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AIM: Internationalization at Home (IaH) strategies play an important role in nursing curricula to enhance nursing students' cultural awareness in the globalized world. The Community of Inquiry (CoI) is a theoretical framework for the optimal design of online learning environments to support critical inquiry and discourse among students and teachers. To optimise nursing students' online cultural awareness learning experiences, it was timely to develop online IaH strategies based on a sound theoretical model. This study aimed to examine the effectiveness of CoI-guided online IaH strategies on enhancing the cultural awareness of nursing undergraduates who enrolled in a community nursing course. DESIGN: This was an interventional pre-test post-test study. METHOD: One hundred and six nursing undergraduates who enrolled in the course participated in the study. The online IaH strategies were developed focusing on the interactions of teaching presence, cognitive presence and social presence of CoI framework and they were integrated into the course. A previously validated Cultural Awareness Scale was adopted for pre-post evaluation. Higher scores indicate greater cultural awareness. RESULTS: The results showed that there was a significantly higher total score of cultural awareness of participating students at post-online IaH strategies. To be effective, aligning CoI-guided online IaH strategies with course content, pedagogy and assessment was shown to be significant. The inclusion of technological elements in related strategies was also critical to engage student learning. The positive change on the total score of cultural awareness suggested the effectiveness of the deployed strategies. In this ever-changing educational landscape, it may provide insights to educators regarding considering online IaH strategies with theoretical underpinning for curriculum planning and design.

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Introduction: Storytelling ad is presented from one or more narrative perspectives. Narrative perspective, which can alter the way in which the plot is physiologically or psychologically perceived, can significantly affect consumer experience. Methods: This study conducts three experiments with 526 participants to analyze the influencing mechanism of narrative perspective (first- versus third-person) on consumers' brand attitudes in storytelling ads of products with different involvement (high versus low). Results: (a) Narrative perspective (first- versus third-person) exerts persuasive effects on consumer brand attitudes; (b) Processes of social presence and self-brand connection explain the effects of narrative perspective on brand attitudes; (c) When product involvement is high, the use of the first-person narrative perspective in storytelling ads will result in a more positive brand attitude than the use of third-person narrative will; With lower product involvement, there is no significant difference in the impact on brand attitudes regardless of narrative perspective (first-person versus third-person). Discussion: This research finds that different narrative perspectives significantly impact the persuasiveness of advertising. Boundary conditions exist for the effect of narrative persuasion, and product involvement moderates the effect of narrative perspective on brand attitudes.

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Introduction: This study aimed to identify any differences in social presence and cognitive load among three types of 360 virtual reality (VR)-based videos lectures. We hypothesized that social presence would be higher when interactions among peers are visible in a 360 VR video lectures while the cognitive load would be also increased. Methods: A total of 48 college students were randomly assigned to one of the three study groups to view an assigned 360 VR video lecture. The three groups were: (1) an instructor-only video viewing group, (2) a classroom lecture video viewing group, and (3) a classroom lecture and activity video viewing group. The video lectures were differently designed depending on the levels of peer visibility and the interactions between the instructor and peers. The participants watched one of the three types of assigned video lecture and subsequently completed two sets of questionnaires regarding social presence and cognitive load. A multivariate analysis of variance (MANOVA) was conducted with a planned contrast analysis for the type of video lectures. Results: We found that, contrary to the hypotheses, students in the group 1 (instructor-only video) showed higher social presence scores than students in the groups 2 and 3. However, no significant differences were found in the cognitive load scores. Discussion: The results show that 360 VR video lectures with an instructor-only are more effective at enhancing users' social presence than 360 VR video lectures with both the instructor and class-peers. We suggest creating 360 VR video lectures with the presence of the course instructor to offer learners the sense of actually participating in a lecture.

