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In view of the influences of online videos on the cultural tourism industry, this study aims to explore the mechanisms triggered by watching online video behaviors of fans. This study examines how fans who have watched celebrities’ online videos become tourists who attend concerts held at destinations based on celebrity and destination endorsements.

This study builds for celebrity and destination endorsements on online videos by combining media richness and source model theory. This research adopts partial least squares structural equation modeling to analyze the mechanism triggered by online media.

Watching online media influences celebrity and destination endorsements, which, in turn, affects the concert experience and intention to return to the destination. Results reveal less intertwined relationships between celebrity and destination endorsements and the complex mechanisms between the two endorsements.

With the rise in popularity of online media, online content has become a major source of information in the tourism industry and a means of enjoying travel seamlessly. This study highlights not only the role of “watching online videos” as one of the richest media but also the role of live concerts in cultural tourism for understanding complex cultural tourism.

为了探讨在线视频对文化旅游业的影响, 本研究探讨了观看在线视频所触发旅游行为的机制。本研究考察了在名人和景区的宣传下, 观看名人在线视频的粉丝如何成为参加目的地举办的演唱会的旅游者。

基于媒体丰富度和来源模型理论, 本研究调查了名人与景区的宣传视频。本研究采用partial least squares（PLS）结构方程建模来分析在线媒体所引发的机制。

观看在线媒体影响了名人和目的地宣传效应, 进而影响了演唱会的体验和到访目的地的意愿。研究结果揭示了名人和目的地宣传之间的关系并不紧密, 这两种宣传之间存在着复杂的机制。

随着在线媒体的普及, 在线内容已成为旅游业中信息的主要来源和享受旅游的手段。本研究不仅突出了“观看在线视频”作为最丰富的媒体之一的作用, 也突出了演唱会在文化旅游中的功能, 以更全面地理解复杂的文化旅游。

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

The purpose of this paper is to explore the availability and features of Latin American and Spanish online videos available through video vendors and other providers to US academic libraries.

The paper examines US, Spanish, and Latin American video vendors that offer online videos about and/or are produced in Latin America and Spain. The study focuses on: content, technical aspects, and terms of purchase. For video vendors providing digital delivery systems, searching capabilities and special features are also analyzed. The paper also evaluates video providers interested in working with academic libraries. The availability of videos integrated in major multimedia databases is also explored.

The paper concludes that the Spanish and Latin American online video marketplace for academic libraries is still emerging, especially for those video vendors located abroad. The relatively small number of offerings are mostly documentaries. Streaming via internet protocol access is the most common way of delivery. Term licenses are standard and access is allowed both off‐campus and on‐campus.

Little research has been done on the availability of Latin American and Spanish online videos. This research would be especially useful for librarians responsible for collection development in these subject areas.

The purpose of this study was to investigate the online shopping intention of customers by watching artificial intelligence (AI)–based deepfake video advertisements using media richness (MR) theory and Information Manipulation Theory 2 (IMT2).

A conceptual model was developed to understand customers' online shopping intention by watching deepfake videos. A quantitative survey was conducted among the 1,180 customers using a structured questionnaire to test the conceptual model, and data were analyzed with partial least squares structural equation modeling.

The outcome of this research provides the antecedents of the online shopping intention of customers after watching AI-based deepfake videos. These antecedents are MR, information manipulation tactics, personalization and perceived trust. Perceived deception negatively influences customers' online shopping intention, and cognitive load has no effect. It also elucidates the manipulation tactics used by the managers to develop AI-based deepfake videos.

The distinctive model that emerged is insightful for senior executives and managers in the e-commerce and retailing industry to understand the influence of AI-based deepfake videos. This provides the antecedents of online shopping intention due to deepfakes, which are helpful for designers, marketing managers and developers.

The authors amalgamate the MR and IMT2 theory to understand the online shopping intention of the customers after watching AI-based deepfake videos. This work is a pioneer in examining the effect of AI-based deepfakes on the online shopping intention of customers by providing a framework that is empirically validated.

The purpose of this paper is to investigate the benefits of Ad-Video and Product-Video congruity for embedded online video advertising. A conceptual model is constructed to test how congruity between online advertisements, advertised products and online videos impact consumer post-viewing attitudes via processing fluency.

An online experiment with eight versions of mock video sections (with embedded online video advertisements) was conducted. The study is a 2 (type of appeal: informational vs emotional) × 2 (Ad-Video congruity: congruent vs incongruent) × 2 (Product-Video congruity: congruent vs incongruent) full-factorial between-subject design. A total of 252 valid responses were collected for data analysis.

Results show that congruity is related to the improvement of processing fluency only for informational ads/videos. The positive effect of Ad-Video congruity on processing fluency is only significant for informational appeals but not emotional appeal. Similarly, the positive effects of Product-Video congruity on processing fluency are only significant for informational appeals but not emotional appeal. Involvement has been found to be positively related to processing fluency too. Processing fluency has a positive impact on the attitudes toward the ads, advertised products and videos.

The finding that congruity is related to the improvement of processing fluency only for informational ads/videos extends the existing literature by identifying the type of appeal as a boundary condition.

Both brand managers and online video platform owners should monitor and operationalize the content and appeal congruity, especially for informational ads on a large scale to improve consumers’ responses.

To the best of the authors’ knowledge, this is the first paper to examine the effects of Ad-Video and Product-Video congruity of embedded advertisements on video sharing platforms. The findings of this study add to the literature on congruity and processing fluency.

The current study examines a novel model that examines how the online and offline or general personality of the same person predicts social identification with the endorser in a message and their subsequent online behaviors (e.g. ad-skipping) on social media, both differentially and simultaneously.

Real-time ad-skipping behaviors were tracked and analyzed across three online experiments.

