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<span style="font-family: Verdana, sans-serif;">PLEASE NOTE: This message was sent earlier without the links to IEEE Xplore. I hope that the content is sufficiently helpful to justify sending it again. </span></p>
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<span style="font-family: Verdana, sans-serif;">RESEARCH ARTICLES<o:p></o:p></span></p>
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<i><span style="font-family: Verdana, sans-serif; background: white;"><a href="https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10510231" style="color: rgb(150, 96, 125);">Constructing Entrepreneurial Opportunities: The Argumentative Structure of Early-Stage
Business Pitch Problem Statements at an International Business Accelerator</a></span></i><i><span style="font-family: Verdana, sans-serif;">, </span></i><span style="font-family: Verdana, sans-serif;">M. Pellegrini and P. T. Hunter<o:p></o:p></span></p>
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<span style="font-family: Verdana, sans-serif;">This project investigates the persuasive strategies used when articulating the problem statement section of entrepreneurial business pitches. We first establish that a relationship between Start-Up Chile’s ratings
and the entrepreneurs’ industries cannot be assumed, then detail rhetorical moves used by entrepreneurs. Our findings indicate that when entrepreneurs effectively construct problems/opportunities, they employ a cause-and-effect argumentative structure. Their
“cause” is described as the result of a societal change or a shortcoming in current solutions to the problem, and the “effects” of this problem are pain points, which frequently manifest as a loss of time, money, or other resources. By identifying rhetorical
moves from real-world instantiations of the problem-statement genre, we offer entrepreneurs and other business communicators persuasive strategies for navigating the rhetorical situation of the pitch. <o:p></o:p></span></p>
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<i><span style="font-family: Verdana, sans-serif;"><a href="https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10516701" style="color: rgb(150, 96, 125);">Mapping Interaction Design in Global Health Interventions: A Comparative Analysis of COVID-19 mHealth
Technologies</a></span></i><span style="font-family: Verdana, sans-serif;">, A. Ray, G. E. Agbozo, and Y. Kong<o:p></o:p></span></p>
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<span style="font-family: Verdana, sans-serif;">Global governments developed contact tracing platforms to help the public navigate risks during the COVID-19 pandemic. We captured screenshots of three mobile apps in the United States, India, and China, as well
as a website in Ghana. Using touchpoints as the unit of analysis, we conducted an inventory and affinity mapping to visualize their architectures and categorize touchpoints based on their affordances.<b> </b>The comparison of apps across countries displays
shared and divergent priorities in their touchpoints, affordances, and information depth. We developed an interpretive framework for understanding mHealth design intent across numerous contexts—Common Interpretive Framework for Design Analysis—incorporating
both linear and recursive analysis of touchpoints, affordances, and depth. Touchpoints can be designed, but they can also be measured and analyzed, and can help us understand the designer’s intent and expected user experience.<o:p></o:p></span></p>
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<i><span style="font-family: Verdana, sans-serif;"><a href="https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10507189" style="color: rgb(150, 96, 125);">Researching with Virtual Reality: Exploring the Methodological Affordances of VR for Sociotechnical
Research and Implications for Technical and Professional Communication</a>, </span></i><span style="font-family: Verdana, sans-serif;">J. Tham<o:p></o:p></span></p>
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<span style="font-family: Verdana, sans-serif;">This study aims to reveal the methodological value of VR by documenting the processes and methods employed by a student researcher in understanding the ways that VR affects community building. Using ethnographic
approaches including interviewing, affinity mapping, and reviewing of VR environments, this study collected insights about doing research with VR and its implications for TPC researchers. Five categorial themes were identified from the interview: interactivity,
reach, usability, positionality, and tactics. Four VR applications were reviewed. Additional methodological strategies were discussed to prepare TPC practitioners for using VR as a research technology. TPC researchers should consider VR as a viable research
technology to expand the methodological means of TPC studies.<o:p></o:p></span></p>
