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Wikis, as one of the Web 2.0 tools, has been increasingly used to engage students to learn with others in a collaborative virtual environment. However, there are relatively few studies examining the application of wikis in secondary schools. Therefore, this study aims to investigate factors affecting the use of PBWorks (a popular wiki tool).

The aim was achieved by empirically examining an extended technology acceptance model (TAM) from a sample of 429 junior secondary students in Hong Kong. Specifically, relationships among six latent variables, which were school support, teacher support, perceived ease of use, perceived usefulness, attitudes towards use and the intention to use, were posited in the model. The more robust factor-based partial least squares structural equation modelling (factor-based PLS-SEM) was used to test the research model.

The results indicated that most of the hypotheses were supported, which suggested that the extended TAM could explain the rationale behind students’ intentions to use PBWorks for group projects.

This paper extended the original TAM by including two additional variables (school support and teacher support) for explaining behavioural intentions. Because of the increased use of e-learning platforms in secondary schools, more understanding of what motivates secondary school students’ e-learning intentions is necessary.

Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the promotion of the sexual well-being of adolescents more effective. Although venereal diseases such as HIV/AIDS have become a greater problem in Sub-Saharan African (SSA) countries than in any country outside of Africa, little is publicly known about the development of gamified learning for use in counter-measures. This paper aims to address that deficit by presenting the process of developing one such game. The paper highlights how the “My Future Begins Today” game for sexual health education was developed, evaluated and refined in the real-world of low-tech settings and made improvements based on the response of users.

Design-based research (DBR) was used to guide the design, develop, test and refine the digital game in iterative cycles. The evaluation of the effectiveness of iterations of the game was done using adolescent sexual health literacy tests and the validated Motivation, Attitude, Knowledge and Engagement framework, the authors developed based on existing approaches. That framework combines the elements of motivation, attitude, knowledge and engagement, effectiveness was evaluated based on the game’s ability to motivate students, improve their attitudes, increase their acquisition of knowledge and engage them in learning self-rating surveys and interviews. The whole process of game design, testing, evaluation and refinement were underpinned by the activity theory, DBR and participatory design (PD) research.

Participants in the gamified learning platforms demonstrated higher average scores on their post-tests than their counterparts subjected to the traditional teaching classroom. Also, gamified learning groups commented positively on the effectiveness of their instructional approach than their counterparts in the traditional learning group. The stakeholders’ involvement in developing gamified learning provided a good understanding of the importance of the game to the adolescent students and how it was going to be used to address the problem identified. The application of PD contributed to the effectiveness of the game. It involved various actors from various fields who were relevant to the game. Also, engaging targeted users from the beginning resulted in the creation of a better correspondence with the preferences of end-users.

This study has contributed to a better understanding of sex education and knowledge in the area of adolescent reproductive health issues, using developed innovative game mechanics features and its applicability in low-tech settings.

The study will be a recommendation for future researchers in applying this gamified learning concept and its suitability in their teaching practice, particularly regarding sexual health education and adolescent reproductive health issues in low-tech settings of SSA.

The purpose of this paper is to draw on social exchange theory and heuristic–systematic model to examine how peer-to-peer (P2P) lending firms can enhance their customer acquisition by achieving mobile social media popularity.

Content data collected from multiple sources (websites and mobile applications) were employed to validate the research model.

The mobile social media popularity of P2P lending firms positively influences their customer acquisition. Furthermore, the heuristic cues (i.e. source credibility and content freshness) and the systematic cue (i.e. transaction relevance) potentially affect the firms’ mobile social media popularity.

Mobile social media is not only a platform for firms’ image-building but a critical means of acquiring actual customers. The appropriate use of heuristic–systematic cues in a mobile interface is useful for firms to achieve high user popularity despite the challenges derived from the mobile context.

To achieve higher user popularity in the competitive online world, firms should dedicate greater effort in determining the adequate heuristic–systematic cues designed for the interface of their mobile social media account. The effect of popularity can then help the firms acquire more customers.

This study extends the understanding of social exchange in the context of mobile social media accounts and enriches the knowledge on business value of mobile social media popularity. This paper also contributes to the literature by relating heuristic–systematic cues to firms’ mobile social media popularity.

This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class.

A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students’ learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students’ perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design.

The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied.

