تبیین ابعاد سواد رسانه‌های اجتماعی و تأثیر آن بر تمایل به پذیرش تجارت اجتماعی

نوع مقاله : مقاله پژوهشی

نویسنده

مربی، گروه مدیریت فناوری اطلاعات، دانشکده فنی مهندسی، دانشگاه سید جمال‌الدین اسدآبادی، همدان، ایران.

10.22059/mmr.2025.380764.1099

چکیده

هدف: هدف این پژوهش واکاوی مفاهیم و ابعاد سواد رسانۀ اجتماعی و بررسی تأثیر آن بر پذیرش تجارت اجتماعی توسط کاربران است. تجارت اجتماعی به‌عنوان یک نوآوری مبتنی بر فناوری در عرصۀ مدل‌های کسب‌وکار تجارت الکترونیک، نوعی تجارت آنلاین مجهز به سازه‌های اجتماعی است که توسعۀ این پارادایم نوین، مستلزم بررسی عوامل مؤثر بر پذیرش و کاربرد آن از سوی مشتریان است.
روش: در این پژوهش، ابتدا به مفاهیم عمیق و جامع سواد رسانه‌های اجتماعی پرداخته شد؛ سپس واکاوی جامعی از مفاهیم و مدل‌های مربوط به سواد رسانۀ اجتماعی، شامل مدل یکپارچۀ چندبُعدی، مدل خودمختاری SDT، مدل مبتنی بر مهارت و فرایندمحور، مدل‌های CSML و PSML، مدل SoMeLit و مدل SMILE انجام گرفت. بر اساس هدف پژوهش، تأثیر سواد رسانۀ اجتماعی بر تمایل به پذیرش تجارت اجتماعی با چهار بُعد اجتماعی، اطلاعاتی، فنی و حریم خصوصی مدل PSML بررسی شد. جامعۀ آماری پژوهش کاربران هفت رسانۀ اجتماعی پُرکاربرد در ایران، یعنی اینستاگرام، روبیکا، تلگرام، واتساپ، ایتا، بله و آی گپ بوده است که می‌توانند مشتریان بالقوۀ تجارت اجتماعی باشند. داده‌های پیمایشی جمع‌آوری شده بر اساس مدل‌سازی معادلات ساختاری ـ حداقل مربعات جزئی تحلیل شد.
یافته‌ها: براساس نتایج به‌دست‌آمده، تأثیر سه بُعد فنی و اجتماعی و حریم خصوصی سواد رسانۀ اجتماعی، بر تمایل به پذیرش تجارت اجتماعی در جامعۀ آماری کاربران ایرانی تأیید شد.
نتیجه‌گیری: نتایج این پژوهش، تأثیر سواد رسانه‌های اجتماعی را بر پذیرش تجارت اجتماعی توسط کاربران ایرانی تأیید می‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Explaining the Dimensions of Social Media Literacy and Its Impact on the Willingness to Accept Social Commerce

نویسنده [English]

  • Nasibeh Pouti
Instructor, Department of Information Technology Management, Faculty of Engineering, Sayyed Jamaleddine Asadabadi University, Hamedan, Iran.
چکیده [English]

