social networking applications

After recently being named the new Editor in Chief at MIS Quarterly, Dr. Andrew Burton-Jones sit down with Cynthia Beath to discuss new directions at the renowned journal. Burton-Jones will be discussing the journals current vision and impact on IS scholarship and knowledge. Andrew Burton-Jones is a Professor of Business Information Systems at the UQ Business School, University of Queensland. He obtained his BCom (Hons) and M. Information Systems from the University of Queensland and his Ph.D. from Georgia State University. Prior to returning to UQ, he was an Associate Professor at the University of British Columbia. Andrew conducts research on how organizations can use information systems more effectively, how to improve systems analysis and design methods, and how to improve theories and methods in the IS discipline. Recently, much of his work has focused on healthcare contexts. Andrew has taught a variety of courses in the USA, Canada, China, and Australia. He is a Fellow of the ...

We investigate why some innovative user interface (UI) designs (e.g., Facebook Home), although initially expected to encourage users to accept or adopt social networking applications (apps), actually discouraged users from using those applications over time. Using two experimental studies, we explore the relationship between new design factors and user behavioural intentions. In Study 1, we adopted two-factor theory to discover motivational factors related to using a social networking app. We then designed and created a virtual social networking app (called Unicorn) using these identified motivational factors. In Study 2, we investigated how motivational factors de-motivate user behavioural intentions. We unpacked this relationship using the Technology Acceptance Model (TAM). Further, we explored how involvement level may alleviate this negative relationship. Our results show that users with a high involvement level exhibit a relatively high level of perceived usefulness and perceiv...

Online learning systems are the norm in today's educational institutions. However, students also use social networking applications for learning, and we seek to understand the use and effectiveness of such informal (social networking application based learning) systems on learning. We analyze the design characteristics of formal and informal learning systems, in an educational environment, to develop and test a model of their impact on learning outcomes. We find students attention, volume, velocity, access to information, and their degree of control over their use of the learning systems drives their learning success.

Relevance Feedback is an effective technique to significantly improve recafl, and has been receiving much attention. In early research, Rocchio in (Rocchio 1967) showed by conducting experiments that the vector space model has very significant improvements in the performance of ...

Due to the rapid increase in the use of mobile devices, mobile socialnetworking applications (MSNAs) have proliferated during recent years. MSNAs can provide social groups with a means to communicate among group members. Although studies have shown that social influence is relevant to individual and group collective behaviour, few studies have investigated the predictive relationships between multiple integrated social influence factors and the behavioural intention for the use of MSNAs. Therefore, we examined the effects of social influence factors (injunctive norms, descriptive norms, social identity, and group norms) on the continued intentions to use MSNAs. Data collected though the website of an online survey company yielded 830 usable questionnaires. We used structural equation modelling (SEM) to test the hypothesised relationships. The results indicate that injunctive norms, descriptive norms, and social identity were positively related to continued usage intention, whereas group norms were unrelated to continued usage intention. Understanding consumer decisions regarding the repeated use of an MSNA is necessary for mobile application (M-app) developers to design programs that ensure user retention.

This paper provides an overview of current research on social media applications, including user demographics and how social media websites define themselves. The paper also describes user activities using social media and suggests known strengths and weaknesses of social media, and concludes by outlining several recommendations for developing strong online communities.

Online learning environments facilitate improved communication, better access to learning, and greater student control. Because technology is dynamic in nature continuing improvement to online learning environments is necessary. Extant literature highlights technological and behavioral characteristics influence learning outcomes. However, the combined effects of both technological and human behavioral characteristics in online learning is not yet sufficiently explored. We investigate the role of technological and behavioral characteristics through learning synchronicity on learning performance. Based on the Information System Success model and the Task Technology Fit model we propose a conceptual model showing both technological and behavioral characteristics in a learning environment. Tertiary students participated in the research by reflecting on their online learning experience.

Online learning systems are the norm in today’s educational institutions. However, students also use social networking applications for learning, and we seek to understand the use and effectiveness of such informal (social networking application based learning) systems on learning. We analyze the design characteristics of formal and informal learning systems, in an educational environment, to develop and test a model of their impact on learning outcomes. We find students attention, volume, velocity, access to information, and their degree of control over their use of the learning systems drives their learning success.

Online learning systems are the norm in today’s educational institutions. However, students also use social networking applications for learning, and we seek to understand the use and effectiveness of such informal (social networking application based learning) systems on learning. We analyze the design characteristics of formal and informal learning systems, in an educational environment, to develop and test a model of their impact on learning outcomes. We find students attention, volume, velocity, access to information, and their degree of control over their use of the learning systems drives their learning success.

Embodiments of the invention provide means to the users of the system to provide ratings and corresponding feedback for enhancing the genuineness in the ratings. The system includes a memory coupled to a processor. The memory includes one or more instructions executable by the processor to enable the users of the system to rate each other based on at least one of sharing, exchanging, and selling one of activity, service or product. The system may provide a mechanism to encourage genuineness in ratings provided by the users. Furthermore, the instructions facilitate the rating receivers to provide feedbacks corresponding to the received ratings. The feedback includes accepting or objecting to a particular rating. Moreover, the memory includes instructions executable by the processor to enable the system to determine genuineness of an objection raised by a rating receiver.

Embodiments of the invention provide for providing support for sharing and exchanging in a network. The system includes a memory coupled to a processor. The memory includes a database comprising information corresponding to first users and the second users. Each of the first users and the second users are facilitated for sharing or exchanging activity, service or product, based on one or more conditions corresponding thereto. Further, the memory includes one or more instructions executable by the processor to match each of the first users to at least one of the second users. Furthermore, the instructions may inform each of the first users about the match with the at least one of the second users when all the conditions are met by the at least one second user based on the information corresponding to each of the second users.

Embodiments of the invention provide means to the users of the system to provide ratings and corresponding feedback for enhancing the genuineness in the ratings. The system includes a memory coupled to a processor. The memory includes one or more instructions executable by the processor to enable the users of the system to rate each other based on at least one of sharing, exchanging, and selling one of activity, service or product. The system may provide a mechanism to encourage genuineness in ratings provided by the users. Furthermore, the instructions facilitate the rating receivers to provide feedbacks corresponding to the received ratings. The feedback includes accepting or objecting to a particular rating. Moreover, the memory includes instructions executable by the processor to enable the system to determine genuineness of an objection raised by a rating receiver.