This study aims to understand how self-regulation can improve perceived e-learning outcomes. We build on social cognitive theory to explore the antecedents and consequences of self-regulation. Self-regulation is captured as IT mindfulness and self-regulated learning. The proposed hypotheses are largely supported, showing that self-regulated learning affects perceived e-learning outcomes and is influenced by IT mindfulness and its antecedents, in terms of individual and contextual factors. This study collected questionnaire data from an e-learning system of university (i.e. Zuvio). This system provides both learning and social interaction features. This study provides a systematic analysis of self-regulation, which integrates social cognitive theory and the monitoring and controlling aspect to analyse how e-learners improve outcomes through self-regulation.

The twenty-first century is arguably the century of computing. In such a world saturated by computing, Computational Thinking is now recognized as a foundational competency for being an informed citizen and being successful in STEM work. Nevertheless, how to effectively import different types of teaching methods in university courses (lecture based learning, project based learning) is subjected to further evaluation. Currently, the arguments in favor of tangible robots including high interaction, great practicality, and specific operation results make themselves to be often used as a teaching medium and tool for teaching activities between teachers and students. Hence, in addition to cultivating students with computational thinking ability, this paper discussed how to integrate tangible robots into project-based learning courses of thinking skills training to improve the learning performance of the computational thinking ability. This study conducted in one semester on the 105 students from three classes. Experimental results show that the project-based learning method integrated with the teaching material of robotic visual programs approach had significantly better effectiveness in improving students' learning achievements than the traditional teaching method integrated with paper practice teaching materials approach. Analysis of the questionnaire results showed that the proposed learning approach did not increase the students' cognitive burden. In sum, the proposed approach helps students' learning achievement and cognitive load.

Mobile advertising employs mobile devices such ascell phones and PDAs to transmit advertisinginformation to users. The chief difference betweenmobile advertising and traditional advertising is thatmobile advertising must employ wireless networks andmobile devices; as a consequence, apart fromadvertisement content, the factors affecting attitudetowards mobile advertising may also includeconsumers' mobile technology use self-efficacy.This study develops and validates a mobile selfefficacyconstruct assessment method, and alsoexplores the effect of user mobile self-efficacy onattitude towards mobile advertising. The resultsindicate that mobile self-efficacy has very highconstruct reliability, convergent validity anddiscriminant validity, and has a significant influenceon attitude towards mobile advertising.

Purpose: This study aims to understand how information-sharing in live-streaming is formed through a motivational perspective. The authors provide a framework to explain how live-streaming services and attachment affect viewers' information-sharing decision.Design/methodology/approach: This study uses a survey-based method to collect data and partial least squares to analyze them.Findings: The proposed hypotheses are largely supported. The results show that information-sharing intention is influenced by both attachment to a creator and attachment to a group. These attachments are positively affected by live-streaming services. The findings contribute to live-streaming literature by conceptualizing motivation and motivational feedback as service and attachment respectively.Practical implications: The findings suggest that live-streaming managers emphasize social-technical features and relationship development with others (creators, group members) to motivate viewers' participation in live-streaming.Originality/value: This study addresses the gap of lacking a systematic consideration of motivation in the live-streaming context. As such, the authors conducted empirical research that describes the information-sharing through the motivation from service and feedback from attachment.