The use of game-like features can be a powerful means to produce more engaging and fun activities in the FC context. The study has confirmed that integrating the gamification concept into FC instruction by adding challenges, incentives, points and rewards to quiz questions promoted a more engaging and enjoyable experience for learners.

Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment – without the required advanced technology platform.

The purpose of this paper is to present a statistical analysis of research into emergency management (EM) using information systems (IS) for the period 2000-2016.

In this study, research trends in the area of EM using IS are analysed using various parameters, including trends on publications and citations, disciplinary distribution, journals, research institutions and regional cooperation. Through a keyword co-occurrence analysis, this study identifies the evolution of the main keywords in this area, and examines the changes and developments in the main focus of scholars in this period. The study also explores the main research orientations in the field by analysing and integrating the results of two cluster analyses conducted from keyword- and reference-based perspectives, respectively.

The area of EM using IS has received increased attention and interest by researchers and practitioners. It is suggested that more cooperation among research institutions is required to help facilitate the further development of the area. Six main research orientations are identified: namely Web 2.0-enabled research, geographic information technology (IT), IT-based research, the contextual use of IT, crisis collaboration research and mass media communication research, since the research area first became popular in 2006.

This study is the first to comprehensively map the landscape of EM by conducting a bibliometric analysis of the research using IS. The authors’ findings can help academics and emergency managers gain a comprehensive understanding of the research area, and guide scholars towards producing more effective findings.

The purpose of this paper is to report a case study carried out to assess the agility and identify obstacles to agility in a supply chain. A human perception-based framework is used for the calculation of agility. The case study was carried out in a North India-based manufacturing organization.

In this study, the concept of a multi-grade fuzzy logic approach is used. Using this concept, the overall agility index has been determined. The fuzzy logic approach has been used to overcome the disadvantages such as impreciseness and vagueness using a scoring method.

From the analysis, it is observed that the organization on which the study was performed is “very agile.” After evaluating the agility level, the fuzzy performance importance index is calculated, which helps to identify the barriers of agility in the supply chain. These barriers help decision makers to implement appropriate improvement measures for improving agility level. Overall, 11 barriers were identified in the study.

Managers of the contemporary manufacturing organization have to measure the agility level of the organization and identify barriers to agility in order to survive in a competitive environment. The obstacles identified in this study are used to improve the performance of the organization. The enterprise should improve on the weak areas in order to achieve the highest agility level.

The agile supply chain (ASC) enablers proposed by previous researchers are not sufficient for the evaluation of agility of a supply chain. There are a few more ASC enablers such as customer satisfaction, flexibility and adaptability that also play a vital role in making a supply chain agile. Adding these three ASC enablers, a total of seven ASC enablers along with their attributes are being considered for the development of a conceptual model.

This study aimed to provide evidence to support the use of a wiki called PBworks as a learning tool to foster students' information literacy (IL) skills based on activity theory.

The participants consisted of 421 students (i.e. form 1 to form 3) from Hong Kong taking a liberal studies course during the 2016–2017 academic year. This study mainly used a mixed methods design, proposing 11 hypotheses. Quantitative data from 374 questionnaires were analysed to test these research hypotheses, while a qualitative method (interviews) was used to explain the quantitative results. A structural equation modelling approach was used to analyse the data, and data triangulation was used to answer the same research questions.

The results showed that the model components PBworks affordances (PB) and rules and divisions (RD) had significant direct effects on individual activities (IA) and community activities (CA) and significant indirect effects on information literacy (IL). The results also revealed that CA had a significant effect on IA and had an even greater effect on IL.

Using PBworks and the project-based learning (PjBL) approach, this study examined the determinants affecting the IL skills of Hong Kong junior secondary school students and proposed a wiki-based information literary activity (WILA) model.

As students' IL skills have become increasingly important, this study can shed light on related topics for future studies.

And contribute to social stability and harmonious development.

This study eventually confirmed the validity of the WILA model with all hypotheses supported.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2020-0092.

Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields.

A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation.

The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time.

Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills.

While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.

This paper describes the process of developing a mental health and well‐being impact assessment tool in Lewisham, as part of an attempt to increase understanding of mental health and well‐being in the context of regeneration programmes. It is presented as a work in progress and the authors would welcome feedback and debate on the complex issues raised when adapting health impact assessment methods to the assessment of mental well‐being.