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Digital sports, also known as online sports, are a new form of sport that users have tried in recent years. Despite the rapid growth of online sports, the factors influencing users' willingness to sustain their use are currently unknown. Based on the theory of planned behavior (TPB) and expectation-confirmation theory (ECT), this study empirically investigates the factors influencing the persistent use of online sports videos. Questionnaires were administered to participants. A total of 305 participants completed the questionnaire. Structural equation modeling showed that all hypotheses' paths were significant, except for H11 and H12. The results indicated that perceived usefulness, expectation confirmation, and coach social presence had a significant positive effect on users' satisfaction in using online sports videos. Moreover, satisfaction, behavioral attitudes, subjective norms, and perceived behavioral control had a significant positive effect on users' willingness to consistently use online sports videos, with gender moderating the impact of satisfaction and behavioral attitudes on the willingness to consistently use. We discuss the practical implications and recommendations for applying this study's findings.

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This scoping review aimed to clarify and redefine the concepts of social and physical presence in the context of online livestreaming environments. Physical presence involves technical elements and nonhuman-to-human interaction, factors that inevitably influence social presence, which has human-to-human interactions at its core. Considering one type of presence to the exclusion of the other may not provide sufficiently informed decisions for user consumption. However, most previous studies have only studied either physical or social presence factors; few have systematically examined both to explain their influence. This review examined how the factors under these two presence influenced users' consumption decision-making process in TikTok live-stream retail purchases by synthesizing 60 studies conducted from 2019 to 2023 using Arksey and O'Malley's 5-step framework. Evidence of the specific attributes by which presence affects users' consumption decisions was elicited and reorganized. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework for scoping review and guided by the joanna briggs institute (JBI) methodological guidelines, the results reveal that out of the 60 studies, 36 were influenced by social presence and 24 by physical presence. When livestreaming online, social presence tends to include the user and anchor perspectives, which prompts users to make consumption decisions. However, online physical presence includes products, technology, and scenes as its main dimensions, and users make consumption decisions through perceptual control. This review clarifies new media livestreaming communication and the key factors influencing users' consumption decision-making systems. It also suggests that integrating online social and physical presence in future research will yield a better understanding of livestreaming purchase decisions.

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Introduction: In the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research. Methods: The theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method. Findings: (a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence. Discussion: The results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies.

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This research provides a comprehensive overview of micro-influence marketing, analyzing the characteristics of influencers and the mechanisms of their impact. A systematic review was conducted, encompassing 2091 citing articles and references across 74 studies involving 95 research institutions and over 12,000 samples. Employing an interdisciplinary approach that integrates insights from computer science, information science, communication, culture, psychology, sociology, education, business, and management, this study outlines the distinct features of micro-influencers. These features include performable authenticity, affinity expressed through consistency and transparency, musical and artistic media talent, and competitive individual traits. The research synthesizes antecedents of trust and attachment mechanisms commonly employed in influencer theory, taking an objective standpoint and minimizing emphasis on audience engagement and perception to trigger influence. The findings highlight that followers' pursuit of self-branding, driven by self-consciousness, social consciousness, credibility, and social presence, significantly influences the impact of self-expressive products on the audience's purchase intention. The research contributes to micro-influence marketing theory by integrating mechanics, offering practical implications for micro-influencers, and suggesting future research agendas.

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Introduction: The use of various telecommunication tools has grown significantly. However, many of these tools (e.g., computer-based teleconferencing) are problematic in relaying non-verbal human communication. Telepresence robots (TPRs) are seen as telecommunication tools that can support non-verbal communication. Methods: In this paper, we examine the usability of TPRs, and communication distance related behavioral realism in communication situations between physically present persons and a TPR-mediated person. Twenty-four participants, who played out 36 communication situations with TPRs, were observed and interviewed. Results: The results indicate that TPR-mediated people, especially women, choose shorter than normal communication distances. The type of the robot did not influence the choice of communication distance. The participants perceived the use of TPRs positively as a feasible telecommunication method. Discussion: When introducing TPRs, situations with greater intrapersonal distances require more practice compared to scenarios where a physically present person communicates with a telepresent individual in the audience. In the latter situation, the robot-mediated person could be perceived as "behaviorally realistic" much faster than in vice versa communication situations.

