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This research aims to investigate the role of consumer resistance (CR), display advertising context, appeal and type of exposure for the successful launch of a brand into a new market.

To accomplish this goal, two experiments manipulated the digital context of advertising (congruent vs. incongruent), the advertising appeal (emotional vs. informative) and the type of exposure (incidental vs. forced) using an energy drink brand. In Study 1, data were collected from 80 participants using eye-tracking and an online questionnaire. In Study 2, a total of 138 participants visited a website with the targeted display ad and responded to an online questionnaire.

Overall, the results of two studies show that the relationship between CR and display advertising effectiveness is moderated by the advertising context and advertising appeal in incidental exposure, whereas only the advertising context moderates this relationship in forced exposure when launching a brand into a new market. Moreover, the study illustrates the importance of collecting subjective and objective data in advancing the knowledge and understanding of interactive marketing communications such as display advertising.

The study is a novel attempt within the well-established realm of interactive marketing and, specifically, of digital advertising to examine the persuasive effects of display ad features such as the context, appeal and exposure on display ad effectiveness, considering consumers' predispositions such as resistance to change.

With the rapid diffusion of the metaverse into all aspects of businesses and the education industry, scholars have predominantly focused on examining its projected benefits and harms, yet have overlooked to empirically explore its unpredictable nature, which offers an exciting realm of unexplored challenges and opportunities.

This research adopts a qualitative research design in the form of 24 interviews from a single EdTech to investigate the possibility of unexpected developments resulting from the integration of the metaverse into its solutions.

Three noteworthy observations have emerged from the analysis: technological obsolescence, resource allocation imbalance, and monoculturalism.

This research pioneers an empirical exploration of the latent outcomes stemming from metaverse adoption within EdTechs, while also introducing a novel theoretical framework termed “meta-governance,” which extends the Edu-Metaverse ecosystem.