Online games are garnering large numbers of gamers, stimulating strong competition among game developers, who continue to explore new ways to increase the amount of time players spend on such games. Online games require players to concentrate on game content, seek knowledge and learn how to complete in-game tasks. However, past research has not examined how knowledge seeking intensity, which likely strengthens knowledge schemas and helps foster game loyalty and use, motivates online gameplay. To address this research gap, we draw on schema theory to construct a research model and test it using both survey and system-captured data from 385 players. We found that knowledge seeking intensity has a stronger effect than does in-game flow on enhancing players’ knowledge schemas and learning satisfaction, thus facilitating their goal progress and further strengthening their game loyalty and actual game use. We modelled and examined the mechanism underlying the influence of knowledge seeking intensity and in-game flow on knowledge schemas. Specifically, we suggest that game developers should establish actionable strategies by urging players to seek more in-game knowledge that ensures players’ further engagement.

The study explores the effects of COVID-19 vaccine fake news on social media from the perspective of the elaboration likelihood model (ELM). The research model theorizes that factors of the central route and factors of the peripheral route influence panic vaccination intention through the third-person effect of fake news, personal norm, and the individual's attitude toward panic vaccination (i.e., the vaccination equivalent of “panic buying”). Data were collected via an online survey with 409 valid responses. The study applies partial least squares (PLS) structural equation modeling (SEM) to test the hypotheses. The findings have theoretical and practical implications and provide insights to help reduce the spread of fake news on social media during an outbreak to better ensure that people are not misled by fake news.

In response to globalization and increased competition, individual professionals in a single field often cannot provide comprehensive solutions. Collaboration among professionals from different disciplines is required to find more effective solutions. This study aims to develop a system called AIGC (AI Generated Content) to facilitate idea convergence in interdisciplinary teams. The system aims to address the collaboration challenges between engineering and design fields and facilitate consensus through the introduction of images and visual elements. To achieve this goal, qualitative research methods were employed, including contextual interviews, the KJ method, brainstorming, personas, and user journey mapping, among others. These methods were chosen because they provide in-depth understanding of communication and collaboration patterns among participants and offer valuable insights. The selection of participants was based on their experience and expertise in interdisciplinary projects. Students from design and engineering fields were chosen as research participants to ensure diversity and representativeness. During the execution of the study, the research team collected data through contextual interviews and related qualitative research methods. The steps involved in contextual interviews included selecting appropriate scenarios, designing relevant guided questions, and conducting face-to-face interviews. Through these methods, we gained deep insights into participants' communication patterns, thought processes, and collaboration needs. The results of this study demonstrate that the AIGC system, which facilitates interdisciplinary idea convergence, effectively promotes consensus among participants. This is achieved through interactive processes such as selecting images, describing images, and engaging in interactive design. The application of the system is significant in addressing collaboration challenges between the engineering and design fields and holds potential value in enhancing teamwork and creative output.

This is an ongoing project investigating on how to improve interdisciplinary teams to co-work efficiently and effectively. Based on our prior experiment, we found that new formed interdisciplinary teams struggled with poor team communication and coordination which resulting ineffective work progress and may lead to a project failure. In this paper we described such challenges the new formed interdisciplinary teams encountered in an experimental course where undergraduates from design and engineering disciplines collaborate on a project. We then proposed the use of Lean UX methods to visualize their design process so that all members' ideas and the idea exchange process can be "seen". It would help members in the same team getting more familiar with team's pace and well-coordinated with each member and then they may make the most of team effectiveness.

Designers tend to have repetitive design strategy in the process without notices. The elements setting the interactive function is to conform the user requirement and it can improve the user experiences. Although it has many information recorded on the paper, but via the think-aloud we can find out many implicit information. Then, we can go through the sketch to understand how we define the visualize graphic nodes and find out their implicit mode. By surfacing such behaviors, designers can focus on effective design strategies rather than repetitive design.

User loyalty or continued use is critical to the survival and development of any website. Focusing on the social network services (SNSs) context, this study proposes a research model for investigating individuals’ use motivations and the moderating role of habit with regard to gratification and continuance intention. This research integrates two influential media communication theories, media system dependency (MSD) and uses and gratifications, to examine SNSs-related behaviors. To comprehend online users’ motivations in depth, three motivations derived from MSD (understanding, orientation and play dependency relations) are operationalized as reflective, second-order constructs. The three motivations are theorized to affect parasocial interaction positively, and parasocial interaction is hypothesized to positively affect the gratification that individuals derive from SNSs usage. Furthermore, this study hypothesizes that gratification positively affects individuals’ continuance intention. Finally, we theorize that habit moderates the impact of gratification on continuance intention. Data collected from 657 Facebook users provide strong support for all six hypotheses. The results indicate that individuals’ motivations (i.e., the understanding, orientation and play dependency relations) positively affect parasocial interaction, which in turn has a positive effect on gratification, and subsequently continuance intention. In addition, the results show that habit has a small but negative moderating effect on the relationship between gratification and continuance intention. Implications for theory and practice are discussed, and suggestions are made for future research.

The main purpose of this study is to investigate the related factors that affect usage of Web-based teacher training in elementary and high school, adopting the theories of motivational orientations and technology acceptance model as foundations. This study depends on literature analysis and uses the questionnaire to collect data. A total of 658 subjects attending teachers' training courses are from the K12 Digital School. The main findings show that there are eight kinds of motivational orientations for Web-based teacher training and motivational orientations are significant differences among subjects in different age, school level and teaching year. Furthermore, attitude toward using and two kinds of motivational orientations including computer self-efficacy and social relationships will significantly affect the usage of Web-based teacher training positively. Finally, based on the research findings, this study proposes conclusions and suggestions for the related organizations to be a reference of conducting Web-based teacher training in the future.