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BACKGROUND: Despite the promising benefits of self-guided digital interventions for adolescents recovering from concussion, attrition rates for such interventions are high. Evidence suggests that adults can develop therapeutic alliance with self-guided digital interventions, which is in turn associated with intervention engagement. However, no research has examined whether adolescents develop therapeutic alliance with self-guided digital interventions and what factors are important to its development. Additionally, social presence-the extent to which digital encounters feel like they are occurring in person-may be another relevant factor to understanding the nature of the connection between adolescents and a self-guided digital intervention, though this has yet to be explored. OBJECTIVE: This qualitative study explored the extent to which adolescents recovering from concussion developed therapeutic alliance and social presence during their use of a self-guided digital mindfulness-based intervention. Additionally, this study aimed to determine factors important to adolescents' development of therapeutic alliance and social presence with the intervention. METHODS: Adolescents aged between 12 and 17.99 years who sustained a concussion were recruited from 2 sites: a pediatric emergency department up to 48 hours after a concussion and a tertiary care clinic over 1 month following a concussion to capture adolescents who had both acute and persisting symptoms after concussion. Participants (N=10) completed a 4-week mindfulness-based intervention delivered through a smartphone app. Within the app, participants listened to audio recordings of mindfulness guides (voice actors) narrating psychoeducation and mindfulness practices. At 4 weeks, participants completed questionnaires and a semistructured interview exploring their experience of therapeutic alliance and social presence with the mindfulness guides in the intervention. RESULTS: Themes identified within the qualitative results revealed that participants developed therapeutic alliance and social presence by "developing a genuine connection" with their mindfulness guides and "sensing real people." Particularly important to the development of therapeutic alliance and social presence were the mindfulness guides' "personal backgrounds and voices," such that participants felt more connected to the guides by knowing information about them and through the guides' calm tone of voice in audio recordings. Quantitative findings supported qualitative results; participants' average score for therapeutic alliance was far above the scale midpoint, while the mixed results for social presence measures aligned with qualitative findings that participants felt that the mindfulness guides seemed real but not quite as real as an in-person connection would. CONCLUSIONS: Our data suggest that adolescents can develop therapeutic alliance and social presence when using digital interventions with no direct human contact. Adolescents' development of therapeutic alliance and social presence with self-guided digital interventions can be bolstered by increasing human-like qualities (eg, real voices) within interventions. Maximizing therapeutic alliance and social presence may be a promising way to reduce attrition in self-guided digital interventions while providing accessible treatment.

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Introduction: Cloud fitness is transforming indoor exercise for young people in China. Recent studies have explored the correlation between media use and health-promoting behavior by examining the motivation of individuals and the credibility of influencers. However, the role of media affordance has thus far been largely overlooked. Drawing on the theory of Stimulus-Organism-Response (SOR), the study investigated the indirect effect of visibility affordance on the intention to exercise with fitness influencers in the context of cloud fitness through psychological variables. Methods: This paper, based on the online survey data (N = 456), analyses the effect of visibility affordance on the intention to fitness following with influencers. A moderated parallel mediation model was constructed to examine the relationship among related variables. Results: The paper draws the following conclusions: (1) Visibility affordance is positively related to the intention to exercise with fitness influencers. (2) Both the sense of social presence and immersion positively mediate the relationship between visibility affordance and the intention to exercise with fitness influencers. (3) The perceived popularity of the influencer positively moderates the relationship between social presence and the intention to exercise with fitness influencers and moderates the mediating role of social presence. Discussion: Consequently, this study enhances the existing body of knowledge in exercise behavior and health communication literature, and provides practical implications for short video platform, influencers and individuals in promoting healthier behaviors.

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COVID-19 has prompted conferences to transition to online formats, inadvertently diminishing their emphasis on the social element. In online events, a sense of presence leading to a sense of companionship is limited in conventional conferencing platforms. Although the extant body of research on virtual conferences is growing, academic events in the Metaverse get little attention. Such events and their relevance to social presence within the Metaverse and associations among observable factors are seldom discussed. This study examined the perspectives of scholars in an online seminar during COVID-19 hosted in Gather.Town, a Metaverse-like conferencing environment. A hypothetical model was built to determine whether social presence and technology self-efficacy impact scholars' satisfaction and facilitate academic interactions. Ninety-three scholars in an academic seminar for research projects in information and computer education were polled to obtain data, which was then evaluated using partial least squares structural equation modeling (PLS-SEM). The proposed model explained 57.1 percent of the variables, and the findings showed that social presence and technology self-efficacy had a positive and significant impact on academic interactions and exchanges, as well as technology self-efficacy playing an essential role in determining overall satisfaction. However, social presence does not appear to have a direct impact on satisfaction, implying that a positive academic experience may still be achieved with or without the feature of being with others supported by the Metaverse. Although digital communication will only become more diverse and intense, it is important to understand how to maintain the basic character of human interactions virtually, even amid a pandemic. This research attempts to shed light on some critical factors in creating a conducive environment for future Metaverse-like academic events.

