Purpose -The purpose of this paper is to investigate the factors that stimulated the sharing of tacit and explicit knowledge and their effects on performance among research-mode graduate students. The findings of this study provided a better understanding of the knowledge-sharing activities among graduate students who were engaged in project-based or individual learning activities. Design/methodology/approach -The survey method was employed to gather data and the resulting data were analyzed using structural equation modeling. A total of 245 valid responses were collected from students enrolled in various graduate programmes at the main and branch campuses of Universiti Sains Malaysia. Findings -The students reported a positive and constructive approach toward knowledge sharing with the exogenous variables, namely, trust, social networks, and information and communications technology (ICT) reporting significant positive direct effects on the mediating variables, namely, tacit and explicit knowledge. Only tacit knowledge had a significant direct effect on performance, the endogenous variable. In addition, the knowledge-sharing activities were localized to the respective campuses.Research limitations/implications -The investigation involved samples from one university. A large sample size that involves other universities is needed in order to generalize the findings. Practical implications -The paper offers a snapshot of the intensity and pattern of knowledge-sharing behaviours that can be used to improve learning and performance among students engaged in individual learning. Originality/value -To the authors' knowledge, no previous studies have investigated knowledge-sharing activities among research-mode students at the Master and Doctoral levels.

This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning contentone in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems.

Augmented reality (AR) has the potential to support individuals with special needs and to enable their development of daily living skills. This meta-analysis study examined the effect of AR on functional skills acquisition across individuals affected by different disabilities. Group design studies based on a random-effects model alongside the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were used in this study. A total of 119 individuals with different types of disabilities (including intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, Down syndrome, hearing disability, and visual disability) were obtained from seven studies. The overall effect size of AR across the seven studies was significant. The results showed that AR can be effective and helpful for individuals with disabilities to help them make daily decisions and guide their actions in society. The implications for practice and research as well as the possible areas that require further investigation are discussed.

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