In the digital era, marketers increasingly use storytelling techniques to narratively transport and persuade their customers. This paper pursues three primary objectives: (1) to integrate three ...digitally relevant moderators of the narrative transportation effect into the marketing literature, (2) to empirically assess the integrated model with a quantitative meta-analysis of extant research, and (3) to provide directions for marketing managers to enhance the narrative transportation effect in an evolving technological environment. The paper contributes to the field by means of a meta-analysis of 64 articles featuring 138 narrative transportation effect sizes. The research shows that the narrative transportation effect is stronger when the story falls in a commercial (vs. non-commercial) domain, is user (vs. professional) generated, and is received by one story-receiver at a time. The study concludes with implications for research and practice and directions for future research.
•Stronger narrative transportation effect for commercial (vs. non-commercial) domain•Stronger narrative transportation effect for stories by users (vs. professionals)•Stronger narrative transportation effect for stories received alone
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
With the digital revolution of artificial intelligence (AI) in language education, the way how people write and create stories has been transformed in recent years. Although recent studies have ...started to examine the roles of AI in literacy, there is a lack of systematic review to inform how it has been applied and what has been achieved in story-writing. This paper reviews the literature on the use of AI in story-writing during the last 5 years. The discussion explores the year of publication, countries of implementation, educational levels, participants and research methodology. In terms of research context, most studies were carried out in universities in the United States, and children and adult learners were the two most common participants. Most studies involved the collection and analysis of quantitative data. After that, the mechanisms of using AI for story-writing are investigated in terms of the types, approaches, and roles of AI. The pedagogies used in the learning context of AI-supported story-writing are discussed. Finally, the benefits of using AI in story-writing are pointed out. The findings show that the literature has paid most attention to learners’ creativity, writing skills, presentation skills, motivation, and satisfaction. The review also suggested that human-AI collaboration could effectively improve story creation. Some studies had trained high-level AI to help students write better stories. As findings from the current body of research are not conclusive, more work is needed in exploring challenges of using AI in story-writing. Lastly, a set of limitations and recommendations for future research are summarized in this study.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
7.
God for a Night Sinha, Smriti Kumar
Indian literature (New Delhi),
01/2014, Volume:
58, Issue:
1 (279)
Journal Article
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8.
The Only Option Vyas, Gunvant; Gadhvi, Suresh
Indian literature (New Delhi),
01/2014, Volume:
58, Issue:
1 (279)
Journal Article
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9.
Ruin Devibharathi; Raman, N. Kalyan
Indian literature (New Delhi),
01/2014, Volume:
58, Issue:
1 (279)
Journal Article
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10.
Stopping at Nothing Lourenço, José
Indian literature (New Delhi),
01/2014, Volume:
58, Issue:
1 (279)
Journal Article
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