Objective
The purpose of this study is to explore the concepts and dimensions of social media literacy and examine its impact on users' acceptance of social commerce. Social commerce, as a technology-based innovation in the field of e-commerce business models, is a type of online commerce equipped with social constructs, and the development of this new paradigm requires examining the factors affecting its acceptance and use by customers. Over the past two decades, more than 100 factors affecting the acceptance of social commerce have been examined and confirmed. The most commonly used of these factors include trust, perceived ease of use, perceived usefulness, emotional support, informational support, attitude, mental norms, perceived behavioral control, beliefs, expected performance, expected effort, social influence, facilitating conditions, mutual understanding, motivation, expectations, interaction, social presence, user satisfaction, normative expectations, sociability skills, and social relationships. One of the factors that can affect the willingness to accept social commerce is the level of users' social media literacy, which has not been examined in previous studies. In this study, the effect of the social media literacy factor in the statistical population of Iranian users is examined.
Research Methodology
The present research method is based on positivism and inductive approach, and has a developmental-applied orientation. This research is a quantitative and field research conducted in a survey format and aims to explain and predict the effect of social media literacy on the intention and use of social commerce. In this research, first, the deep and comprehensive concepts of social media literacy are discussed, and then a comprehensive analysis of the concepts and models related to social media literacy, including the integrated multidimensional model, the SDT autonomy model, the skill-based and process-oriented model, the CSML and PSML models, the SoMeLit model, and the SMILE model, is conducted. The purpose of examining these models is to identify the dimensions of social media literacy. Based on the research objective, the effect of social media literacy on the willingness to accept social commerce was investigated with the four social, informational, technical, and privacy dimensions of the PSML model. The statistical population studied is the users of 7 widely used social media in Iran, including Instagram, Rubika, Telegram, WhatsApp, Eitaa, Bale, and iGap, who can be potential customers of social commerce. The collected survey data were analyzed based on structural equation modeling-partial least squares.
Findings
Based on the results obtained, the effect of the three technical, social and privacy dimensions of social media literacy on the willingness to accept social commerce in the statistical population of Iranian users was confirmed. Considering the application of structural equation modeling-partial least squares, the validity and reliability of the measurement model was examined with VIF, Cronbach's alpha, rho_A, CR, factor loadings, AVE and reliability of explicit variables, cross-sectional loadings, Fornell-Larker criterion, AVE criterion, HTMT criterion and all the indices were confirmed. On the other hand, the structural model was evaluated using the criteria of variance inflation factor (VIF), coefficient of determination (R2), and path coefficients.
Discussion & Conclusion
The results of this study confirm the effect of social media literacy on the acceptance of social commerce by Iranian users. Based on the literature study, the research model was created as a constitutive-reflective model. Four factors of the technical dimension of social media literacy, the information dimension of social media literacy, the privacy dimension of social media literacy, and the social dimension of social media literacy were created as components of the willingness to accept social commerce. On the other hand, the willingness to accept social commerce was modeled with some reflective factors. Based on the survey conducted in the target statistical population, the effect of the three factors of the social dimension, the technical dimension, and the privacy dimension of social media literacy on the willingness to accept social commerce was confirmed, and a determination coefficient of 0.728 was obtained for the dependent factor. One of the important limitations of this study was the novelty of the subject of social media literacy and the limited models for its investigation and measurement. In addition, the subject of social media literacy as a factor affecting the acceptance of social commerce had not been investigated in any similar study. In this study, the Tamplin model was used to measure social media literacy. It is recommended that other models of social media literacy be used in future research. In addition, the issue of social media literacy as a cornerstone of the correct use of social media can also be examined as an influential factor in research related to the use of various social media.
 

کلیدواژه‌ها [English]

  • Media literacy
  • Social media literacy
  • Social commerce
  • Adoption
  • Structural equation modeling
  • Social media
صالحی، علی و روشندل اربطانی، طاهر (1403). شناسایی عوامل مؤثر بر ارتقای برند ملی با تأکید بر جاذبه‌های گردشگری ایران و با استفاده از ظرفیت‌های رسانه‌های اجتماعی. بررسی‌های مدیریت رسانه، 3(1)، 111-133.
میرزا نورعلی، فاطمه؛ خواجه‌ئیان، داتیس و حاجی حیدری، نسترن (1401). امکان‌مندی‌های پلتفرم‌های رسانه‌های اجتماعی در درگیرسازی کاربران. بررسی‌های مدیریت رسانه، 1(1)، 4-29.
پوطی، نسیبه؛ تقوی فرد، محمدتقی؛ تقوی، محمدرضا و فتحیان، محمد (1402). مرور نظام‌مند ابعاد پذیرش تجارت اجتماعی توسط مشتریان. مدیریت اطلاعات، 7(1)، 1-34.
 