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Two decades of social neuroscience and neuroeconomics research illustrate the brain mechanisms that are engaged when people consider human beings, often in comparison to considering artificial intelligence (AI) as a nonhuman control. AI as an experimental control preserves agency and facilitates social interactions but lacks a human presence, providing insight into brain mechanisms that are engaged by human presence and the presence of AI. Here, I review this literature to determine how the brain instantiates human and AI presence across social perception and decision-making paradigms commonly used to realize a social context. People behave toward humans differently than they do toward AI. Moreover, brain regions more engaged by humans compared to AI extend beyond the social cognition brain network to all parts of the brain, and the brain sometimes is engaged more by AI than by humans. Finally, I discuss gaps in the literature, limitations in current neuroscience approaches, and how an understanding of the brain correlates of human and AI presence can inform social science in the wild.

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The beliefs about knowledge and knowing have a decisive effect on students' digital learning. Merely using self-reported questionnaire to investigate people's epistemic justifications about digital learning is incomprehension and has its methodological limitations. Therefore, this study used an explanatory sequential design, i.e., clustering followed by content analysis and affective comparisons, to explore people's preference, epistemic justifications, and affective perceptions on digital learning pathways. First, a latent class analysis was conducted to categorise 201 survey participants based on their preferences towards seven types of digital learning pathways. Four clusters were identified. Second, we conducted thematic analysis, relational content analysis and affective analysis on sixteen participants' digital learning experiences. Based on the framework of Internet-based epistemic belief, self-regulated learning, and community of inquiry, three dimensions of digital learning justification were identified, which mutually impact on one another. Furthermore, interviewees' affective perceptions in different clusters were compared, showing different patterns regarding the three dimensions above. These differences informed digital learning designers on instructional designs, teachers' selection of digital learning tools, and policy makers on promoting professional development for digital literacy improving.

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Introduction: This study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools. Methods: Data collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis. Results: The findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions. Discussion: This research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.

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BACKGROUND: The application of virtual reality (VR) in health care has grown rapidly in China, where approximately half of the population is directly exposed to secondhand smoke (SHS). As VR headsets have become increasingly popular and short video platforms have incorporated 360° videos in China, new formats and opportunities for health campaigns about SHS have emerged. OBJECTIVE: In a simulated environment of exposure to SHS, this study aims to explore the emotional and behavioral responses to enhanced social presence brought about by VR in contrast to flat-screen videos. It also aims to examine whether and to what extent video modality (360° video vs flat-screen video) and contextual cues (high threat vs low threat) influence psychometric and intentional variables among viewers. METHODS: A total of 245 undergraduate and graduate students who were nonsmokers and from a large university in China participated in this study between October 2020 and January 2021. This study created 4 different versions of a SHS experience in a café with a 2 (360° video on a head-mounted display vs flat-screen display) × 2 (high threat vs low threat) experimental design. It developed and tested a path model examining the effects of experience modality and threat levels on social presence, emotions (anger and disgust), and eventually behavioral intentions (staying away and asking for help). RESULTS: We found that both video modality (P<.001) and threat level (P=.005) significantly influenced social presence, whereas the interaction of video modality and threat level did not have a statistically significant effect on social presence (P=.55). Negative emotions mediated the relationships between social presence and SHS-related self-protective behaviors. Specifically, anger positively predicted the intention to ask smokers to stop smoking through the waitress (P<.001). Disgust and fear both positively predicted the intention to stay away from the SHS environment (P<.001 for disgust; P=.002 for fear). CONCLUSIONS: This study explored the potential mediating mechanisms that influence individuals' responses to the risks of SHS in public areas. The results demonstrated that social presence and negative emotions are 2 important mediators that underlie the relationship between video modality and behavioral intention regarding SHS in a VR setting. These findings suggest that an immersive environment could be a better stimulator of anti-SHS emotions and behaviors than flat-screen videos.

