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Recently, online learning and online environments have become even more important. Students' engagement, fear of missing out and Internet addiction are seen as interrelated components that affect students' online teaching and learning process. In this context, university students' engagement, fear of missing out and Internet addiction in online environments, the relationship among them and students' demographic characteristics, online environment usage status and Internet usage profiles as their predictors are examined in this study.

This is a relational study and is carried out with 179 university students. Personal information form, student's engagement, fear of missing out and Internet addiction scales were used as data collection tools. Descriptive statistics, t-test, one-way ANOVA, correlation, hierarchical linear multiple regression analysis are used for the analysis.

According to the results, variables related to students' demographic characteristics, online environment usage status and Internet usage profiles together significantly predict the students' engagement, fear of missing out and Internet addiction in online environments. When students think positively about taking courses online, their engagement increases accordingly and their fear of missing out levels decrease. Increase in student's academic achievement leads to decline in Internet addiction.

In practice, examining the related variables about students in terms of engagement to the learning environment, fear of missing out and Internet addiction could bring a new perspective to studies on problematic use of the Internet and technology such as nomophobia and digital distraction. The results of this study reveal how and which components to be focused on for increasing the university students' engagement, reducing Internet addiction and fear of missing out in online learning environments.

The findings of this study provide a versatile perspective with the variables of student participation, fear of missing out, Internet addiction and their predictors in online learning environments, which are becoming widespread and increasingly important today and shed light on future researches.

The purpose of this study is to clarify the role of various levels of modality richness [text-visual, audiovisual and augmented reality interactive technology (ARIT)] on vivid memories (visual sensory detailed, emotionally intense, first-person perspective and coherent) and exploratory behavior. To clarify which modality richness online retailers use is more appropriate to create a virtual reality simulation experience to fill a significant gap in the sensory interactive marketing paradigm.

A task-based laboratory study was conducted to provide users with private try-on space. A total of 429 valid questionnaires were collected, and partial least squares path modeling was adopted to test hypotheses.

The results indicate that various levels of modality richness (text-visual, audiovisual and ARIT) positively affect vivid memories (visual sensory detailed, emotionally intense, first-person perspective and coherent), and vivid memories successfully induce exploratory behavior.

The study results could also help retailers and brands with clear guidance in designing and creating simulation experience services and choosing the best way to present products. With the results of this research, retailers will also be able to grasp better the critical points of introducing innovative technology into the service experience and then create the benefits of digital economic growth.

Exploring which digital interactive technology online retailers use is more appropriate to create a virtual reality shopping experience to fill a significant gap in the sensory interactive marketing paradigm. Exploring the antecedents of vivid memories in a digital sensory interactive experience contributes to the body schema literature and the script theory. We draw from construal level theory (CLT) to clarify the impact of various levels of modality richness on driving the difference in sensory simulation schema to break through the limited findings of previous studies, namely using CLT to interpret psychological distance.

The number of online communities has increased rapidly with the development of the Internet. Although these communities provide users with knowledge-sharing channels, the enthusiasm of the users for participation remains low. Ecosystem theory, social cognitive theory, and some other theories emphasize the importance of environmental factors and hypothesize that the behavior of users is affected by personal factors and environmental factors. In this study, the authors investigated the impact of platform environmental factors on knowledge-sharing behavior and improved the platform environment construction of online communities.

First, the authors analyzed the influencing factors of online community knowledge-sharing from the perspective of the platform environment, constructed a research model, and proposed relevant hypotheses. Then, the authors designed a questionnaire and conducted a survey, and finally tested the hypotheses by using the method of structural equation model.

The results showed that community trust, community management, community incentive, community atmosphere, and community information protection had a significant positive impact on community knowledge-sharing behavior. Community trust played a significant intermediary role in the relationship between community management, community incentive, community information protection, and knowledge-sharing behavior; community information protection only affected knowledge-sharing behavior through community trust. Additionally, community atmosphere did not directly affect knowledge-sharing behavior through the intermediary of community trust.

This study showed that theoretical supplements and practical guidance are significant for conducting research and managing knowledge-sharing in the online community. They help community managers pay more attention to the construction of an online community platform environment.

In this study, the authors analyzed the influencing factors of online community knowledge-sharing from the perspective of the platform environment and introduced community trust as an intermediary variable. The research perspective and model of this study are novel to some extent.

Motivating users to self-disclose online is significant to the long-term development of social media. Therefore, research on emotional disclosure, a significant form of self-disclosure, is required. By developing a stimulus-organism-response model, this study aims to investigate the mechanisms by which the social media environment affects users' online emotional disclosure.

This paper proposes two dimensions of social media environments, the online interpersonal environment (tie strength and network size) and the online information environment (self-reference). They are hypothesized to stimulate users' internal psychological needs (image management and emotional expression) which in turn will influence their emotional disclosure intentions. Using data from 489 users of WeChat Moments, the authors conduct partial least squares analysis to validate the research model.

The findings show that users' intrinsic psychological needs are stimulated by social media environments, but network size is not correlated with the need for emotional expression. The user's need for emotional expression promotes both positive and negative emotional disclosure intentions. The need for image management has a positive impact on positive emotion disclosure intentions but has a negative impact on negative emotion disclosure intentions.

