Search results

The coronavirus disease 2019 (COVID-19) pandemic has had a big impact on organisations globally, leaving organisations with no choice but to adapt to the new reality of remote work to ensure business continuity. Such an unexpected reality created the conditions for testing new applications of smart home technology whilst working from home. Given the potential implications of such applications to improve the working environment, and a lack of research on that front, this paper pursued two objectives. First, the paper explored the impact of smart home applications by examining the factors that could contribute to perceived productivity and well-being whilst working from home. Second, the study investigated the role of productivity and well-being in motivating the intention of remote workers to use smart home technologies in a home-work environment in the future.

The study adopted a cross-sectional research design. For data collection, 528 smart home users working from home during the pandemic were recruited. Collected data were analysed using a structural equation modelling approach.

The results of the research confirmed that perceived productivity is dependent on service relevance, perceived usefulness, innovativeness, hedonic beliefs and control over environmental conditions. Perceived well-being correlates with task-technology fit, service relevance, perceived usefulness, perceived ease of use, attitude to smart homes, innovativeness, hedonic beliefs and control over environmental conditions. Intention to work from a smart home-office in the future is dependent on perceived well-being.

The findings of the research contribute to the organisational and smart home literature, by providing missing evidence about the implications of the application of smart home technologies for employees' perceived productivity and well-being. The paper considers the conditions that facilitate better outcomes during remote work and could potentially be used to improve the work environment in offices after the pandemic. Also, the findings inform smart home developers about the features of technology which could improve the developers' application in contexts beyond home settings.

Customers increasingly use food delivery applications (FDAs) to place orders. Despite the popularity of FDAs, limited research has investigated the drivers of the continuance intention to use FDAs. This study aims to uncover the drivers of the continuance intention to use FDAs by integrating the “technology continuance theory” (TCT) with perceived task-technology fit, perceived value and perceived food safety.

Data were collected from 398 individuals in Thailand and evaluated using “partial least squares” (PLS) and “fuzzy-set qualitative comparative analysis” (fsQCA).

The PLS results supported the significance of all direct relationships, except the effects of perceived ease of use on attitude and perceived usefulness on continuance intention. Accordingly, perceived food safety positively moderated the impact of perceived ease of use on attitudes. The fsQCA uncovered seven solutions with various combinations of factors that predicted high continuance intention.

This study enables food delivery apps to develop effective strategies for retaining users and sustaining financial performance.

This research contributes to the literature by investigating the factors underlying the continuous use of FDAs with a new PLS-fsQCA technique and applying TCT in a new technological context, FDAs and enriching it by adding three variables: perceived task-technology fit, perceived value and perceived food safety.

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.

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.

The purpose of this study is to investigate existing and emerging technology-driven stressors using the transactional model of stress and coping (TMSC).

In-depth semi-structured interviews with 36 professionals were performed to obtain qualitative data to explore emerging techno-stressors. The findings were validated a year into the pandemic with human resource (HR) professionals.

The authors identify a previously unreported techno-stressor, Techno-Isolation (TIS), which arises from a heavy dependence on information communication technologies for professional social interactions. Additionally, several considerations of interaction characteristics are identified that, based on the platform used, affect the experience of TIS, further expanding the TMSC with the addition of medium-interaction compatibility. The authors present a testable model and discuss implications.

This study identifies three new information communication technology (ICT)-based antecedents leading to a new techno-stressor, as well as the importance of medium-interaction compatibility in the experiences of stressors as strains. The authors discuss how these elements fit with and extend the existing stress literature.

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.

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.

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.

While the potential of human resource practices (HRPs) for promoting performance is widely recognized, even though crucial, employees’ assessment of HRPs remains under-researched, especially in emerging economies. Hence, the purpose of this research is to examine the influence of employee satisfaction with HRPs on job performance through the mediating role of job dedication (JD) and the moderating role of incentive gamification.

The current research adopts a quantitative method. Specifically, using a questionnaire survey, 418 valid responses collected (through purposive sampling) via cross-sectional method from the employees of Nigerian Information and Communication Technology (ICT) firms were used to test the research hypotheses empirically.

The results revealed that satisfaction with HRPs has a positive influence on job performance. Satisfaction with human resource practices has a positive influence on job dedication. Job dedication has a positive influence on job performance. The link between employees’ satisfaction with human resource practices and job performance is mediated by job dedication. The link between satisfaction with human resource practices and job dedication is moderated by incentive gamification, that is, the positive link is stronger when incentive gamification is high. The link between satisfaction with human resource practices and job performance is moderated by incentive gamification, that is, the positive link is stronger when incentive gamification is high.

The current study highlights the importance of employees’ assessments of human resource practices, which may be used to promote employee dedication, which in turn results in improved performance. The findings are helpful to open the black box of the impact of satisfaction with HRPs on job performance. The results also offer important new valuable guidance for practitioners and will aid the management of human resource practice design, audits, and communication.

This systematic review aims to assess the studies collected by identifying factors influencing the acceptance of e-learning systems before and during the current propagation of the COVID-19 pandemic.

This study undertook a literature review on the in-depth revision of studies published before 2021. The reviewed research papers meet the inclusion and exclusion criteria. A total of 97 out of 214 articles met the inclusion criteria and were subsequently used in this review.

The findings revealed that the survey questionnaire is the most common data collection instrument used regardless of the research objectives. 2019 was a remarkable year because of the emergence of the COVID-19 pandemic.

This systematic review relied on specific databases (ScienceDirect, Emerald, IEEE and Google Scholar) to search for the articles included in this paper. However, these databases may not comprehensively represent all papers published on e-learning using the technology acceptance model (TAM).

This paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers. This research spotlights the significant factors influencing the acceptance and adoption of e-learning.

This research assessed articles that examined the TAM in e-learning and classified them according to their methodology, country of dissemination, context and distribution within the year of publication. This paper contributes to the body of knowledge in a way that will benefit stakeholders in an educational setting.