The Study of Emotional Effects of Digitalised Work: The Case of Higher Education in the Sustainable Development

This paper reports on the experiences of working with new digital tools along with the experience of new remote work. We explore the emotional experiences of working from home during the first three months of the COVID-19 pandemic and their implications. There were two groups of respondents participating in the study, those who had experience working remotely before the pandemic [digital natives] and those who started working remotely during the pandemic [digital immigrants]. The results show that emotional experiences while working from home do not differ depending on the profession, age, gender, length of experience and from previous remote work. This suggests that the digital natives had to deal with the same emotions as the digital immigrants. The study found that independent external changes determine the growth of competence in employees, in this particular case, to work remotely. Working in conditions that are difficult for everyone obliges employees to cooperate, even across company boundaries, and increases each other’s competencies. In such situations, the management is required to be emotionally involved and closer to the employee.

Exploring the Possibilities of Artificial Intelligence and Big Data Techniques to Enhance Gamified Financial Services

A lot of millennials have been educated in gamified schools where they played Kahoot several times per week, and where applications like Classcraft made them feel like the protagonists of a videogame in which they had to accumulate points to be able to level up. All those that were educated in a gamified environment feel it is natural and logical that gamification is used in all areas. For this reason, gamification is increasingly becoming important in different fields including financial services, bringing new challenges. Gamification allows financial institutions to provide personalized and compelling experiences. Big data and artificial intelligence techniques are called to play an essential role in the gamification of financial services. This chapter aims to explore the possibilities of using artificial intelligence and big data techniques to support gamified financial services which are essential for digital natives but also increasingly important for digital immigrants.

Using Instructional Screencast to Teach Digital Immigrants: A Paradigm Shift in the 21st Century Learning Process

This paper intended to study the attitudes of postgraduate diploma in education (PGDE) students towards the use of instructional screencast for learning. The study adopted a descriptive survey design. Population of the study include the 13 postgraduate diploma in education students admitted as at 2018/2019 academic session, and all were selected as sample for the study. Objectives of the study were to: categorize the postgraduate diploma in education students offering CSI 702 in the 2019/2020 academic session into digital native and digital immigrants based on their dates of birth; and determine the attitudes of the postgraduate diploma in education students offering CSI 702 in the 2019/2020 academic session towards the use of screencast for instructional process. The instrument pegged “students’ attitudes to using screencast for learning” (SAUSL) was used to obtain necessary information from the respondents. It was validated, pilot study conducted, and reliability index of 0.98 was obtained using Cronbatch Alpha. Results from the study revealed that 92% of the respondents were digital immigrants, and they had positive attitudes towards the use of screencast for learning. The study concluded that even though the digital immigrants (respondents) had shown a positive attitude towards the use of the screencast, the paradigm shift in the education sector “new normal” necessitated the use of technology to facilitate the instructional processes. Therefore, digital immigrants are left with no option than to embrace the use of technology for learning. It was recommended by the study that lecturers, especially in the higher institutions of learning, should adopt the use of screencast in their instructional process. This would help flip the classroom, and economically manage lecture time.

Digital Immigrant Lectures’ Acceptance of e-Learning Portal: An Application of UTAUT Model

One of the challenges in implementing e-learning in tertiary institutions is the large number of lecturers who are categorized as digital immigrants. This group has the tendency of having difficulties with Information and Communication Technology (ICT) and showing some resistance to ICT. This study aims to determine the factors that influence digital immigrants in accepting e-learning at the University of Jambi using the Unified Theory Acceptance of User Technology (UTAUT) model. Factors to be tested include innovation, perceived usefulness, perceived ease of use, attitudes towards e-learning, risk perception, and acceptance of digital immigrant lecturers. The sample in this study was 55 digital immigrant lecturers. The results of this study indicate that there are as many as 6 out of 9 hypotheses accepted significantly. The finding reveals that the acceptance of e-learning is only influenced by the perceived usefulness.

Teachers Technological Capability as Digital Immigrants in Learning from Home Activities

This article aims at the ability of teachers who are digital immigrants to use digital technology during their learning at home during the Covid-19 pandemic. This research was quantitative research in the form of descriptive statistics using survey methods in data collection. The survey was given to 139 high school teachers who live in Java. The validity of the research instrument was tested by using the product-moment correlation test. While the reliability of the research instrument was tested utilizing the Cronbach Alpha reliability test, the result of this study is that high school teachers have a high level of use of digital technology. Besides, it was also found that age affects the ability to use technology. The higher the teacher's age, the lower their ability to use digital technology. Meanwhile, the lower the age, the higher the individual can use digital technology. When teachers have a high level of use of digital technology, it is hoped that learning activities at home can run optimally. Apart from the level of the teacher's technology skills, of course, other aspects make learning activities at home optimal. These other aspects also need to be develop.