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The purpose of this paper is to examine the relationship between workplace bullying and EVLN outcomes with psychological contract violation as a mediator and workplace friendship as a moderator.

Data were collected from 835 full-time Indian managerial employees working in different Indian organizations.

Results revealed that workplace bullying positively related to exit and neglect and negatively related to voice and loyalty. PCV mediated bullying–EVLN outcomes relationship and effects of workplace bullying on proposed outcomes were weaker in the presence of high workplace friendship.

A cross-sectional design and use of self-reported questionnaire data are few limitations of this study.

This study adds to the limited literature examining EVLN typology in response to workplace bullying. This study is one of the rare attempts to examine bullying–outcomes relationships in the Indian context.

WHEN THE LIBRARY WORLD asked me for a letter from Finland, I was very glad, for I like writing letters. To me it is a pleasure to write letters. Of course it is equally pleasant to receive letters, and I hope that we can soon receive a letter from Great Britain as a reply for our journal Kirjastolehti.

This study aims to advance the proposal to use immersive virtual learning environments to stimulate and reveal deep-seated knowledge about science, giving instructors and researchers unique possibilities for assessing and identifying intuitive physical science knowledge. Aside from the ability to present rich and dynamic stimuli, these environments afford bodily enactment of people’s understanding, which draws less from declarative knowledge stores and more from everyday experiences with the physical world.

The authors ground their proposal in a critical review of the impact of stimulus and task characteristics of traditional physics inventories. Using a grounded theory approach, the authors present classifications and interpretations of observed bodily enactments of physics understandings in a study where participants enacted their understanding of force and motion of space in an immersive, interactive mixed reality (MR) environment.

The authors find that instances of these action categories can be interpreted as relating to underlying knowledge, often identified by other studies. The authors thus replicate a number of prior findings, which provide evidence to establish validation for using MR simulation as a tool for identifying people’s physical intuitions.

This study targeted only a few specific physical science scenarios. Further, while a number of key insights about student knowledge came from the analysis, many of the observations are mere leads in need of further investigation and interpretation rather than core findings.

Immersive digital learning environments are primarily used for instruction. The authors propose to use and design them for assessment as well. This paper should prompt more research and development in this direction.