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This study aims to assess previously developed Electronic Health Records System (EHRS) implementation models and identify successful models for decision support.

A systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The data sources used were Scopus, PubMed and Google Scholar. The review identified peer-reviewed papers published in the English Language from January 2010 to April 2023, targeting well-defined implementation of EHRS with decision-support capabilities in healthcare. To comprehensively address the research question, we ensured that all potential sources of evidence were considered, and quantitative and qualitative studies reporting primary data and systematic review studies that directly addressed the research question were included in the review. By including these studies in our analysis, we aimed to provide a more thorough and reliable evaluation of the available evidence.

The findings suggest that the success of EHRS implementation is determined by organizational and human factors rather than technical factors alone. Successful implementation is dependent on a suitable implementation framework and management of EHRS. The review identified the capabilities of Clinical Decision Support (CDS) tools as essential in the effectiveness of EHRS in supporting decision-making.

This study contributes to the existing literature on EHRS implementation models and identifies successful models for decision support. The findings can inform future implementations and guide decision-making in healthcare facilities.

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs).

Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study.

This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs.

This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.

The purpose of this study is to propose a research model based on the stimulus–organism–response (S–O–R) model to examine whether network externality, personalization and sociability as environmental feature antecedents to learners’ learning engagement (LE) can influence their learning persistence (LP) in massive open online courses (MOOCs).

Sample data for this study were collected from learners who had experience in taking MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 371 usable questionnaires were analyzed using structural equation modeling in this study.

This study proved that learners’ perceived network externality, personalization and sociability in MOOCs positively affected their cognitive LE, psychological LE and social LE elicited by MOOCs, which jointly led to their LP in MOOCs. The results support all proposed hypotheses, and the research model accounts for 76.2% of the variance in learners’ LP in MOOCs.

This study uses the S–O–R model as a theoretical base to construct learners’ LP in MOOCs as a series of the inner process, which is affected by network externality, personalization and sociability. It is worth noting that three psychological constructs including cognitive LE, psychological LE and social LE are used to represent learners’ organismic states of MOOCs usage. To date, hedonic/utilitarian concepts are more often adopted as organisms in previous studies using the S–O–R model, and psychological constructs have received lesser attention. Hence, this study’ contribution on the application of capturing psychological constructs for completely expounding three types of environmental features as antecedents to learners’ LP in MOOCs is well documented.

Organizations have started using the metaverse to sell non-fungible tokens, execute engineering processes and conduct business meetings. A condition of creating value by moving business processes to the metaverse is acceptance of this technology. In business-to-business scenarios, internal employees and external partners may have different views on the topic but must agree upon new practices. Understanding common motivations and challenges associated with using the metaverse is crucial to its success.

The authors interviewed managers from a pharmaceutical company considering conducting meetings with clients in the metaverse. A series of 23 statements on reasons for (non)-use was generated. Twenty-five individuals (13 employees and 12 clients) then ranked these statements against each other, revealing what would drive or hinder their metaverse use. The authors compared these perspectives to identify common issues.

The authors identified four different views. Views 1 and 2 correspond to internal and external participants, while Views 3 and 4 correspond to external ones only. View 1 is skeptical and underlines the role of peers in acceptance. View 2 is a positive perspective centered on usefulness. View 3 is ambivalent and is centered on efforts required to use the metaverse. View 4 reveals a reversed perspective wherein using the metaverse is a low-effort activity.

This paper proposes a case study probing acceptance of a realistic business use of the metaverse. This paper identifies risks to mitigate and motivations to leverage when proposing metaverse usage in a business-to-business context.

This paper explores the adoption of cloud computing for digital preservation, focusing on the case of Preservica, a leading provider of software-as-a-service (SaaS)-based digital preservation solutions. This study aims to analyse Preservica’s approach to long-term active digital preservation (LTADP) based on internationally accepted standards.

The research paper conducts an in-depth analysis of Preservica’s SaaS-based cloud computing solution in relation to ISO 14721:2012 (OAIS) and ISO 9001 standards. It examines the steps followed by Preservica for LTADP and highlights the importance of adherence to relevant standards.

