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With the proliferation of virtual reality (VR) applications in electronic commerce, investigations on the effects of VR on consumer responses are important. The purpose of this paper is to examine the effects of online presentation modes (i.e. situational VR, pure VR and picture) on consumer responses for three product types (i.e. geometric, material and mechanical).

This study conducted a 3×3 between-subjects experiment to validate the research model and hypotheses.

The results revealed that both the situational VR mode and the pure VR mode had a greater impact on product knowledge and purchase intention than the picture mode. The situational VR mode yielded a higher level of product knowledge and purchase intention than the pure VR mode although it was not statistically significant. Furthermore, the pattern of VR modes superiority was found to be consistent across geometric, material and mechanical product types.

This research study contributes to the VR literature by investigating a new type of VR: situational VR, and offering a more comprehensive picture of consumer responses to online product presentations. The authors then drew the implications from the findings to suggest guidelines for practitioners to efficiently allocate resources and maximize the effectiveness of online presentation modes.

Based on the literature on technology readiness, online learning readiness, and mobile computer anxiety, the purpose of this paper is to develop and validate a mobile learning readiness (MLR) scale which can be used to assess individuals’ readiness to embrace m-learning systems.

Based on previous literature, this study conceptualizes the construct of MLR and generates an initial 55-item MLR scale. A total of 319 responses are collected from a three-month internet-based survey. Based on the sample data, this study provides an empirical validation of the MLR construct and its underlying dimensionality, and develops a generic MLR scale with desirable psychometric properties, including reliability, content validity, criterion-related validity, convergent validity, discriminant validity, and nomological validity.

This study develops and validates a 19-item MLR scale with three dimensions (i.e. m-learning self-efficacy, optimism, and self-directed learning). A tentative norm of the MLR scale is presented, and the scale’s theoretical and practical applications are also discussed.

This study is a pioneering effort to develop and validate a MLR scale. The results of this study are helpful to researchers in building m-learning theories and to educators in assessing and promoting individuals’ acceptance of m-learning systems.