Clicks intended: An integrated model for nuanced social feedback system uses on Facebook

A systematic review on the metaverse-based blended English learning

Over the past two decades, various digital technologies have been applied to sustain higher education. As the latest emerging information technology, the metaverse has been a recurring theme to be considered as a new direction to promote blended English learning. This study aims to investigate metaverse-based blended English learning. Through a systematic review based on bibliographic and content analysis, the study attempts to integrate the evidence to generate a model that links the education-based metaverse. The metaverse platforms in which learners' academic success can be significantly enhanced due to a high degree of learner engagement in immersive virtual environments. In addition, the virtual learning experience is restricted by the degree of digital literacy at the same time. To improve instructors' and learners' digital literacy levels, necessary support is indispensable by educational institutions and designers of the metaverse platforms. Meanwhile, this study addresses potential challenges that may hinder sustaining metaverse-based blended English learning, and provides some suggestions based on the previous literature. In future research, we will keep updating and polishing the metaverse-based blended English learning research to provide more detailed guidance for researchers and educators.

Why Do We "Like" on WeChat Moments: The Effects of Personality Traits and Content Characteristics

To probe the motivational roles of hedonic gratification and social gratification in giving “Like” feedback on social media, we developed a set of novel pictures to simulate WeChat Moments. We subsequently examined how the personality trait of extraversion and stimulus content characteristics (e.g., emotional valence, personal relevance) influenced “Liking” behavior. A 2 (extraversion: extrovert group vs. introvert group) × 3 (emotional valence: positive vs. neutral vs. negative) × 2 (personal relevance: personally relevant vs. personally irrelevant)-mixed experimental design was applied to data obtained from 56 WeChat Moments users. These participants included 28 individuals with the highest extraversion scale scores (the extrovert group), and 28 individuals with the lowest extraversion scale scores (the introvert group), according to the NEO Five-Factor Inventory. Briefly, participants observed pictures on an interface similar to that of WeChat Moments and were given the option to “Like” each picture. “Like” rates and response time were then compared across groups and conditions by applying a mixed-design analysis of variance. Pearson's correlation coefficients were calculated to explore relationships between the “Like” rates under each condition and the scores for each personality trait. Compared with the neutral pictures, the positive and negative pictures were “Liked” more and less frequently, respectively (F_{2, 108} = 46.22, p < 0.001). Compared with the poster-unrelated pictures, the personally related pictures were “Liked” more frequently (F_{1, 54} = 19.54, p < 0.001). In the extrovert group, the frequency of “Likes” given to unrelated negative content positively associated with neuroticism (r = 0.42, p = 0.025) and negatively associated with conscientiousness (r = −0.46, p = 0.014). No correlations were observed in the introvert group. Compared with not giving “Like” feedback, participants gave “Likes” to positive and negative pictures more quickly (p = 0.035) and slowly (p < 0.001), respectively.These results support the hypothesis that hedonic gratification and social gratification motivate “Like” feedback for positive content and personally related content, respectively. “Liking” behavior was not affected by extraversion, but was related to neuroticism and conscientiousness. Content-related differences in time intervals for giving “Like” feedback in this study suggest that people do not hesitate to give “Like” feedback to positive content on WeChat Moments, yet linger in deciding to give “Like” feedback to negative content.

Social noise: the influence of observers on social media information behavior

Purpose

The purpose of this paper is to introduce the concept of social noise. Under the influence of social noise, a social media user may adjust information behavior based on external cues, attempting to present themselves in a more desirable way to increase their social capital.

Design/methodology/approach

A qualitative study informed by an ethnographic approach was used to examine social media information behavior. Participants were observed using Facebook, followed by semi-structured interviews. Data analysis was theoretically grounded in thematic analysis but also adaptive to observations in the data.

Findings

Four constructs of social noise were identified in the data. Identity curation emerged as the overarching consideration for individuals. The constructs cultural commitments and relationship management both had a strong presence within the data as well. The fourth construct, conflict management, was identified as social media users decided how to respond to individuals or information with which they did not agree.

Originality/value

This study reveals that social media users' awareness of observation by others does impact their information behavior. Efforts to craft a personal reputation, build or maintain relationships, pursue important commitments and manage conflict all influence the observable information behavior of social media users. As a result, observable social media information behavior may not be an accurate reflection of an individual's true thoughts and beliefs.

Can “Liking” Behavior Lead to Usage Intention on Facebook? Uses and Gratification Theory Perspective

The “like” feature on Facebook has emerged as a commonly used paralinguistic tool for communicating, and its importance as an indication of positive feelings toward the posts of others is likely to increase. Comprehensive research is needed into why and how users are motivated toward ‘liking’ behavior, and whether this behavior generates an intention to continue using Facebook over time. This study combines the theory of uses and gratification and a subjective norm perspective to create an integrated model that predicts liking behavior and usage intentions on Facebook. The research model is tested with data collected from online users of Facebook and the proposed model is supported by a measurement and structural model analysis based on empirical data collected from 267 Facebook users. The findings indicate that the most salient motivations for users to liking behavior are enjoyment, information seeking, social interaction, and subjective norms, and that they subsequently reinforce their continuous intention toward the Facebook. The results also revealed that subjective norms contribute strongly to the projections of liking behavior and continuous usage intention. The proposed research model contributes to global marketing research and information-technology service management by integrating personal and social motivators to understand the acceptance of social networking technologies by users in Asia. In particular, the outcomes stand to enhance the current state of knowledge of social networking site developers, managers, and organizations to improve acceptance of their services or products, development of customer support, advertising, and/or product development. The present results lay the foundation for uses and gratification theory and subjective norms model that have important theoretical and practical implications and may guide future research efforts in this context.