In the context of COVID-19 pandemic lockdowns, fitness influencers on social media are greatly involved in people’s home fitness processes, but there is limited research examining the role of fitness influencers on social media in exercise intention. This study aimed to explore whether people’s perceptions of the personal attributes and content quality of fitness influencers can promote a strong emotional connection between the two, thereby influencing people’s exercise intentions. Based on the theory of the parasocial relationship, we investigated the influence of social attractiveness (SA), physical attractiveness (PA), task attractiveness (TA), and content quality (CQ) of fitness influencers on the parasocial relationships (PSRs) between viewers and fitness influencers on social media and whether PSRs positively contribute to viewers’ exercise intentions (EI). The results revealed that SA, PA, TA, and CQ have positive influences on PSRs and CQ; PSRs directly contribute to EI; and PSRs have a mediating effect between EI and CQ. This study provides new insights into understanding the relationship between fitness influencers and people’s online fitness behaviors.

Currently, internet services are developing rapidly, and the relationship between specific types of internet services and the well-being of older adults is still unclear. This study took a total of 353 urban older adults aged 60 years and above as research objects to explore the impact of the use behavior toward internet-based medical services (IBMS) on their well-being through an online questionnaire. This study integrated well-being theory and peer support theory, constructed an extended structural equation model of technology acceptance based on the technology acceptance model (TAM), and analyzed the variable path relationship. The results confirm the proposed model: older adults improved their eudaimonic well-being through using IBMS; perceived usefulness significantly affected the older adults’ attitudes towards IBMS; perceived ease of use significantly affected the use of IBMS through mediation; peer support significantly affected older adults’ attitudes, willingness, actual use, and well-being in the process. This study proposes that facilitating IBMS use for older adults in the development and design of internet technology programs should be considered in order to provide them with benefits. Moreover, paying attention to peer support among older adults plays an important role in the acceptance of new technologies and improving their well-being. The “peer support” of this study expanded and contributed to the research on the impact on older adults’ well-being and the construction of a technology acceptance model. The peer support in this study extended the influence factor of eudaimonic well-being and contributed to the further development of the TAM.

Design thinking is the foundation of professional design education, and the shift from zero to professional design skill involves the completion of the transition from single-mindedness to independent and innovative thinking. In this exploratory study on design teaching, we build a novel teaching model by drawing on the connection between students' self-transcendent knowledge and formal knowledge in design thinking. Based on the Design for Happiness framework (DfH), this study uses Positive Emotional Granularity cards (PEG) to stimulate students to identify and categorize various positive emotions. We matched 15 furniture-related positive emotion keywords, summarized the corresponding design strategies, and subsequently generated Design for Happy Furniture cards (DfHF). We looked at new structural reorganizations of design teaching resources and effective teaching models and examples that might be used in course delivery. This study used the USE scale for quantitative analysis and triangulation for qualitative data analysis. The results indicate that this method is crucial for making it easier to convert design ideas into practice and for enhancing the efficiency of instructional techniques in a specific design procedure. The bottom-up approach is beneficial for creating sets of cards and design strategies, as well as for utilizing the cards in innovative ways to enhance students' creativity, engagement, and self-efficacy. DfHF cards are a valuable tool for promoting motivation and facilitating the constructive learning of creative skills. They not only improve students' creative thinking abilities but also expedite the design decision-making process and prioritize emotional integration and user well-being.