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<i><span style="font-family: Verdana, sans-serif;"><a href="https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10520988" style="color: rgb(150, 96, 125);">Managing Uncertainties in Technology-Mediated Communication: A Qualitative Study of Business Students’
Perception of Emoji/Emoticon Usage in a Business Context</a>, P. De and M. Bakhshi</span></i><i><span style="font-family: Verdana, sans-serif; background: white;"></span></i><i><span style="font-family: Verdana, sans-serif; background: white;"><o:p></o:p></span></i></p>
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<span style="font-family: Verdana, sans-serif; background: white;">With increased reliance on technology-mediated communication (TMC) minus the social cues, uncertainty management has become critical. This study investigates how usage of emojis/emoticons in
professional communication contexts helps people navigate this uncertainty. Three focus group discussions were conducted with a total of 28 graduate-level, business studies students with work experience ranging from zero to four years. Reflexive Thematic Analysis
using Braun and Clarke’s six-step process was conducted to analyze the data and generate themes. Although emojis are helpful in specific linguistic functions, clarifying intent, and reducing uncertainty, they retain a great deal of fuzziness owing to the ambiguity
in usage and interpretation. It is, therefore, prudent to design ways of incorporating them in instructional interventions to sensitize students around the nuances of emoji usage to capitalize on the benefits they offer.</span><span style="font-family: Verdana, sans-serif; background: white;"><o:p></o:p></span></p>
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<span style="font-family: Verdana, sans-serif;">CASE STUDY<o:p></o:p></span></p>
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<i><span style="font-family: Verdana, sans-serif;"><a href="https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10529121" style="color: rgb(150, 96, 125);">Designing Equitable and Inclusive mHealth Technology: Insights from Global South Healthcare Practitioners</a></span></i><i><span style="font-family: Verdana, sans-serif;">, </span></i><span style="font-family: Verdana, sans-serif;">K.
R. Acharya<o:p></o:p></span></p>
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<span style="font-family: Verdana, sans-serif;">Healthcare practitioners in Nepal widely use Global North (GN) mHealth apps such as Medscape for diverse purposes, including aiding health-related decisions and accessing pharmaceutical and disease information.
Apps like Medscape offer valuable information on diseases, conditions, and medical procedures, proving highly beneficial for treating patients in critical care situations in Global South (GS) countries like Nepal. mHealth apps have significantly transformed
healthcare delivery in resource-limited, low-income GS countries such as Nepal, enhancing accessibility and efficiency in medical services. Twelve Nepalese healthcare practitioners were interviewed about their perception and use of GN mHealth apps, with a
particular focus on Medscape. They indicated the need for designing culturally sensitive and context-appropriate mHealth technology and suggested that GN mHealth tools should be tailored to the diverse needs of underserved and underrepresented GS users to
promote inclusivity and self-efficacy<o:p></o:p></span></p>
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<span style="font-family: Verdana, sans-serif;">TEACHING CASE<o:p></o:p></span></p>
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<i><span style="font-family: Verdana, sans-serif;"><a href="https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10527421" style="color: rgb(150, 96, 125);">Integrating Professional Preparedness Eportfolios Within an Undergraduate Engineering Curriculum</a>, </span></i><span style="font-family: Verdana, sans-serif;">J.
Dyke Ford and D. Crawford<o:p></o:p></span></p>
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<span style="font-family: Verdana, sans-serif;">To better prepare our students to communicate their preparedness to potential employers, we integrated ePortfolios within existing undergraduate design courses. We also designed a new portfolio studio course.
We assessed assignments and surveyed participants to understand students’ takeaways and approaches on the ePortfolio classroom instruction and assignment. Results from 147 assignment submissions across three classes indicated that although most assignment
submissions demonstrated effective communication of engineering skills, a considerable number of submissions lacked in clarity, professionalism, or relevance. Extended instructional time on ePortfolios could benefit students. More focused instruction could
be integrated into existing courses or in a standalone portfolio studio course. Our design of this future course was informed by our assessment of student artifacts as well as what we learned about students’ perceptions of ePortfolios from the 130 survey responses<o:p></o:p></span></p>
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