References
Aufderheide, P. (1993). Media literacy: A report of the national leadership conference on media literacy. Communications and Society Program, the Aspen Institute, Washington, D.C.
Badilescu-Buga, E. (2013). Knowledge behavior and social adoption of innovation. Information Processing and Management, 49 (2013) 902–911.
Bali, M. (2016). Knowing the difference between digital skills and digital literacies, and teaching both. Retrieved from https://literacyworldwide.org/blog/literacy-daily/ 2016/02/03/knowing-the-difference-between-digital-skills-and-digital-literacies-and-teaching-both
Bargh, J., McKenna, K. & Fitzsimons, G. (2002). Can you see the real me? Activation and expression of the “true self” on the internet. Journal of Social Issues, 58(1), 33–48. doi: 10.1111/1540-4560.00247.
Boczkowski, P.J., Matassi, M. & Mitchelstein, E. (2018). How young users deal with multiple platforms: the role of meaning-making in social media repertoires. Journal of Computer-Mediated Communication, 23(5), 245–259. doi: 10.1093/jcmc/zmy012
Borca, G., Bina, M., Keller, P. S., Gilbert, L. R. & Begotti, T. (2015). Internet use and developmental tasks: Adolescents’ point of view. Computers in Human Behavior, 52, 49–58. doi: 10.1016/j.chb.2015.05.029.
Bosancianu, C. M., Powell, S. & Bratović, E. (2013). Social capital and prosocial behavior online and offline. International Journal of Internet Science, 8(1), 49–68. https://www.ijis.net/ijis8_1/ijis8_1_bosancianu_et_al_pre.html
Boyd, D. M. & Ellison, N. B. (2008). Social network sites: Definition, history, and scholarship. Journal of ComputerMediated Communication, 13, 210-230. doi:10.1111/j.1083-6101.2007.00393.x.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742. doi: 10.1037/0012-1649.22.6.723.
Byrne, S. (2009). Media literacy interventions: What makes them boom or boomerang? Communication Education, 58, 1-14. doi:10.1080/03634520802226444.
Caldarella, P. & Merell, K. W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviours. School Psychology Review, 26(2), 264–278. doi: 10.1080/02796015.1997.12085865
Cho, H., Li, W. & Shen, L. (2019). Mechanisms of social media effects on attitudes toward e-cigarette use: Motivations, mediators, and moderators in a national survey of adolescents. Journal of Medical Internet Research, 21(6), e14303. doi: 10.2196/14303
Cho, H., Song, C. & Adams, D. (2020). Efficacy and mediators of a web-based media literacy intervention for indoor tanning prevention. Journal of Health Communication, 25(2), 105–114. doi: 10.1080/10810730.2020.1712500
Cho, H., Cannon, J., Lopez, R. & Li, W. (2024). Social media literacy: A conceptual framework. New media & society, 26(2), 941-960.
Daneels, R. & Vanwynsberghe, H. (2017). Mediating social media use: Connecting parents’ mediation strategies and social media literacy. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11. doi:10.5817/CP2017-3-5.
Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi: 10.1207/S15327965PLI1104_01.
Erreygers, S., Vandebosch, H., Vranjes, I., Baillien, E. & De Witte, H. (2018). Development of a measure of adolescents’ online prosocial behavior. Journal of Children and Media, 12(4), 448–464. doi: 10.1080/17482798.2018.1431558.
Festl, R. (2021). Social media literacy & adolescent social online behavior in Germany. Journal of Children and Media, 15(2), 249-271.
Freelon, D., McIIwain, C.D. & Clark, M.D. (2018). Quantifying the power and consequences of social media protest. New Media & Society, 20(3): 990–1101. doi: 10.1177/1461444816676646.
Gleason, B. (2013). Occupy Wall Street: Exploring informal learning about a social movement on twitter. American Behavioral Scientist, 57(7), 966–982. doi: 10.1177/0002764213479372
Gleason, B. (2018). Thinking in hashtags: Exploring teenagers’ new literacies practices on twitter. Learning, Media and Technology, 43(2), 165–180. doi: 10.1080/17439884.2018.1462207
Glüer, M. & Lohaus, A. (2018). Elterliche und kindliche Einschätzung von elterlichen Medienerziehungsstrategien und deren Zusammenhang mit der kindlichen Internetnutzungskompetenz. Praxis der Kinderpsychologie und Kinderpsychiatrie, 67(2), 181-203. doi: 10.13109/prkk.2018.67.2.181.
