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Mobile Facebook (m-Facebook) creates many business opportunities for brands and firms while increasingly drawing interest in scientific literature. However, research is scarce on the immersive experiences prompted by m-Facebook, and how these experiences facilitate users’ engagement, their positive attitude towards Facebook and their continued use of it. The paper aims to discuss these issues.

This paper theoretically and empirically analyses m-Facebook users’ immersive experiences, along with their affective and behavioural effects.

The results reveal the important role of imagery, presence and flow in the context of m-Facebook; the interplay between these three immersive phenomena; and the influence the user’s optimum stimulation level has on them.

The investigation offers a foundation for understanding users’ immersive experiences on m-Facebook, and informs practitioners who aim to enhance users’ engagement with, attitude towards, and continued use of m-Facebook content.

An integrative model that predicts users' stickiness to WeChat is built. In the proposed model, perceived value plays a dual mediating role in the causal pathway from users' immersive experiences of presence and flow to their engagement and stickiness. Furthermore, presence is treated as a bi-dimensional construct made up of spatial feelings and the sense of being in company, and users' engagement is conceived as cognitive, affective and behavioural contributions to WeChat's marketing functions.

The authors develop a measurement instrument and analyse data from a survey of 917 WeChat users. They use a hybrid partial least squares-structural equation modelling (PLS-SEM) and neural network approach to confirm the reliability and validity of the measurement items and all the relationships between the constructs.

The paper provides robust evidence about the mediating influences of both utilitarian and hedonic value on users' engagement with the immersive experiences of presence and flow. An additional finding highlights the role of social norms in engagement and stickiness.

Rather than studying the effects of the immersive experiences of presence and flow from either a hedonic or a utilitarian perspective, the authors consider how immersive experiences shape both utilitarian and hedonic value, as well as their joint impact (along with that of social norms) on users' engagement and stickiness.

There is an ongoing challenge to map the efficacy of e-retailing strategies in building both value co-creation opportunities for online customers and customer value for companies. Based on the service-dominant (S-D) logic, an integrative model is provided that connects the impact of convenience and personalisation strategies (CPSs) on an e-retailer's performance – by offering co-creation opportunities and customer engagement.

The survey instrument is validated and the model is tested with data from active online customers using a novel methodology that blends artificial neural network (ANN) analysis with partial least squares (PLS) in both the measurement model and the path analysis.

The findings robustly support the model and yield evidence of the contribution of CPSs in effective value propositions, the interface between the S-D logic and customer engagement, and the direct effect of customer engagement on tangible forms of value for companies.

This study is the first scholarly effort to provide a comprehensive understanding of how and why CPSs can maximise customer value for the e-retailer, while simultaneously testing the customer value/engagement interface with a new blended ANN-PLS method.

The purpose of this paper is to explore which personal and contextual factors affect the use of Wikipedia as a teaching resource in higher education institutions.

This research question is approached by investigating faculty perceptions and attitudes in two large Spanish universities. For this purpose, a comprehensive empirical study has been employed, based on an online survey to faculty members and the inclusion of a decision-making model in the analysis.

Data provide evidence that a combination of cultural, social and subjective factors influences the decision to use Wikipedia. This decision is not only associated with lecturers’ individual characteristics, but mostly with surrounding influences. Teaching uses are more frequent when academics have close reference models and when they perceive that Wikipedia is being positively valued by their colleagues.

The present study provides a creative framework to analyze the main determining factors of Wikipedia usage by faculty. The inclusion of both internal and external factors in the decision process has proved to be a valuable novelty.

The study detects the main factors affecting the negative or reluctant attitude toward Wikipedia and provides some recommendations to overcome these barriers.

The study widens the scope of previous investigations supplying a new research framework and including, for the first time, a prominent online university in the analysis in order to discard the potential effects of digital and information illiteracy among students and faculty members.

Recent research on immersive experiences in online environments for higher education has attributed a fundamental role to two distinct yet connected psychological phenomena: the feelings of being virtually present in the education environment, often simply called presence, and peak episodes of flow. The authors conceptually delimitate these two psychological facets of e-learners’ experiences and examine their interplay. The authors show how flow episodes are elicited by students’ sense of control over the online education environment, their attention being focussed on the learning tasks, and their feelings of being physically placed in the online education setting. Also, the interactivity created by the online education environment evokes an e-learner’s imagery, which in turn triggers presence feelings and episodes of flow. The authors further show that, although presence and flow are triggered by some common antecedents, they differ in the object of the individual’s immersion, and that presence feelings facilitate flow. Moreover, the authors provide practical recommendations for higher education institutions, policy makers and the academic and information and communication technology community involved in e-learning, to make sure e-learner experiences reach their fullest potential.

The purpose of this paper is to investigate university faculty perceptions and practices of using Wikipedia as a teaching resource.

This study is based on a large survey to all faculty members in two large public universities. A total of 913 valid responses were collected through an online questionnaire with 9 control variables and 41 Likert-scaled questions.

The results do not support an overwhelming sceptical attitude among faculty towards Wikipedia. The overall quality of Wikipedia articles is highly valued and most faculty are regular users, just as students are. Though most faculty show a positive view on the teaching usefulness of Wikipedia, few of them actually use it for teaching purposes. A certain conflict has been detected between standard academic procedures of knowledge building and the open collaborative model on which Wikipedia rests. In the end, two important factors play a role in shaping faculty views: their colleagues’ perceived opinions and practices, and academic disciplines.

The survey has only been conducted in two universities. More institutions are needed to broaden the scope.

The authors have gathered a greater number of answers than those collected in previous studies. The questionnaire is also very extensive. The survey has been addressed to all faculty members at one online university and at one standard brick-and-mortar university.