Customer Engagement in Instagram: The Mediating Role of Perceived Advertising Value

Tee, Poh Kiong; Vashu, Deeparechigi; Wong, Ling Chai; Ng, Chee Pung

doi:10.1007/978-3-031-25274-7_25

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Content quality is the extent to which educational resources are customised to learners' specific needs and specifically to enable access to useful information for learners (Tee et al, 2023;Wong et al, 2023). Therefore, the educational content must be clear, thorough, current and accurate (Stawowy et al, 2021), delivered to the intended audience and confirmed that both instructors and learners have a mutual understanding of the information flow (Cabrera et al, 2006).…”

Section: Content Qualitymentioning

confidence: 99%

“…2.2.3 System quality. System quality denotes the reliability, accuracy, speed and security of a user's experience whilst interacting with a system regardless of the interaction context (Cheong and Park, 2005;Tee et al, 2023). System quality is associated with the factors of system reliability, user interface efficiency, user-friendliness, software quality and programme code consistency and maintenance (Mohammadi, 2015;Wong et al, 2023).…”

Section: Content Qualitymentioning

confidence: 99%

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

“…System quality denotes the reliability, accuracy, speed and security of a user's experience whilst interacting with a system regardless of the interaction context (Cheong and Park, 2005; Tee et al. , 2023).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

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Marketing micro-credentials: understanding learners' engagement and willingness to pay more

Tee,

Cham,

et al. 2023

IJEM

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PurposeDigitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator.Design/methodology/approachA survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro.FindingsThe results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses.Originality/valueThis study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses.

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