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To identify the relative effects of three features of response toward web interface (RWI) on their advertising promotion effectiveness as measured by the number of accesses to various web pages.

A factorial design experiment was conducted on the internet to empirically test the hedonic stimulation web interface model developed by the authors.

The results reveal that there are three main effects and two two‐variable interactions which are found to be significant. In respect to our hedonic stimulation web interface design model (HSWIDM). No three variables of the hedonic salience interact simultaneously.

Among the potential limitations of this research is the main effect of colour in the design of the experiment. The other potential limitation is related to the broad assumption of subjects selected.

In operational terms, the major finding regarding the key aim of this research is that all three hedonic salience variables have a main effect and lead to a hedonic valance.

The research adds to the body of literature and knowledge focusing on quantitative internet research and analysis of data using a practical factorial design and analysis method as exemplified in the use of Yates' forward analysis of factorial experiment.

Today's requirements concerning successful learning support comprise a variety of application scenarios. Therefore, the development of supporting software preferably aims at modular design. This article discusses requirements regarding flexibility of e‐learning systems and presents important principles, which should be met by successful systems. The purpose of this paper is to achieve a highly flexible system as follows: first of all, the system itself should be capable of easily being integrated into other systems. Second, the approach should allow easy integration of new components, respectively, existing resources without the need to adapt the whole system.

Guided by the results of previous projects and by various experiences in online education the importance of modular structures of an effective architecture as well as for the system usage were discovered. Accordingly, existing e‐learning systems were examined and some deficiency regarding support of synchronous learning activities were found.

The architecture of the Meeting Room Platform (MRP) is introduced as an example implementation of synchronous communication and collaboration systems. In addition to fulfilling explained flexibility requirements, it is configurable in a way so that the user can choose a set of services he wants to provide in online meetings.

With aforementioned aspects of flexibility in mind, the concept of the MRP system differs from existing systems and constitutes a new approach in designing synchronous e‐learning environments. Finally, various use cases as described in this article show the benefit of this approach more detailed.

The purpose of this paper is to examine the role that information and communication technologies (ICT) maturity plays in the achievement of global competitiveness at the country level. The paper investigates the socio‐economic and technological factors that are most likely to be associated with ICT maturity, and then assesses their role in driving the global competitiveness wheel forward.

Secondary data were used, based on data sets generated by the World Bank, World Economic Forum, and UNESCO for the years 2003‐2007. The countries common to all reports were included, yielding a study sample of 93 cases. Cluster analysis was used to categorize countries in terms of ICT usage, readiness, and environment. Structural equation modeling was used to test the fit of a model employing these factors.

First, it was found that ICT plays an important role in driving a country's global competitiveness forward, with a stronger relationship existing in high readiness countries than in low readiness countries. Second, ICT maturity was found to mediate the relationship between ICT quality and R&D spending on one hand and global competitiveness on the other. Finally, the relationship between R&D spending and global competitiveness was found to be stronger for low readiness countries than for high readiness countries.

The paper's findings provide insights to managers and government policy makers regarding the effects of economic, social and technological factors on ICT maturity, as well as the relationship between ICT maturity and global competitiveness. Such insights can influence the standards, programs, and strategies that governments implement in order to attain and maintain global competitiveness.

The paper presents a holistic model that depicts the ICT maturity factors and their dynamic contributions to global competitiveness. Despite the considerable contributions of existing research in this domain, there is a lack of substantive research that examines the relationship at the country level between ICT maturity and its indicators on one hand and global competitiveness on the other. The paper is an attempt to fill this gap.

Learning Chinese is unquestionably very important and popular worldwide with the fast economic growth of China. To most foreigners and also local students, one of the major challenges in learning Chinese is to write Chinese characters in correct stroke sequences that are considered as significant in the Chinese culture. However, due to the potentially complicated structures of Chinese characters together with their stroke sequences, there are very few character recognition techniques that can effectively tackle the involved training task in an efficient and flexible manner. The purpose of this paper is to propose an intelligent and flexible e‐learning software based on learning objects to facilitate the learning of writing Chinese characters in correct stroke sequences.

The paper adopts an incremental approach in designing the overall system architecture to emphasize on extendibility of the system. The basic features of the system including the evolution and pronunciation of each Chinese character can be embedded as a part of the learning object metadata to enhance students' understanding of Chinese characters. To demonstrate the feasibility of this proposal, a prototype of the proposed e‐learning software was built on smartphones such that students can learn anytime and anywhere.

From the empirical evaluation of the e‐learning prototype for learning to write correct Chinese characters on mobile devices, it was found that foreign students can learn and practise the writing more effectively anytime and anywhere on their mobile devices after classes. Some initial positive feedback was collected. Furthermore, a more careful and thorough evaluation is planned to be conducted in relevant courses for foreign students in the upcoming Fall semester.