Preservica’s adoption of cloud computing and the SaaS model offers scalable, cost-effective and flexible solutions for digital preservation. By adhering to internationally accepted standards and following a comprehensive set of LTADP steps, including file format identification, compatibility checks, checksum creation, secure storage, preservation status tracking, change monitoring, format migration and periodic testing, Preservica ensures the long-term preservation and accessibility of digital content.

This research contributes to the understanding of how cloud computing can be effectively used for digital preservation by examining Preservica’s approach. It emphasizes the significance of adherence to internationally accepted standards and highlights the benefits of integrating acceptance models to optimize the implementation and user acceptance of Preservica.

This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.

Given the growing interest in the topic of knowledge management (KM) in family firms (FFs) and the subsequent increasing number of papers published, this study aims to review the field to identify and analyze the main themes and trends.

This study applies bibliometric techniques to a sample of 146 papers published from 2007 to 2023 and their 8,126 unique cited references. Bibliometric coupling is performed on the sample papers to explore the current intellectual structure of the field of KM in FFs, whereas cocitations analysis is performed to investigate the different literature streams that served as roots for the development of such a field.

Bibliographic coupling reveals that sample papers can be grouped into four clusters, and, through papers content analysis, the author identifies their core themes as knowledge sharing, innovation, knowledge-based dynamic capabilities and intellectual capital. Cocitation analysis of the cited references revealed four main clusters that can be considered the literature streams that served as roots for the development of the field, i.e. knowledge-based view, socioemotional wealth, strategic management and social capital (as a theory and as a resource).

This study contributes to the literature on KM in FFs by extending prior systematic review efforts with bibliometric analyses and combining these results to highlight connections between the main research themes around which scholars have debated (i.e. the clusters identified through bibliometric coupling) and their theoretical foundations (i.e. the clusters identified through cocitation analysis). This study also has practical implications by synthesizing and informing managers about FFs’ advantages and weaknesses in the KM process.

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs.

Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling.

This study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes.

This study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.

This research empirically studies consumers' continued intention to use mobile food delivery applications (apps) during the post-pandemic era in Saudi Arabia.

Using the unified theory of adoption and use of technology 2 (UTAUT2) as a theoretical model, this study collected data from a survey of 304 Saudi Arabian consumers. Structural equation modelling (SEM) was used to examine the proposed model and its hypotheses.

Social influence and performance expectancy (PE) had the strongest effects on the intention to continue using mobile food delivery apps in the post-pandemic era. In addition, effort expectancy (EE) significantly influenced PE regarding the adoption of food delivery apps. Meanwhile, EE was not an important predictor of the continued intention to use mobile food delivery apps in Saudi Arabia.

This study enriches the literature on consumers' continued intention to use food delivery apps in the post-pandemic era, a subject that has rarely been studied. In addition, this study expands the theoretical potential of the UTAUT2 model by examining the role of trust in continued intention and the effect of PE on EE in the adoption of food delivery apps during the post-pandemic era in Saudi Arabia.

This study aims to understand the learner behaviour of millennials for Massive Open Online Courses (MOOCs) in the post-adoption stage by extending the theory of Unified Theory of Acceptance and User Technology 2 (UTAUT2) with expectancy confirmation model (ECM) along with personal innovativeness as the exogenous, satisfaction as a mediating and continued intention as an endogenous construct.

This study applied a cross-sectional research design by using a survey method to collect primary data with a structured questionnaire. Convenience sampling was used to collect data from millennial MOOC users, and partial least square structural equation modelling method was applied for data analysis.

The results indicate that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation influence satisfaction. Similarly, performance expectancy, hedonic motivation, personal innovativeness and satisfaction influence the continued intention for MOOCs.

In terms of limitations, the study applied a cross-sectional research design that could lead to data collection bias. Similarly, the study used convenience sampling as the authors did not have access to the participant list of users from MOOC platforms.

The research highlights various insights to all the stakeholders on improving MOOC satisfaction and enhance the continued intention for millennial learners.

The findings of this research bridge this gap by examining the post-adoption usage behaviour of MOOCs by extending the baseline model of UTAUT2 with personal innovativeness and integrating it with ECM.