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Impression management (IM) scales (often called lie or social desirability scales) have long been applied as validity scales in assessment processes. Recent developments have indicated that these scales measure a substantive personality predisposition and not response bias, but the nature of the disposition is disputable. According to the 'interpersonally oriented self-control' approach, IM is associated with high self-control exerted mainly in public social contexts to facilitate adaptation. Supported in laboratory settings, this approach has not been tested in real-life dynamics. In the present experience sampling study, participants reported 3 times a day (10 days) about their social condition (alone/'with others') and their level of self-control. Results revealed that IM was associated with stronger self-control when with other people than when alone. Comparable reactions to public social context were not found for self-deception enhancement, trait self-control, or agreeableness, marking this a unique aspect of IM. The findings further stress the need to reconsider the use of IM scales for validity purposes in assessment processes.

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BACKGROUND: The last decade has witnessed the rapid development of health care conversational agents (CAs); however, there are still great challenges in making health care CAs trustworthy and acceptable to patients. OBJECTIVE: Focusing on intelligent guidance CAs, a type of health care CA for web-based patient triage, this study aims to investigate how anthropomorphic cues influence patients' perceived anthropomorphism and social presence of such CAs and evaluate how these perceptions facilitate their trust-building process and acceptance behavior. METHODS: To test the research hypotheses, the video vignette methodology was used to evaluate patients' perceptions and acceptance of various intelligent guidance CAs. The anthropomorphic cues of CAs were manipulated in a 3×2 within-subject factorial experiment with 103 participants, with the factors of agent appearance (high, medium, and low anthropomorphic levels) and verbal cues (humanlike and machine-like verbal cues) as the within-subject variables. RESULTS: The 2-way repeated measures ANOVA analysis indicated that the higher anthropomorphic level of agent appearance significantly increased mindful anthropomorphism (high level>medium level: 4.57 vs 4.27; P=.01; high level>low level: 4.57 vs 4.04; P<.001; medium level>low level: 4.27 vs 4.04; P=.04), mindless anthropomorphism (high level>medium level: 5.39 vs 5.01; P<.001; high level>low level: 5.39 vs 4.85; P<.001), and social presence (high level>medium level: 5.19 vs 4.83; P<.001; high level>low level: 5.19 vs 4.72; P<.001), and the higher anthropomorphic level of verbal cues significantly increased mindful anthropomorphism (4.83 vs 3.76; P<.001), mindless anthropomorphism (5.60 vs 4.57; P<.001), and social presence (5.41 vs 4.41; P<.001). Meanwhile, a significant interaction between agent appearance and verbal cues (.004) was revealed. Second, the partial least squares results indicated that privacy concerns were negatively influenced by social presence (ß=-.375; t312=4.494) and mindful anthropomorphism (ß=-.112; t312=1.970). Privacy concerns (ß=-.273; t312=9.558), social presence (ß=.265; t312=4.314), and mindless anthropomorphism (ß=.405; t312=7.145) predicted the trust in CAs, which further promoted the intention to disclose information (ß=.675; t312=21.163), the intention to continuously use CAs (ß=.190; t312=4.874), and satisfaction (ß=.818; t312=46.783). CONCLUSIONS: The findings show that a high anthropomorphic level of agent appearance and verbal cues could improve the perceptions of mindful anthropomorphism and mindless anthropomorphism as well as social presence. Furthermore, mindless anthropomorphism and social presence significantly promoted patients' trust in CAs, and mindful anthropomorphism and social presence decreased privacy concerns. It is also worth noting that trust was an important antecedent and determinant of patients' acceptance of CAs, including their satisfaction, intention to disclose information, and intention to continuously use CAs.