The results supported the model explicating the dual and simultaneous influence of offline and online personalities on ad-skipping behaviors. Specifically, in response to a skippable video ad, online and offline personalities respectively increase and decrease viewers’ identification with the endorser. Consequently, the higher or lower the identification, the lower or higher the rate of ad-skipping behaviors.

The current study will benefit from a larger set of real-world data (i.e. big data) to enhance the generalizability of the findings, supporting the model.

With the growing prevalence of the gap between online and offline self-identities driven by social media usage, this paper suggests that the ad message needs to address the dual influence of both online and offline identities on ad-skipping behaviors.

The current study tests a novel model that shows that the online and offline personalities of the same person concurrently influence one’s behavior on the Internet, rather than separately.

The purpose of this paper is to examine the use of online video mini-lectures, intended to complement in-class teaching by allowing students to review the more technical aspects of the course.

Online video mini-lectures/tutorials, covering the technical components of the course, were introduced two-thirds of the way through a Principles of Microeconomics course. This methodology allows for the estimation of the impact of incorporating this technology on student performance. In addition, comparisons using results from previous terms, in which these videos were not available at any point during the course, allow for an examination of the overall impact of this technology on student performance in the last portion of the course.

The results point to online lectures improving student achievement, but that this improvement is mostly achieved by the lower achieving students, and exhibits significant diminishing returns to the number of times the videos are watched. As such, the videos are shown to help students who were struggling with the material, but that there is little value to exclusively watching the videos multiple times.

As technology impacts higher education, many wonder what role instructors will play. This study examines a unique implementation of technology within a traditional classroom, indicating that technology can serve as a complement to in-class teaching.

Video streaming consumption has become a social and economic phenomenon in an age where the share of online entertainment has become larger and larger in the total entertainment pie. Besides the advancement of technology, the pandemic further contributed to its development. The aim of this study is to analyze the role of price consciousness, anti-socializing behavior and choice of content in shaping the video streaming consumption. Furthermore, we look at the moderating role of gender and marital status on the hypothesized relationships.

The data were collected from a sample of 533 Romanian respondents, and it was processed using Partial Least Square structural equation modeling. In addition, Necessary Condition Analysis was used to assess the necessity effect size of an independent variable for a specific outcome of a dependent variable.

We find that the main hypotheses are confirmed, and that gender as a moderating variable negatively influences the relationship between anti-socializing behavior and video streaming consumption.

Besides the main findings pertaining to video streaming consumption determinants, psychology scholars concerned about the relationship between anti-socializing behavior and video streaming consumption as a part of the total time spent online could also benefit from the current findings.

The results of this study will be helpful to industry players in designing their video streaming offer after taking into consideration the influence of the discussed variables on the consumption behavior.

While anti-socializing behavior drives consumers to a digital environment for which they control the settings, the content being streamed is a cultural product, influenced by society and its consumption immerses the viewer in the cultural mores of the time and place the content was created in or depicts; hence, anti-socializing behavior does not mean a complete break from society, but rather a different instantiation of people’s need to connect with their social environment.

The novelty of this research stands in the integration of anti-socializing behavior as an explanatory factor of video streaming consumption, which has not yet been used in models explaining online consumption so far.

This study aims to use eye-tracking technology to conduct an empirical study about online learning process analysis, thus aiming to understand the attentional preferences and learning paths in online learners.

With eye movement tracking and data analysing technology, the Tobii X120 eye-tracking instrument, Tobii studio and online learning platform are used to record and visualise data of eye moving and learning steps during the real task-based online learning processes of 14 online learners. According to Barbara A. Soloman’s learning style classification framework, these learners’ learning style was presented in four dimensions. Based on data of eye moving, leaning style and operation in online course, the correlation about learners’ preferences of learning content, online learning paths and learning style were analysed based on according data.

The paper provides empirical insights about how change is brought about during online learning. It is found that there is no significant difference in attention preference between the students with the difference on the learning style of visual-verbal, although each person has a different attention preference on the learning content.

The limitation of this study is that only one common type of video learning process is studied. The learning process of various types of instructional videos in online learning will be done in future research.

In this study, eye-movement tracking technology is used to understand students’ learning path and learning preference in the online learning process, which is helpful to optimise the online learning process and improve the efficiency of online learning.

This research findings have been approved by relevant experts and have won the first prize in the school-level competition of South China Normal University in China.

In this study, the technology of psychology (eye-tracking technology) is introduced into the study of real task-based online learning process in the subject of educational technology, realising the integration of multi-disciplinary research techniques and methods.

To facilitate the use of YouTube as an important global video portal for self-directed learning (SDL), it is important to understand YouTube users' distinctive learning experiences across cultures. This study examines factors influencing YouTube SDL based on the personal responsibility orientation (PRO) model. In addition, the two markets, US and Taiwan, were chosen to explore if national cultural differences affect YouTube users' SDL frequency and goals along with PRO variables.

A self-administered online survey of 372 college aged-YouTube users in the US and Taiwan was conducted to obtain the self-reported SDL behavior on YouTube and other demographic and video usage variable information.

Frequent video sharing and information seeking motives likely facilitate general YouTube SDL, while initiating online video search leads to specific goal-oriented SDL such as problem-solving and skill-improvement. Although American students use YouTube more frequently for SDL than Taiwanese students, Taiwanese students use YouTube more for specific skill improvement.

YouTube's social affordance enables YouTube users' informal and SDL across different national cultures and thus the role such social media play in encouraging lifelong learning needs further attention.

This study contributes to understanding how YouTube fosters the informal learning process through functions enabling YouTube users' self-directed information seeking, sharing and engaging with online videos with a cross-national comparison. This study is also expected to offer insights to promote the use of YouTube for SDL as a first cross-national study applying the PRO model in the context of YouTube SDL.