of one's social circles influences AR and CI. Departing from the dominant approaches, this study advances IS research on digital communities by conceptualising and testing a model to predict CI according to social relational theories. The study offers new theoretical foundations, which are appropriate to digital communities, upon which future studies can be based. Further, the findings offer practical insights for improving engagement in digital health and fitness communities. [ABSTRACT FROM AUTHOR]

Purpose – This paper evaluated the effectiveness of blended learning of business courses in higher learning institutions (HEIs) in developing economies. Design/methodology/approach – A survey, involving 215 learners, was used to collect data. A stratified sampling technique was used in this study. The data were analyzed using the PROCESS macro in SPSS. Findings – In the blended learning approach, student attitudes, social presence, IT infrastructure and flexible learning are all favorable predictors of learner satisfaction. The impact of blended learning on learner satisfaction is further mediated by IT infrastructure, social presence and learner attitude. Practical implications – HEIs need to invest in planning and resource mobilization in order to realize several benefits derived from the use of blended learning. For optimal learning outcomes, this should be combined with training on IT infrastructure usage for both facilitators and learners. In order to assist learners in developing competencies through consistent use, institutions should also invest in tailored blended learning technologies. In addition, emphasis should be placed on training all actors in order to better manage change. Originality/value – This paper presents and ranks several dimensions for blended learning success in low-budget universities. In addition, the study contributes to the understanding of intervening variables necessary for enhancing the potential of pedagogy in maximizing learner satisfaction.

The interaction between students and lecturers in online classes has changed significantly compared to the interaction in conventional classroom classes. Physical distancing harmed cognitive and social presence in classes due to reduced opportunities for interaction, immediate feedback, and the use of non-verbal communication tools to encourage students to participate in class. The study aims to determine how journalism/communication students in B&H perceive interaction with lecturers in online classes, which is an important element of their cognitive and social presence. A face-to-face survey questionnaire showed that students prefer classroom teaching and that they consider the impossibility of face-to-face communication to be one of the key disadvantages of online teaching. Students are not willing to engage more significantly in online classes, and virtual classrooms they prefer written to oral communication. In online classes, students perceive lecturers as less real. Elements that improve the realization of cognitive and social presence in online classes are an intensification of verbal and non-verbal elements of communication, the use of emoticons, appropriate humor, and personal experiences that contribute to better interaction, a more pleasant teaching atmosphere, and greater concentration on work.

This study investigated central and peripheral route factors to assess the impact of Google Advertisements on how these factors contribute to users' call-to-action (CTA) and electronic word-of-mouth (e-WOM) behaviors. We explored the persuasive effects of Google Advertisements on consumers by using a dataset of 483 valid empirical samples from Taiwan. We employed structural equation modeling (SEM) to examine the hypotheses. The empirical results of this study indicate that both peripheral (image appeal) and central (information completeness) routes positively lead to the persuasion effect. This finding confirms that the peripheral and central routes increase the persuasion effect. The empirical results indicate that the most effective pathway was image appeal to the persuasion effect and, ultimately, to call to action. Image appeal was also determined to be a secondary pathway that enhances the persuasion effect, ultimately leading to e-WOM. These findings have valuable implications for companies seeking to attract customers to purchase electronic products through the Google search engine. The novelty of our study is that it includes the peripheral route. Our study findings were derived from the symbolic value lens, rather than the central route based solely on the utilitarian and hedonistic value perspective.

The paper presents a study of library and information science students’ perceptions and experiences related to the use of telepresence robots (TPRs) in libraries, with a specific focus on students assuming the role of library consultants. The study explores the innovative application of TPRs, such as Double, Ohmni and Temi, within library settings. The findings of the research reveal a positive perception of TPRs, emphasising their potential for fostering innovation, increasing engagement, providing flexibility and overcoming geographical constraints. The study also identifies distinct advantages of TPRs, including remote accessibility, enhanced communication, flexibility, a personalised user experience and cost savings. However, concurrent challenges, such as limitations in nonverbal communication, pointing accuracy, connectivity issues, space requirements, costs, safety, security concerns and varying levels of user acceptance emerge as crucial areas for refinement. While the results may not be generalisable due to the limited sample size, the study underscores the transformative potential of TPRs in libraries and the necessity of addressing these challenges to optimise their application. Further research, technological advancements and user feedback can help refine and optimise the use of TPRs in libraries to provide innovative and accessible assistance.

AbstractSocial cues play a critical role in the exchange of information during patient–physician communication. Although previous research has recognized the impact of social cues on patients’ perceptions and behaviors in mobile medical consultations, little is known about how different combinations of social cues affect the interactions. Employing a within-subject factorial design experiment, this study examined the effects of three social cues—empathic cues, interactivity cues, and social validation—on patients’ perceptions of interactivity, social presence, and trust. A total of 103 participants was recruited. The results revealed the various significant impacts of empathic cues, interactivity cues, and social validation on perceived interactivity, and social validation affected trust, as well as the relationships among these perceptions. The findings suggested strategies for integrating various social cues to enhance patients’ positive perceptions, offering potential benefits to patient–physician communication in mobile medical platforms. [ABSTRACT FROM AUTHOR]