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Through a data-driven theory development approach, this study builds on affordance theory and demonstrates how online mobile app reviews can be analyzed to understand the drivers of informal mobile learning success.

Textual big data provide a wealth of information regarding user–app relationships and various facets of user engagement. Adopting structural topic modeling and sentiment analysis, the authors extract latent topics from reviews of two educational apps: Duolingo and Photomath.

The findings suggest that the quality of the relationship between users and mobile learning apps is significantly reliant on how underlying affordances have been actualized. While affordances can leverage satisfaction, they may also be a source of frustration in case of any failure in their design or integration. The analysis reveals eight emergent affordances: practicality, affordability, information reliability, instruction integrity, hedonic experience, user-friendliness, interactive input and iterative upgrading.

Since affordances of a technology entail both enablement and constraint and are best studied as a bundle of connected elements influencing each other reciprocally, the authors discuss how to address potential challenges from technical aspects to the added value of using mobile learning apps.

The results demonstrate that qualitative information in online reviews about mobile learning app experiences is of significant value. The approach demonstrates how advanced analytics can provide business value by addressing the evolving nature of customer needs and expectations. It proves the value of online reviews in discovering underlying technology affordances and their potential boundaries and challenges.

This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles.

With this study is proposed that the introduction of empathic and affective principles in educational forums is a useful and effective way to increase students’ participation and motivation in educational contexts. After an analysis of existing literature and research on the subject of empathic technology, the unified theory of acceptance and use of technology (UTAUT) was used as a framework for the research model. The analysis of their acceptance is done via an extended version of the UTAUT that focuses on the use of the variable attitude toward technology and uses gender, age and experience as moderators. A partial least square technique has been used to test the nine hypotheses.

The results confirmed three of the nine hypotheses: performance expectancy and effort expectancy had a positive influence on the students attitudes towards empathic forums, while the effect of social influence and facilitating conditions was considered insignificant; social influence had a positive influence on the students’ behavioral intention to use emphatic forums, while attitude toward technology, performance expectancy, facilitating conditions and effort expectancy were considered not relevant.

The focus of this study was the influence of attitude toward empathic forums, used for mobile and distance learning, and the results establish the grounds for future research on attitude as an important determinant of technology acceptance.

Change is the operative word in higher education; as roles shift, classrooms are reinvented, and content becomes increasingly more accessible. At the core of these changes is the pervasiveness of learning technology. This papers aims to propose a model for the selection and adoption of emerging learning technologies to enhance learning within the context of higher education.

Higher education institutions are resorting to the deployment of learning technologies to address the demands of the twenty-first century learners and to ascertain their competitiveness. This paper draws from the literature to provide a model, composed of five key characteristics of learning, to support the selection and adoption of emerging learning technologies.

The model posits that the attainment of each of these five characteristics, personalised, ubiquitous, collaborative, lifelong and authentic needs to be supported by corresponding technologies: adaptive learning technologies, artificial intelligence, mobile technology, social technology, massive open online courses, virtual and augmented reality, gamification and the Internet of Things.

Higher education is progressively being displaced from the traditional classroom, and as it progresses towards online settings, it requires the support of technology to facilitate that transference. In examining the potential of future learning technologies, this paper contributes to a growing body of research that focuses on the benefits of technology within higher education and assists educators in the selection and adoption of the most relevant technologies.

The purpose of this paper is to propose an e-business assessment framework for organizations that aim to enhance the effectiveness of their online presence and maximize the benefits that result from it. The framework is based on three main pillars derived from the academic literature research: e-marketing strategies, customer relationship management (CRM) strategies and business model strategies.

This paper reviews the literature from e-Marketing, CRM and business model strategies, leading to the generation of an e-Business assessment framework. Second, it takes 19 case studies and analyzes them using ATLAS.ti, through qualitative content analysis, to validate that framework.

Pragmatic advice for practitioners derives from research results considering that this framework enables managers to characterize the company in terms of its e-business approach, making it possible to determine the level of depth of competitive online strategies. Lessons for an improved e-business approach can be derived from this paper.

This study proposes a novel e-business framework to assist organizations that want to have an online presence. This framework is comprised of the factors identified in the literature review that contribute to define and scope that online presence. The framework is then validated through the collection of 19 case studies of companies that have this online presence, validating the theoretical findings.