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With the emergence of social commerce, customer engagement is increasingly considered as an important influencing factor for enterprises to maintain a competitive advantage. Despite the extensive literature examining the determinants of customer engagement in social commerce from the perspectives of platform functions and technical dimensions, discussions on social interaction remain rare. Based on a sample dataset of 460 valid questionnaires collected via an online survey within China, using the structural equation model, this study attempts to investigate the effect of social interaction on customer engagement. Specifically, it divides social interaction into two dimensions, namely information-oriented and relation-oriented interactions. It is found that both informational and relational interactions are essential for driving customer engagement. Social presence and customer trust sequentially mediate the effect of social interaction to enhance customer engagement. In other words, social interaction enhances the sense of social presence, which in turn heightens customer trust, ultimately spurring a greater customer engagement. Self-construal moderates the relationship between social interaction and customer engagement. For interdependent customers, the effect of social interaction on customer trust is particularly significant. This study provides novel insights into how and when social interaction shapes customer engagement, highlighting the mechanisms and boundary conditions involved in this relationship within a social commerce context, which can also offer practical guidance for platforms and merchants seeking to facilitate greater engagement among customers.

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Objective: Public crises seriously affect social stability and personal health. When individuals are in a public crisis environment, they will have the impulse and intention to share information, which is a behavioral attitude shown in the face of a crisis. Public crisis information sharing intention will be affected by many factors. This study aims to examine how the process of social presence may influence information sharing intentions during a public crisis and the mediating effects of situational pressure, including risk perception of disease infection and consistency of perception of opinion climate. Methods: This was a cross-sectional study with 505 youth SNS users. In order to collect as suitable samples as possible, a research website was commissioned to conduct a questionnaire in the early stages of the COVID-19 pandemic in China. This questionnaire was utilized to measure social presence, risk perception of disease infection, consistency of perception of opinion climate and intention to share information about COVID-19. Structural equation modeling was used to examine variable relationships in the research model. Results: The results showed that social presence was significantly and positively associated with risk perception of disease infection (B = 0.42, p < 0.001), consistency of perception of opinion climate (B = 0.43, p < 0.001) and intention to share information about COVID-19 (B = 0.48, p < 0.001). Risk perception of disease infection (B = 0.19, p < 0.001) and consistency of perception of opinion climate (B = 0.18, p = 0.002) positively predicted youth SNS users' intention to share information about COVID-19. Risk perception of disease infection and consistency of perception of opinion climate mediated the relationship between social presence and intention to share information about COVID-19 (Z = 2.66, CI: 0.03, 0.15; Z = 2.66, CI: 0.02, 0.16). Conclusion: The study further deepens our understanding of the mechanisms underlying social presence and information sharing intentions. These new findings suggest that some situational cues, including media environment factors (social presence) and perceived stress factors (risk perception of disease infection, consistency of perception of opinion climate) may influence information sharing intention. From the perspective of communication psychology, this study enriched the assessment of information sharing on social media and contributes to understanding of social presence and situation pressure, and it helps to provide specific references for effectively promoting netizens' intention to share information about public crises.

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Purpose: Transactional distance remains an important issue in online education, which is an important indicator to evaluate the quality of teaching and learning in online courses and is closely related to the success of learners' online learning. The purpose of this study is to evaluate the potential mechanism of transactional distance and its three modes of interaction on the impact of learning engagement of college students. Participants and Methods: Online Education Student Interaction Scale, Online Social Presence Questionnaire, Academic Self-Regulation Questionnaire and Utrecht Work Engagement Scale-Student scales were used, revised questionnaire for cluster sampling of college students, 827 valid samples. SPSS 24.0 and AMOS 24.0 were used for analysis, and Bootstrap method was used to test the significance level of the mediating effect. Results: Transactional distance (including the three interaction modes) was significantly and positively related to college students' learning engagement. Autonomous motivation played a chain mediating role between transactional distance and learning engagement. In addition, social presence and autonomous motivation mediated the chain between student-student and student-teacher interaction on learning engagement. In addition, however, student-content interactions did not significantly impact social presence, and the chain mediating effect of social presence and autonomous motivation between student-content interaction and learning engagement was not supported. Conclusion: Based on transactional distance theory, this study reveals the role of transactional distance on college students' learning engagement and the mediating effect of social presence and autonomous motivation in the relationship between transactional distance (and three interaction modes of transactional distance) on college students' learning engagement. This study supports the findings of additional online learning research frameworks and empirical studies to enhance our understanding of how online learning affects college students' learning engagement and the important role of online learning in college student's academic development.