Information overload and fake news sharing: A transactional stress perspective exploring the mitigating role of consumers’ resilience during COVID-19

Dark consequences of social media-induced fear of missing out (FoMO): Social media stalking, comparisons, and fatigue

Social media users’ online subjective well-being and fatigue: A network heterogeneity perspective

Psychological and behavioral outcomes of social media-induced fear of missing out at the workplace

PurposeRecently, work-related social media use (WSMU) in organisations and its association with employee outcomes have received considerable research attention. This study examines the association between WSMU, psychological well-being (PW) and innovative work performance (IP). In addition, it explores the mediating role of PW and the moderating role of fear of missing out (FoMO).Design/methodology/approachA sample of 233 employees working in different organisations was recruited from India to complete the survey. Structural equation modelling was applied to analyse the data.FindingsThe result reveals that WSMU has a positive and direct effect on IP. Moreover, the indirect effect via PW among the association was positive and significant. Furthermore, FoMO moderates the indirect relationship between WSMU and IP.Originality/valueThis research is a pioneering work that has contributed to the scarce literature by exploring the relationship between employees' social media use, PW and IP. This research has important theoretical and management contributions because it examines the impact of WSMU on IP, mediating role of PW and moderating role of FoMO among the association between WSMU and employee outcomes.

Work-related social media use and employee-related outcomes: a moderated mediation model

https://onlinelibrary.wiley.com/doi/pdf/10.1111/ijcs.12659

The dark side of social media: Stalking, online self-disclosure and problematic sleep

Work in Progress: In this paper we outline our initial findings on the potential of state-of-the-art immersive telepresence to support the practical and collaborative group work element in our remotely taught international degree programmes, specifically a Software Engineering Masters degree. Whilst we adopt widely used distance learning approaches generally, the challenge remains in supporting live synchronous practical sessions that depend heavily, on one hand, on the expertise of the educator and their presence in the shared learning environment, and on the other hand, the students’ active engagement within teams partially distributed physically. Any technical progress in improving the "sense of presence" can radically renew our conceptions of (distance) teaching and learning, maybe also in terms of the 21st century skills or even those that we are not yet aware of. The question to address is that if sufficiently high-fidelity, and unintrusive, immersive capture technology is used then how could this be game changing in this area? Previous work using similar immersive technology has failed to achieve the level of quality or scope necessary, however, the past 4 years have seen significant progress in the hardware and algorithms required. To support our degree programmes we have designed and developed a custom live 3D capture system for a higher fidelity immersive experience targeting small groups of 2-6 people collaborating both locally and remotely. Here we will present the system and scope out some of the initial plausible affordances for education through the Conceive, Design, Implement, Operate (CDIO)-model. We focus on the affordances offered by the technology to support the learning of the much needed competences of communication, collaboration, critical thinking and creativity which are very challenging to enhance by conventional, content delivery oriented distance learning approaches.

Najmul Islam

Papers

The dark side of social media: Stalking, online self-disclosure and problematic sleep

The Latest in Immersive Telepresence to Support Shared Engineering Education