Search results

Limited studies in the mobile payment segment have attempted at understanding the factors that resist customers from using financial apps or mobile payment services (MPSs). This study aims at identifying the barriers from online customer reviews and examine how these barriers affect customers’ negative emotions (anger, fear, sadness), customer ratings and recommendation intentions.

This study, divided into three phases, has adopted a text-mining based mixed-method approach on 14,043 reviews present in Google PlayStore or App Store pages about financial apps used in India.

Phase 1 identified barriers like, “bad user experience”, “UPI failure”, “trust issues”, “transaction delays” from the reviews. Phase 2 found that “bad user experience” and “UPI failure” trigger both “anger” and “sadness”. “Transaction delays” and “money lost in transaction” stimulate “fear”. From the IRT stance, in Phase 3 this study has found that barriers like, “transaction error”, “UPI failure” (usage), “bad user experience” (image) and “trust issues” (tradition) have a significant negative impact on both customer ratings and recommendation intention.

The current study contributes to the existing literature on MPSs by identifying barriers from user generated content. Additionally, this study has also examined the impact of the barriers on customers’ negative emotions and recommendation intention.

As different countries are witnessing a surge in online course enrollments, the purpose of this study is to examine the impact of different stressors and strains on the continuity of online classes for understanding learner behavior. While extroverts are more talkative, sociable and open than introverts, it is necessary to understand the impact of extraversion personality traits on leaners’ distraction, depression and knowledge absorption capacity (KAC) in online learning scenarios. This will help to curate the content to cater to such students. Additionally, it will be interesting to examine how these effects change when the frequency and duration of classes are increased or decreased. Research on such aspects is scarce, highlighting a critical gap in the literature, which this study tries to address.

A quantitative-based survey was adopted for collecting data from Indian students. About 482 responses received in the survey were analyzed through the partial least squares structural equation modeling (PLS-SEM) technique.

Findings suggest a significant positive effect of extraversion on both distraction and depression. Depression had a significant negative impact on KAC. The frequency of classes had a significant moderating effect on the relationship between extraversion and distraction. Additionally, the duration of classes had a significant moderating effect on the association between distraction and KAC.

Limited studies have attempted to examine the impact of personality (extraversion) on depression, distraction and finally KAC in the online education context. This study aims to add value to existing literature by addressing this gap.