The purpose of this study was to investigate how an animated pedagogical agent (APA) affected an individual’s level of situational interest (SI) using a case study in online education. Although online learning has become popular, the lack of social cues for students in distance-learning contexts has been suggested as problematic. APA has been conceptualized to support social agency theory between students and learning contents. SI has been considered to activate student’s immediate affective response to engage in an authentic learning context. The study examined the effect of APA in a case study on triggered-SI and maintained-SI to determine the benefits of multimedia-based instruction in online learning. A three-factor model including triggered-SI, maintained-SI-feeling, and maintained-SI-value was tested. Results revealed that the use of APA in a case study more positively stimulated students’ SI specific to triggered-SI and maintained-SI-value. Therefore, the implementation of the APA in a distance education setting could benefit students’ learning and also help educators to more effectively deliver a variety of sport management content areas.
Gi-Yong Koo, Sara Shoffner, and Jeeheon Ryu
Robin Hardin, Gi-Yong Koo, Brody Ruihley, Stephen W. Dittmore, and Michael McGreevey
The growth of the Web has had a tremendous impact on how information is disseminated and shared about sports. Research has shown that consumers use media to satisfy a variety of needs and desires, has examined online sport media consumption, and the use of online sport media. But there has been no examination of the motivating factors behind subscription based online media, in particular, paid content sites and message boards. This study explored the relationships of motives, perceived value, and hours in usage per week. Five motives were verified through a confirmatory factor analysis. An examination of the usage characteristics of the respondents demonstrates a loyal and active user. This is important for the site administrators in that the subscribers are using the site as a “go to” destination and not merely something to peruse during their leisure time. The site is acting as an entry point onto the Web.
Gi-Yong Koo, Michael J. Diacin, Jam Khojasteh, and Anthony W. Dixon
The internship could have a significant impact upon the student’s desire to enter the field after graduation. Despite a substantial amount of research that has been conducted with employees in many fields, relatively little research has been conducted with sport management interns. The purpose of this study, therefore, was twofold: (1) investigate the satisfaction of student-interns with characteristics of the internship experience and (2) investigate the effect of students’ satisfaction with their internship on their affective occupational commitment for and subsequent intentions to pursue employment in the sport management field. A total of 248 undergraduate students from two universities in the Southeastern United States completed a survey. Participants generally indicated satisfaction with opportunities to develop pertinent skills, engage in meaningful tasks, and build professional networks during the internship. Those who reported satisfaction with the internship were more likely to enter the field after graduation than those reporting dissatisfaction. Implications of these findings for site supervisors and sport management faculty were discussed.