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Start date: 2023Subject: search.filters.subject.TikTok

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    PublicationOpen Access
    The Role of Virtual and Human Influencer Characteristics in Shaping Gen Z Purchases on TikTok: Hybrid SEM-ANN Approach
    (Multidisciplinary Digital Publishing Institute (MDPI), 2026-05-09) Peemanee, J; Udomlarp, T; Weber, P; Weerarathna, R
    This study examines how human (HI) and virtual influencers (VI) shape consumer responses among Thai Generation Z users (Gen Z) on TikTok. Drawing on Source Credibility Theory (SCT), Parasocial Interaction Theory (PSI), and the Technology Acceptance Model (TAM), the study develops a comparative framework to explain how influencer characteristics affect attitude and purchase-related responses. Data were collected from 400 Generation Z TikTok users in Thailand and analyzed using Govariance-Based Structural Equation Modeling (CB-SEM). The results indicate that both human and virtual influencer characteristics positively influence influencer attitude (IA), which in turn significantly affects purchase decision (PD). However, the total effect of human influencer characteristics on purchase decision is substantially stronger than that of virtual influencers. These findings suggest that while virtual influencers contribute to favorable evaluations through innovation and visual consistency, human influencers remain more effective in translating attitudes into purchase-related outcomes. This study provides comparative evidence from a non-Western context and integrates credibility, relational, and technology-based perspectives into an integrated analytical framework.
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    PublicationOpen Access
    Exploring the Use of TikTok Application to Motivate Sri Lankan Adult ESL Learners to Speak
    (Faculty of Humanities and Sciences, SLIIT, 2023-11-01) Jayawardena, W. L. D .R. S.
    Prominent researchers in the field of ELT such as Stephen Krashen and R.C. Gardner have emphasized the importance of motivation in learning a second language. Speaking is an essential yet difficult skill to teach as many learners are less motivated to speak in English. This study explored the use of the TikTok application to motivate Sri Lankan adult ESL learners to speak. Quantitative data were collected from a questionnaire given to a sample of 50 first-year undergraduates enrolled at the Faculty of Arts, University of Peradeniya who belonged to the basic competency level. Qualitative data were collected from focus group discussions with these students and interviews were held with 10 instructors who taught English to students who had the basic competency level. Quantitative data were analyzed using descriptive methods while thematic analysis was employed to analyze qualitative data. The study indicated that the students held positive perceptions about utilizing TikTok in the ESL classroom. The results of the study revealed that incorporating TikTok into the English language teaching process motivated the students to speak, developed their speaking skills, reduced their anxiety, increased their confidence, improved student attendance, and broke the monotony of lessons. These results were also corroborated by the interviews held with instructors. Moreover, this study shed light on the fact that students can use TikTok to develop speaking skills even outside the classroom.