This proposal represents the first attempt to reduce the complexity while increasing the extendibility of the e‐learning software to learn Chinese through learning objects running on smartphones or mobile devices in general. More importantly, it opens up numerous opportunities for further investigations including possible integrations with other existing Chinese e‐learning systems.

Presently, searching the internet for learning material relevant to ones own interest continues to be a time‐consuming task. Systems that can suggest learning material (learning objects) to a learner would reduce time spent searching for material, and enable the learner to spend more time for actual learning. The purpose of this paper is to present a system of “hybrid search and delivery of learning objects to learners”.

This paper presents a system of “hybrid search and delivery of learning objects to learners” that combines the use of WordNet for semantic query expansion and an approach to personalized learning object delivery by suggesting relevant learning objects based on attributes specified in the learner's profile. The learning objects are related to the learner's attributes using the IEEE LOM and IMS LIP standards. The system includes a web crawler to collect learning objects from existing learning object repositories, such as NEEDS or SMETE.

The presented HSDLO system has the ability to accurately search and deliver learning objects of interest to a learner as well as adjust the learner's profile over time by evaluating the learner's preferences implicitly through the learning object selections.

Since real LOM's from SMETE are not much populated, the system is tested with a limited set of attributes. The system is evaluated using a test bench rather than real learners.

The paper proposes a combination of three search techniques in one system as well an architectural solution which can be used for other types of online search engines.

The purpose of the study is to explore the perspectives of students, teachers, and parents in using Web 2.0 technologies.

This study is based on the focus group interview data collected from two groups of students, two groups of teachers, and one group of parents in a secondary school in Hong Kong.

The findings indicate that there is no divide in terms of access to computer hardware and the Internet. However, the results suggest that there are different types and levels of usage given to such technologies. The students were found to use Web 2.0 technologies very frequently but seldom for educational purposes. The parents appeared to know less about the Web 2.0 technologies although they are more concerned about the influence of such technologies on their children's development. The teachers used Web 2.0 technologies merely for observing students' online behaviors.

Due to limited sample participants and the weakness of the focus group interview research method itself, the authors could not suggest that these findings should reflect the whole scene because it was just a reflection of a case under a specific context. In the future, more empirical studies with a larger sample and both quantitative and qualitative research methods must be needed in the future to understand the problem well.

This study attempts to contribute to the literature on home‐school connection in education for the benefit of student development. Joint efforts must be made by school and home together to ensure the positive impact of Web 2.0 technologies on students.

These typologies draw attention to the ways how parents, students and teachers make use of Web 2.0 technologies.

This paper was an original research based on focus group interview data that fulfil an identified need to study how teachers, students, and parents are using the Web 2.0 technology.

In the process of the implementation of the eBologna program and the recent change of the university system, curricula at German universities have been redesigned; courses have been condensed and learning content has been re‐structured into modules, each of which requires an evaluation. Simultaneously, skills required for working in research and development changed; knowledge of mathematical or numerical algorithms and programming skills play an increasingly important role in the daily job routine of the working engineer. The purpose of this paper is to describe, implement and test a new course on numerical simulations along with a new software infrastructure, addressing this predicament.

To support learning by practical exercises, engineering faculties, the faculties of mathematics and physics, and the Computing Center of the University of Stuttgart setup a project for implementing an online programming lab for teaching the required skills. The focus of this project is to provide easy access to the necessary software tools, to avoid the overhead of installation and maintenance, and to seamlessly integrate these tools into the e‐learning infrastructure of the university.

Student evaluations showed a high acceptance of the project and the developed software is now well‐accepted and taken as a self‐evident part of the homework routine.

An online programming lab that integrates seamlessly into the e‐learning infrastructure of the university and is platform and system independent by following the established SCORM standard.

Social media platforms have matured into significant arenas for moral conflict and often intense confrontation between brands and their consumers. This research aims to scrutinize the strategic development of a fresh brand entity deliberately detached from its morally compromised corporate parent, intended to reshape public perceptions and elude regulatory scrutiny.

Promoted as a center for transformative dialogue and innovation, Mission Winnow by Philip Morris is a novel example of a brand creating an entirely separate brand entity to provide sponsorship, and to associate itself with new brand values. This study employs a multisited netnography through which the posts and conversations on Mission Winnow’s platform and website hub are captured and interpreted, as well as the branded content and the free flows of consumers’ conversations generated around the brand on social media.

Findings reveal a broad interchange of moral controversy, acceptance and opposition discourses on social media. When consumers’ acceptance narratives gain traction, consumers extend their support toward the new brand entity, employing strategies that echo moral rationalization and decoupling. When resistance narratives dominate, consumers consciously draw connections between the decoupled brand and the parent brand’s immoral behavior.

This study expands upon prior research into brand activism and consumers’ moral reasoning toward controversial brands, linking the notion of brand decoupling to brand activism discourse and introducing key underexplored aspects like the power of imagery, linguistic creativity and nostalgia. Moreover, it presents significant implications for a more nuanced understanding of the important interrelationship of brand decoupling and recoupling on social media.