This study contributes to the understanding of online emotional disclosure. It can also help social media managers create efficient plans to encourage users to create content.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2022-0245.

The massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.

This study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.

The findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.

Increasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.

The social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.

This study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.

The purpose of this study is to understand the psychological mechanism that affects consumer trust by focusing on the formation and influence process of psychological contracts, and taking this opportunity, explore the influence paths of food quality, food safety and service quality on consumer trust in the online food market, and provide theoretical suggestions for building trust in food businesses' consumers.

This study is based on an empirical investigation and uses partial least square structural equation modeling for analysis. Survey data were collected online from 359 APP users of online food transaction platforms in China.

Food quality, food safety and service quality influence consumer trust through the mediating effects of relational and transactional psychological contracts. However, the differences between these influencing paths are obvious and shift with changes in the marketing channels.

This study contributes to the body of consumer trust research by exploring online food transactions as an emerging trend in China. Some optimization strategies for food quality, food safety and service quality are provided for enterprises involved in online food transactions.

This is a pioneering study revealing psychological contracts as a missing but significant mediator between consumer trust and its antecedents.

The criminalization of online financial fraud is examined by analyzing the existing literature, policies and state statutes within the context of the cybercrime ecosystem. Therefore, this paper aims to investigate online fraud policies within the USA and the prevalence of such incidents to explore the effectiveness of current fraud policies.

This examination explores policies related to online fraud within the USA by defining online financial fraud incidents within the context of the cybercrime ecosystem and analyzing such incidents with routine activities theory to emphasize the current legislative inadequacies with provisional policy recommendations.

This research suggests online financial fraud is not unanimously conceptualized among regulating or criminal institutions. Although federal regulators have governed financial institutions, federal institutions have failed to account for the capabilities of computer-mediated and technological device use (12 USC §1829).

The limited research analyzing the effectiveness of guardianship that prevents or deters internet-mitigated or dependent financial fraud crimes.

Policy recommendations include but are not limited to mandating federal and privatized financial institutions to disclose all fraudulent activity to all stakeholders (e.g. customers and local and federal criminal justice agencies).

This paper provides an innovative approach using a criminological theory and policy framework to examine the prevalence of online fraud and the regulations enacted to counteract such violations.

The COVID-19 pandemic caused an unprecedented crisis in all industries. In the education sector, the pandemic led to the immediate closure of university and college campuses and the migration to online delivery in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. The current study explores students’ perceptions of online accounting course delivery during the COVID-19 pandemic in the United Arab Emirates. Using an online survey, the findings show that student perceptions regarding online course delivery varied based on students’ years in the program. Specifically, underclassmen (freshmen and sophomores) reported greater enjoyment than upperclassmen (juniors and seniors) from studying classes online and were more likely than upperclassmen to extol the benefits of online learning such as the ability to view classes anytime, anywhere as well as the enhanced opportunity to utilize technology in learning. These differences may result from the familiarity of upperclassmen with the traditional learning format. The analysis also reports differences in perceptions of online learning between students of different ages and gender. The results from this research can help inform institutional policies by providing insight into students’ views on the efficacy and challenges associated with transitioning to a fully online learning environment in the midst of a major disruption of United Arab Emirates.

To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.

A systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.

Seven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.

This paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.

This review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.

In the growing information systems (IS) literature on metaverse, augmented reality (AR) technology is regarded as a cornerstone of the metaverse which enables interaction services. Interaction has been identified as a core technology characteristic of metaverse shopping environments. Based on previous human–technology interaction research, the authors further explicate interaction to be multimodal sensory. The purpose of this study is thus to better understand the unique nature of interaction in AR technology and highlight the technology's benefits for shopping in metaverse spaces.

An experiment has been conducted to empirically examine the authors' research model. The authors use the structural equation modeling (SEM) approach to analyze the collected data.

This study conceptualizes image, motion and touchscreen interactions as the three dimensions of multimodal sensory interaction, which can reflect visual-, kinesthetic- and haptic-based sensation stimulation. The authors' findings show that multimodal sensory interaction of AR activates consumers' intention to purchase via a psychological process. To delineate this psychological process, the authors use feelings-as-information theory to posit that experiential factors can influence cognitive factors. More specifically, multimodal sensory interaction is shown to increase multisensory experience and spatial presence, which can effectively reduce product uncertainty and information overload. The two outcomes have been considered to be key issues in online shopping environments.

This study is one of the first ones that shed light on the multimodal sensory peculiarity of AR interactions in the extant IS literature. The authors further highlight the benefits of AR in addressing major online shopping concerns about product uncertainty and information overload, which are largely overlooked by prior research. This study uses feelings-as-information theory to explain the impacts of AR interactions, which reveal the essential role of the experiential process in sensory-enabling technologies. This study enriches the existing theoretical frameworks that mostly focus on the cognitive process. The authors' findings about AR interactions provide noteworthy guidelines for the design of metaverse environments and extend the authors' understanding of how the metaverse may bring benefits beyond traditional online shopping settings.