Goldfine, E. (2011). Best practices: The use of social media throughout emergency & disaster relief (Vol. 28). Washington, DC: A Capstone Project submitted to Faculty of the Public Communication Graduate Program, School of Communication, American University. http://www.american.edu/soc/communication/upload/Erica-Goldfine.pdf
Greenhow, C. & Gleason, B. (2012). Twitteracy: Tweeting as a new literacy practice. The Educational Forum, 76(4), 464–478. doi: 10.1080/00131725.2012.709032
Greenhow, C., Menzer, M. & Gibbins, T. (2015). Re-thinking scientific literacy: Arguing science issues in a niche Facebook application. Computers in Human Behavior, 53, 593–604. doi: 10.1016/j.chb.2015.06.031
Hajli, N. (2013). A research framework for social commerce adoption. Information Management & Computer Security, 21(3), 144-154.
Hajli, N. & Sims, J. (2015). Social commerce: The transfer of power from sellers to buyers. Technological Forecasting & Social Change, 94 (2015) 350–358.
Hefner, D., Knop, K. & Klimmt, C. (2017). Being mindfully connected – Encountering the challenges of adolescents living in a POPC world. In P. Vorderer, D. Hefner, L. Reinecke & C. Klimmt (Eds.), Permanently online, permanently connected (pp. 176–187). New York: Routledge. doi: 10.4324/9781315276472-17
Hobbs, R. (2010). Digital and media literacy. Thousand Oaks, CA: Corwin.
Hu, C., Zhao, L. & Huang, J. (2015). Achieving self-congruency? Examining why individuals reconstruct their virtual identity in communities of interest established within social network platforms. Computers in Human Behavior, 50: 465–475. doi: 10.1016/j.chb.2015.04.027
Jeong, S., Cho, H. & Hwang, Y. (2012). Media literacy interventions: A meta-analytic review. Journal of Communication, 62, 454-472. doi:10.1111/j.1460- 2466.2012.01643.x.
Jin, S.A.A. (2013). Peeling back the multiple layers of Twitter’s private disclosure onion: the roles of virtual identity discrepancy and personality traits in communication privacy management on Twitter. New Media & Society, 15(6), 1–21. doi: 10.1177/1461444812471814
Kimmons, R., Carpenter, J. P., Veletsianos, G. & Krutka, D. G. (2018). Mining social media divides: An analysis of K-12 US school uses of twitter. Learning, Media and Technology, 43(3), 307–325. doi: 10.1080/17439884.2018.1504791
Kleemans, M., Daalmans, S, Carbaat, I. & Anschütz, D. (2018). Picture perfect: The direct effect of manipulated Instagram photos on body image in adolescent girls. Media Psychology, 21, 93-110. doi:10.1080/15213269.2016.1257392.
Knop, K., Hefner, D., Schmitt, S. & Vorderer, P. (2015). Mediatisierung mobil: Handy-und mobile Internetnutzung von Kindern und Jugendlichen (Vol. 77). Vistas. https://searchworks.stanford.edu/view/11640648
Lang, A. (2017). Limited capacity model of motivated mediated message processing. In C. Hoffner & L. van Zoonen (Eds.), The International Encyclopedia of Media Effects (pp. 1-9). Malden, MA: John Wiley & Sons, Inc. doi: 10.1080/23808985.2018.1534551.
Lenhart, A. Teens, social media and technology overview 2015: smartphones facilitate shifts in communication landscape for teens. Pew Res Cent 2015: 1e47.
Lim, S. S. (2013). Media and peer culture. Young people sharing norms and collective identities with and through media. In D. Lemish (Ed.), The Routledge international handbook of children, adolescents and media (pp. 322–328). Milton Park: Routledge. https://psycnet.apa.org/record/2015-16282-039
Lin, X., Wang, X. & Hajli, N. (2019). Building E-Commerce Satisfaction and Boosting Sales: The Role of Social Commerce Trust and Its Antecedents. International Journal of Electronic Commerce, 23(3), 328–363.
Livingstone, S. (2014). Developing social media literacy: How children learn to interpret risky opportunities on social network sites. Communications, 39(3), 283–303. http://eprints.lse.ac.uk/id/eprint/62129
Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A. & Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 105–182. doi:10.1111/jcom.12277.
