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Knowledge Management (KM) efforts cannot be successful unless employees open their minds to share their valuable knowledge. Knowledge sharing is a voluntary act which requires an individual's motivation. Based on the notion that an individual's motivation is of two types, namely intrinsic and extrinsic, a framework of intrinsic and extrinsic motivators of knowledge sharing was presented at the International Symposium on Information Technology (ITSIM) in June 2010, in Kuala Lumpur Malaysia. There is a lack of research work which attempts to understand knowledge sharing motivation from intrinsic as well as extrinsic motivational perspective. Hence, the proposed framework incorporated extrinsic rewards, representing extrinsic motivation, and Organisation Citizenship Behaviour (OCB), representing intrinsic motivation, in Theory of Reasoned Action (TRA). Apart from understanding the individual's knowledge sharing motivation from a two-dimensional motivation perspective, the primary aim of this study is to extend the framework proposed in ITSIM'10 by adding demographic variable as a moderating variable. This will help to understand individual differences in knowledge sharing behaviour. At the same time, the study will present the results of ITSIM paper in detail. This study has used training institutes of an oil and gas company in Malaysia as a case. The proposed framework will overcome the research gaps in the literature by re-analysing the impact of extrinsic rewards, OCB and demographic variables on knowledge sharing. To test six major and, in total, 19 hypotheses, the questionnaire method was used to gather data from the trainers and facilitators at three training institutes of the oil and gas company. The data was analysed by using multi-regression technique. The results have shown that intrinsic motivation, represented by OCB in this study, is one of the strongest motivating factors for knowledge sharing behaviour, whereas extrinsic motivation, represented by extrinsic rewards in this study, has a moderate effect on an individual's knowledge sharing intention. The results have also shown that individuals differ in manifesting their knowledge sharing intention into behaviour based on their gender and education level, whereas there is no difference among individuals with different experience levels in manifesting their knowledge sharing intention into behaviour. The study will help to understand the individual's knowledge sharing motivation from intrinsic as well as extrinsic motivational perspectives and, at the same time, individual differences in knowledge sharing behaviour. It will aid the managers at training institutes to promote knowledge sharing in their organisations.

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This study examines the efficacy of robots as assistive technology (AT) learning tools for children with autism spectrum disorder (ASD). The study attempts to find answers to whether robots as assistive tools can (i) profoundly improve achievement in learning and (ii) provide valuable learning experiences among this group of children. Using LEGO Mindstorms EV3, a robot was built and programmed to teach the basic concept of place value in mathematics. Eight children with ASD, specifically, four females and four males, participated in the single case study, and six special education teachers took part in the interviews. The children participated in both traditional and robotic intervention lessons and were assessed at the end of each session. The results indicate a positive increase in content knowledge and an improved disposition toward learning, thus demonstrating the potential utilization of robots as AT tools for harnessing classroom learning. Data from the interviews with teachers highlighted four valuable learning experiences that occurred in the classrooms as a result of the robotic interventions; namely, with respect to young children with ASD, the AT (1) promoted interest and engagement, (2) increased attention and focus, (3) triggered interactions and communication, and (4) created a happy and fun learning environment.