Digital job resources, digital engagement, digital leadership, and innovative work behaviour: a serial mediation model

Purpose Drawing on the Job Demands-Resources (JD-R) theory, the primary goal of this study is to conceptualise and empirically validate a theoretical framework that explains the process by which digital job resources influence the innovative work behaviour of technological professionals. Specifically, this study aims to examine the impact of digital job resources, especially digital training, and digital communication, on employee digital engagement. Furthermore, it investigates the influence of digital engagement on digital leadership and the effect of digital leadership on innovative work behaviour. Lastly, the study examines whether digital engagement and digital leadership serially mediate the relationship between digital job resources and innovative work behaviour. Design/methodology/approach Data were collected from full-time technological professionals using multiple sampling techniques. A total of 307 samples were utilised for the final data analysis. Partial Least Squares Structural Equation Modelling (PLS-SEM), employing SmartPLS 4.0, was used to test the study hypotheses. Findings The findings of this study emphasize that digital engagement and digital leadership are pivotal in mediating the impact of digital communication on technological professionals' innovative work behaviour. Specifically, our results show that digital communication significantly shapes the digital engagement of these professionals. Digital engagement, in turn, positively influences digital leadership, which then fosters technological professionals’ innovative work behaviour. Notably, both digital engagement and digital leadership serve as mechanisms that link digital communication and innovative work behaviour. Contrary to our initial expectations, the study finds that digital training neither directly affects digital engagement nor has an indirect effect on innovative work behaviour. Originality/value The present study is distinct in offering a theoretical framework outlining the steps through which digital resources influence technological professionals' digital engagement, digital leadership capabilities, and their innovative work behaviour. Prior studies have predominantly focused on antecedents of innovative work behaviour, with an emphasis on individual characteristics and organisational environmental factors. There is limited research exploring how, or even if, digital job resources – such as digital training and digital communication – affect employees’ innovative work behaviour. Additionally, the examination of the interrelationship between digital engagement and digital leadership is notably lacking in existing literature. Much of the research has instead probed the converse relationship: how leadership styles impact employees' engagement. Lastly, this research is among the pioneering efforts to consider the serial mediating role of digital engagement and digital leadership between digital job resources and innovative work behaviour, a topic that remains underrepresented in academic discourse. This study addresses these gaps.Post-print / Final draf

A learners experience with the games education in software engineering

The utilization of games and its components in software building training isn’t new. In reality, their usage in Software development training is found to look into papers for numerous decades. Be that as it may, there is little data about the real reception of these methodologies in games designing and development training in terms of software building. Consequently, the objective of this paper is to research the utilization of game’s components in programming designing instruction, in the viewpoint of teachers. To accomplish this objective, this examination proposes and breaks down the aftereffects of a study replied by numerous product designing teachers. We test the members by welcoming multiple instructors from settled colleges and instructive organizations of various districts. The first objective of the review is to gather data relates to the utilization of important games and rich gamification in the student classrooms, and the second objective is to comprehend information territories and the pre-owned game-related techniques. The outcomes show that the more significant part of the educators knows about these instructive methodologies, the games were embraced by various members. Games that are generally played to cover “Programming Process” & “Task Management.” The utmost utilized game apparatuses are Points scoring, Quizzes solving, and meet challenges. The outcomes additionally reveal that the fundamental explanations behind not embracing the assets are the absence of information, lack of data about essential games for encouraging programming designing, and the absence of time to design and remember these methodologies for the classes At long last, results show a definite propensity towards the future appropriation of these game-related methodologies by the product developing teachers

Intravenous iron therapy for heart failure and iron deficiency: An updated meta-analysis of randomized clinical trials.

Heart failure (HF) patients frequently exhibit iron deficiency, which is associated with a poor prognosis. Although various trials have been conducted, it is uncertain if intravenous (IV) iron replenishment improves clinical outcomes in HF patients with iron deficiency. A comprehensive literature search was conducted using PubMed/MEDLINE, Embase, and the Cochrane Library from inception till 15 September 2023 to retrieve randomized controlled trials (RCTs) that compared IV iron therapy with placebo or standard of care in patients with HF and iron deficiency. Clinical outcomes were assessed by generating forest plots using the random-effects model and pooling odds ratios (ORs) or weighted mean differences (WMDs). Fourteen RCTs with 6651 patients were included. IV iron therapy showed a significantly reduced incidence of the composite of first heart failure hospitalization (HHF) or cardiovascular (CV) mortality as compared with the control group (OR = 0.73, 95% CI: 0.58 to 0.92). The IV iron therapy resulted in a trend towards lower CV mortality (OR = 0.88, 95% CI: 0.76 to 1.01), 1-year all-cause mortality (OR = 0.85, 95% CI: 0.71 to 1.02), and first HHF (OR = 0.73, 95% CI: 0.51 to 1.05), and an improved left ventricular ejection fraction (LVEF) (MD = 4.54, 95% CI: -0.13 to 9.21). Meta-regression showed a significant inverse moderating effect of baseline LVEF on the first HHF or CV death. In patients with HF and iron deficiency, IV iron therapy reduced the incidence of composite of first HHF or CV mortality. There was a trend of lower overall CV and 1-year all-cause mortality, first HHF, and improved LVEF with IV iron therapy