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Ben A. Larkin and Janet S. Fink

Fantasy sport has become a prominent topic of study for sport management scholars over the last decade, and along with the rise of this research have come questions regarding how fantasy sport involvement impacts fans’ loyalty to their favorite team(s). Although this question has been posed several times, results have been mixed. We posit that this is largely attributable to the fact that to this point researchers have not considered the situational environment under which fantasy sport has proliferated or the psychological processes of consumers facing multiple consumption options. Therefore, we examined a model featuring fear of missing out as an antecedent to fantasy sport involvement, social media involvement, and team identity salience during games. Furthermore, we examine the role social media involvement plays in allowing fans to accommodate both their fantasy sport and team identities during games. Theoretical and practical implications are discussed.

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Brody J. Ruihley and Robin L. Hardin

Fantasy sport joins competition, sport knowledge, and socialization into one interactive sport activity. This research specifically focuses on the socialization aspects of the activity. This analysis addresses overall satisfaction in fantasy sport, future intentions to return to the activity, and reasons why fantasy sport users (FSUs) do or do not use message boards. Data were collected from 322 FSUs in a questionnaire format using quantitative-scale items and qualitative open-ended questions. The results indicate 62.1% (n = 200) of the sample using message boards in their fantasy sport experience. Reasons for their use were based on the themes of logistical conversation, socializing, surveillance, and advice or opinion. FSUs chose not to use message boards for reasons based on no interest, information, time, and alternative options. Other results indicate that those using message boards have higher overall satisfaction and future use intentions than those not using message boards. This suggests that message boards enhance the fantasy sport experience.

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Brody J. Ruihley, Jason Simmons, Andrew C. Billings and Rich Calabrese

represents the top-rated program on five major networks ( Nielsen Sports, 2018 ; Norman, 2018 ). The error was, instead, a technical issue causing ESPN’s fantasy-football website and mobile application (app) to crash. This Web- and app-based crash kept fantasy-sport participants from accessing their league

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Brendan Dwyer, Joris Drayer and Stephen L. Shapiro

attitudinal factors than TFS-only participants? Literature Review Differences in TFS and DFS Participation Although TFS and DFS are both fantasy sport games, the structures of these activities are distinct in many ways. TFS has a season-long format where participants are competing on a week-to-week basis

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Mary Ingram-Waters

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Brendan Dwyer, Joshua M. Lupinek and Rebecca M. Achen

communication with potential customers ( Schmitt, 2015 ). Sport fan motives have been explored empirically for decades, primarily not only within the context of event attendance, but also including television viewership, social media use, and fantasy sport participation (cf., Dwyer & Kim, 2011 ; Hambrick

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Matthew Blaszka

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Joris Drayer, Brendan Dwyer and Stephen L. Shapiro

activity? Findings from this investigation will advance our knowledge of SDT by further investigating motivations that plays a role in gambling-related attitudes and behaviors within the context of fantasy sport. In addition, focusing on DFS participation exclusively will extend the literature in an area

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Chang Wan Woo and Michael K. Davis

Sports-related programs in higher education need to educate students in the professional use of evolving communication technologies. In addition, students need to develop soft skills, such as problem solving and critical thinking, while improving their practical use of technology. The purpose of this article is to introduce the use of fantasy sports in a sports management class, more specifically a sports public relations class, and discuss how students perceived the use of fantasy sports in course assignments. We explain how the use of fantasy sports assignments promoted social constructivist learning of students and helped students develop soft skills. We also identify the pedagogical challenges the fantasy sports assignments presented to students and instructors. We also offer summaries of students’ class reflections to demonstrate how such reflections echoed course learning outcomes.

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Dustin A. Hahn, Matthew S. VanDyke and R. Glenn Cummins

information related to sports, Wohn, Freeman, and Quehl ( 2017 ) identified some of these complex decision-making processes. In addition, research demonstrates that these motivations can vary by age ( Brown, Billings, & Ruihley, 2012 ) and between traditional, hybrid, and daily fantasy sport users (FSUs