Malalgoda, C., Amaratunga, D. & Haigh, R. (2018). Empowering local governments in making cities resilient to disasters: research methodological perspectives. 7th International Conference on Building Resilience; Using scientific knowledge to inform policy and practice in disaster risk reduction, ICBR2017, 27 – 29 November, Bangkok, Thailand.
Manca, S., Bocconi, S. & Gleason, B. (2021). “Think globally, act locally”: A glocal approach to the development of social media literacy. Computers & Education, 160, 104025. doi: 10.1016/j.compedu.2020.104025
Martens, H. (2010). Evaluating media literacy education: Concepts, theories and future directions. Journal of Media Literacy Education, 2(1), 1–22. doi: 10.23860/jmle-2-1-1
McLean, S. A. Paxton, S. J. & Wertheim, E. H. (2016). Does media literacy mitigate risk for reduced body satisfaction following exposure to thin-ideal media? Journal of Youth and Adolescents, 45, 1678-1695. doi:10.1007/s10964-016-0440-3.
Melnikovas, A. (2018). Towards an Explicit Research Methodology: Adapting Research Onion Model for Futures Studies. Journal of Futures Studies, 23(2): 29–44.
Mihailidis, P. (2018). Civic media literacies: re-imagining engagement for civic intentionality. Learning, Media, and Technology, 43(2), 152–164. doi: 10.1080/17439884.2018.1428623.
Mirzanoorali, F., Khajeheian, D. & Hajiheidari, N. (2022). Investigating the effect of social media platform affordances on user engagement. Journal of Media Management Reviews, 1(1), 4-29. (in Persian)
Moreno, M.A., Kota, R. & Schoohs, S. (2013) The Facebook influence model: a concept mapping approach. Cyberpsychology, Behavior & Social Networking, 16(7), 504–511. doi: 10.1089/cyber.2013.0025.
Müller, C. R., Pfetsch, J. & Ittel, A. (2014). Ethical media competence as a protective factor against cyberbullying and cybervictimization among German school students. Cyberpsychology, Behavior, and Social Networking, 17(10), 644–651. doi: 10.1089/cyber.2014.0168
Nasrullah, R. (2015). Media sosial: Perspektif komunikasi, budaya, dan sosioteknologi (Vol. 2016, p. 2017). Simbiosa Rekatama Media.
O’Byrne, W. I. (2019). Educate, empower, advocate: Amplifying marginalized voices in a digital society. Contemporary Issues in Technology and Teacher Education, 19(4), 640–669.
Orben, A. & Przybylski, A.K. (2019). Screens, teens, and psychological well-being: evidence from three time-use diary studies. Psychological Science, 30(5), 682–696. doi: 10.1177/0956797619830329
Pfaff-Rüdiger, S. & Riesmeyer, C. (2016). Moved into action. Media literacy as social process. Journal of Children and Media, 10(2), 164–172. doi: 10.1080/17482798.2015.1127838.
Pfaff-Rüdiger, S., Riesmeyer, C. & Kümpel, A. S. (2012). Media literacy and developmental tasks: A case study in Germany. Media Studies, 3(6), 42–56. https://doaj.org/article/bd3da4a169ba463882bda9653d45b8ad.
Postmes, T., Spears, R. & Lea, M. (1998). Breaching or building social boundaries? SIDE effects of computer mediated communication. Communication Research, 25(6),  689–715. doi: 10.1177/009365098025006006
Potter, W.J. (2019). Media Literacy (9th ed.). Thousand Oaks, CA: SAGE.
Potter, W. J. (2004). Argument for the need for a cognitive theory of media literacy. American Behavioral Scientist, 48(2), 266–272. doi: 10.1177/0002764204267274.
Pouti, N., Taghavifard, M. T., Taghva, M. R. & Fathian, M. (2020). A comprehensive literature review of acceptance and usage studies in the social commerce field. International Journal of Electronic Commerce Studies, 11(2), 119-166.
Pouti, N., Taghavifard, M. T., Taghva, M. R. & Fathian, M. (2022). Determining the factors affecting the acceptance of social commerce in service-oriented businesses using the fuzzy Delphi method. International Journal of Electronic Business, 17(2), 135-161.
Pouti, N., Taghavifard, M.T., Taghva, M.R. & Fathian, M. (2023). A systematic review of social commerce adoption by customers. Journal of Information Management, 7(1), 1-34.
(in Persian)
Pouti, N., Taghavifard, M.T., Taghva, M.R. & Fathian, M. (2024). Adopting social banking: a socio-technical innovation of service-oriented social commerce. Information Technology and Decision Making, 23(5), 1777-1833.
