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1.
The aim of this study was to investigate videos as potential triggers of behavior. Therefore, we applied the theories of triggers and media richness to learn about the triggering efficiency of mobile marketing videos on participants’ behavioral intentions. The experiment involved three distinct test groups, each comprising 41 student participants. From the perspective of media richness theory, we observed that the different kinds of videos had quite similar effects in terms of triggering behavioral changes. However, the mechanisms explaining why triggers were present differed for each video. Further, the results reveal that the consumer's position in the information search process was the most significant reason for the triggering of any kind of effect. In addition, the instructionally designed videos were able to exert an affective triggering effect: the more participants liked the video, the more it affected their participation intention and recall scores. This study extends the media richness research by demonstrating that the effects of media richness can vary within technically similar videos, as they form different logical connections among non-verbal visual cues related to a video's storyline. 相似文献
2.
Antikainen Ari 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(3-4):352-353
International Review of Education - 相似文献
3.
Ari Naimark 《European Journal of Engineering Education》2002,27(1):77-103
The paper presents a new linear algebra course specifically tailored by the author to cater for the exigencies of engineering-oriented students, in general, and for the conditions at his institution, in particular. After a brief analysis of existing linear algebra courses, the clear advantages, structure and main features of this new course together with first experiences of teaching it, are presented. 相似文献
4.
Päivi Fadjukoff Lea Pulkkinen Anna-Liisa Lyyra Katja Kokko 《Parenting, science and practice》2016,16(2):87-107
Objective. This article focuses on identity as a parent in relation to parenting and psychological functioning in middle age. Design. Drawn from the Jyväskylä Longitudinal Study of Personality and Social Development, 162 participants (53% females) with children (age 36), represented the Finnish age-cohort born in 1959. Parental identity was assessed at ages 36, 42, and 50. Results. In both women and men, parental identity achievement increased from age 36 to 42 and remained stable to 50. The level of parental identity achievement was higher in women than in men. Achievement was typical for women and foreclosure for men. Participants’ education, occupational status, and number of offspring were not related to parental identity status. As expected, parental identity achievement was associated with authoritative (indicated by higher nurturance and parental knowledge about the child’s activities) parenting style. No significant associations emerged between parental identity foreclosure and restrictiveness as an indicator of authoritarian parenting style. The diffused men outscored others in parental stress. Achieved parental identity was related to generativity in both genders and to higher psychological and social well-being in men. Conclusions. At present, many parenting programs are targeted to young parents. This study highlighted the importance of a later parenting phase at around age 40, when for many, the children are approaching puberty. Therefore, parenting programs and support should also be designed for middle-aged parents. Specifically men may need additional support for their active consideration and engagement in the fathering role. 相似文献
5.
Ari Wahlstedt Samuli Pekkola Marketta Niemelä 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1020-1030
In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place. 相似文献
6.
In this essay, the researchers explore the careers of four foundational figures in sport management, who received training as historians. Drawing on a wide range of primary and secondary sources, we illustrate how Earle Zeigler, Guy Lewis, Stephen Hardy, and Lawrence Fielding helped create the field of Sport Management with insights drawn from business historians, especially those at the Harvard Business School. Overall, we claim that sport business history can serve to help frame much of the field and is vitally relevant to the study of the sports industry. Furthermore, we advocate that the study of history be included as a prominent area within sport management curriculums. To support this assertion, we elucidate the importance of the historical case-study approach to sport management. 相似文献
7.
Ari Sutinen Arto Kallioniemi Sami Pihlström 《Religious education (Chicago, Ill.)》2013,108(3):329-348
The focus of the article is on how a new approach to religious education (RE) in diversified societies can be constructed on the basis of the theory of pedagogical transaction presented by John Dewey. Reflections of developing RE are very current in Western secularized societies. We believe that Dewey's pragmatist philosophy of education and philosophy of religion are still highly relevant to RE. The article consists of three sections: (1) contemporary discussions of RE, (2) reflections on Dewey's philosophy of religion, especially religious experience, and (3) the implementations of Dewey's theory to RE. We conclude by applying pedagogical transaction theory to current challenges in order to design new models of RE in diversified societies. Accordingly, we construct a theory of RE for democratic, multifaith societies that are based on mutual understanding, respect, and recognition of active citizens living in diversified society. 相似文献
8.
This article discusses rural schoolteachers’ relationships with local village communities in mid-twentieth-century Finland. At the time, Finnish rural teachers were typically very public figures in their local community. To deal with the pressures of their position, teachers resorted to coping strategies which the authors name ‘local’ and ‘cosmopolitan’ after Robert K. Merton’s well-known categories. The local strategy required that teachers adapt themselves to the social demands of community life, whereas the cosmopolitan strategy was manifested in the teachers’ efforts to distance themselves from the local community, reflecting the increasing professionalisation of Finnish schoolteachers as well as a general social transition in which traditional community ties were gradually replaced by modern individualism. 相似文献
9.
AbstractIn 2014, the Finnish National Board of Education launched a new core curriculum with the aim of meeting the skills and competence requirements of the 21st century. The purpose of this case study was to find out what transversal competencies Finnish eighth graders developed and how they experienced studying in a problem-based transdisciplinary course, which was arranged for the transitional stage between the former and the new curriculum. The qualitative data consisted of questionnaires and interviews. The analysis followed the methods of qualitative content analysis. When asked about their learning, the students commented on not having learnt much, referring to the discipline-based knowledge. Instead, they had learnt skills through teamwork, problem solving, and expression of their views and opinions, an aspect that they did not clearly connect with the things to be learnt at school. Many students felt that they acquired the competencies that they would need later in their lives. The students’ teamwork had a crucial impact on their learning experience. The timeframe for the integrative approach needs careful consideration; the learning process in this course was perceived as being successful because it was long enough. Our study highlights that focusing on students’ views is critical when reforming curriculum. 相似文献
10.
Omer Ari 《Community College Journal of Research & Practice》2013,37(7):685-689
An increasing number of college students enrolling with poor reading fluency and comprehension skills pose a significant challenge to the college reading field in the absence of a strong understanding of the construct of reading fluency and its instruction. In order to contribute to this area of college reading, this article discusses instructional components that have been found to be effective in previous research in terms of their effectiveness and applicability for building fluent reading skills in struggling college readers. 相似文献