Riesmeyer, C., Pfaff-Rüdiger, S. & Kümpel, A. (2016). Wenn Wissen zu Handeln wird: Medienkompetenz aus motivationaler Perspektive. M&K Medien & Kommunikationswissenschaft, 64(1), 36-55.
Salehi, A.&, Roshandel Arbatani, T. (2024). Identifying factors affecting the promotion of the national brand by emphasizing Iran's Tourist attractions and using the capacities of social media. Journal of Media Management Reviews, 3(1), 111-133. (in Persian)
Saunders, M., Lewis, P. & Thornhill, A. (2016). Research methods for business students (fourth ed.), Pearson Education Limited, Essex.
Saunders, M., Lewis, P. & Thornhill, A. (2009). Research Methods for Business Students, (5th ed.). Prentice Hall. Harlow.
Schreurs, L. & Vandenbosch, L. (2021). Introducing the social media literacy (SMILE) model with the case of positivity bias on social media. Journal of Children and Media, 15(3), 320–337. doi: 10.1080/17482798.2020.1809481
Schreurs, L., Meier, A. & Vandenbosch, L. (2023). Exposure to the positivity bias and adolescents’ differential longitudinal links with social comparison, inspiration and envy depending on social media literacy. Current Psychology, 42(32), 28221-28241.
Siregar, F. H. & Deswita, A. (2022, November). Social Media Literacy in Covid-19 Pandemic (From the Qur’an’s Perspective). In International Conference on Communication, Policy and Social Science (InCCluSi 2022) (pp. 195-209). Atlantis Press.
Tamplin, N., Mclean, S. A. & Paxton, S. J. (2018). Social media literacy protects against the negative impact of exposure to appearance ideal social media images in young adult women but not men. Body Image, 26, 29-37. doi:10.1016/j.bodyim.2018.05.003
Twenge, J. M., Haidt, J., Joiner, T. E. & Campbell, W. K. (2020). Underestimating digital media harm. Nature Human Behaviour, 4(4), 346-348. doi: 10.1038/s41562-020-0839-4
Vahedi, Z., Sibalis, A. & Sutherland, J. E. (2018). Are media literacy interventions effective at changing attitudes and intentions towards risky health behaviors in adolescents? A meta-analytic review. Journal of Adolescence, 67, 140-152. doi:10.1016/j.adolescence.2018.06.007.
Van Deursen, A. J. A. M., Helsper, E. J. & Eynon, R. (2016). Development and validation of the Internet Skills Scale (ISS). Information, Communication & Society, 19(6), 804–823. doi: 10.1080/1369118X.2015.1078834
Van Dijk, J. A. G. M. & van Deursen, A. J. A. M. (2014). Digital skills: unlocking the information society. New York: Palgrave Macmillan US.
Vanwynsberghe, H. (2014). How users balance opportunity and risk: A conceptual exploration of social media literacy and measurement. Ghent University. Faculty of Political and Social Sciences, Ghent, Belgium. https://biblio.ugent.be/publication/5780342
Vossen, H. G. M., Piotrowski, J. T. & Valkenburg, P. M. (2015). Development of the Adolescent Measure of Empathy and Sympathy (AMES). Personality and Individual Differences, 77, 66–71. doi: 10.1016/j.paid.2014.09.040
Wang, Y., McKee, M., Torbica, A. & Stuckler, D. (2019). Systematic literature review on the spread of health-related misinformation on social media. Social science & medicine, 240, 112552. doi: 10.1016/j.socscimed.2019.112552
Xie, X., Gai, X. & Zhou, Y. (2019). A meta-analysis of media literacy interventions for deviant behaviors. Computers & Education, 139, 146-156. doi:10.1016/j.compedu.2019.05.008.
Yee, N. & Bailenson, J. (2007). The proteus effect: the effect of transformed self-representation on behavior. Human Communication Research, 33(3): 271–290. doi: 10.1177/0093650208330254.
Zhang, H., Zhao, L. & Gupta, S. (2018) The role of online product recommendations on customer decision making and loyalty in social shopping communities. International Journal of Information Management, 38(1), 150-166.
Zheng, A., Duff, B. R., Vargas, P. & Yao, M. Z. (2020). Self-presentation on social media: When self-enhancement confronts self-verification. Journal of Interactive Advertising, 20(3), 289-302. doi: 10.1080/15252019.2020.1841048
Zylka, J., Christoph, G., Kroehne, U., Hartig, J. & Goldhammer, F. (2015). Moving beyond cognitive elements of ICT literacy: First evidence on the structure of ICT engagement. Computers in Human Behavior, 53, 149–160. doi: 10.1016/j.chb.2015.07.008