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Article
Publication date: 6 September 2018

Pengfei Zhao, Ji Wu, Zhongsheng Hua and Shijian Fang

The purpose of this paper is to identify electronic word-of-mouth (eWOM) customers from customer reviews. Thus, firms can precisely leverage eWOM customers to increase their…

2112

Abstract

Purpose

The purpose of this paper is to identify electronic word-of-mouth (eWOM) customers from customer reviews. Thus, firms can precisely leverage eWOM customers to increase their product sales.

Design/methodology/approach

This research proposed a framework to analyze the content of consumer-generated product reviews. Specific algorithms were used to identify potential eWOM reviewers, and then an evaluation method was used to validate the relationship between product sales and the eWOM reviewers identified by the authors’ proposed method.

Findings

The results corroborate that online product reviews that are made by the eWOM customers identified by the authors’ proposed method are more related to product sales than customer reviews that are made by non-eWOM customers and that the predictive power of the reviews generated by eWOM customers are significantly higher than the reviews generated by non-eWOM customers.

Research limitations/implications

The proposed method is useful in the data set, which is based on one type of products. However, for other products, the validity must be tested. Previous eWOM customers may have no significant influence on product sales in the future. Therefore, the proposed method should be tested in the new market environment.

Practical implications

By combining the method with the previous customer segmentation method, a new framework of customer segmentation is proposed to help firms understand customers’ value specifically.

Originality/value

This study is the first to identify eWOM customers from online reviews and to evaluate the relationship between reviewers and product sales.

Details

Industrial Management & Data Systems, vol. 119 no. 1
Type: Research Article
ISSN: 0263-5577

Keywords

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Article
Publication date: 27 November 2009

Yung Shao Yeh and Yung‐Ming Li

Mobile commerce (m‐commerce) represents a new area of business opportunity. Past research has often focused on customer acceptance and its antecedents, rather than factors that…

8944

Abstract

Purpose

Mobile commerce (m‐commerce) represents a new area of business opportunity. Past research has often focused on customer acceptance and its antecedents, rather than factors that build trust in m‐commerce. The purpose of this paper is to provide an explanation of factors influencing customer trust towards vendors on the mobile internet.

Design/methodology/approach

M‐commerce relies on mobile technology and well‐maintained service quality. This paper has applied the service quality model (SERVQUAL) and technology acceptance model (TAM), coupled with proposed quality factors in relation to m‐commerce that, according to the literature, influence customer trust, to empirically test the formation of trust. The proposed model was empirically evaluated using online survey data from 212 experienced m‐commerce customers.

Findings

The results showed that despite customisation, brand image and satisfaction all directly affecting customer trust towards the vendor in m‐commerce, customisation and brand image equally had a stronger direct effect on trust formation. In addition, interactivity and responsiveness had no direct impact, but had an indirect impact via satisfaction on trust towards the vendor.

Practical implications

This paper contributes a theoretical understanding of factors that activate the development of trust towards the vendor. For vendors in general the results enable them to better develop customer trust in m‐commerce.

Originality/value

The paper verifies the effects of satisfaction and proposed quality factors on customer confidence in m‐commerce. Moreover, this article validates the determinants of satisfaction.

Details

Online Information Review, vol. 33 no. 6
Type: Research Article
ISSN: 1468-4527

Keywords

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Article
Publication date: 6 August 2020

Yung-Ming Cheng

The purpose of this study is to propose a synthetic post-adoption model based on the expectation-confirmation model (ECM) and flow theory to examine whether the fit factor…

1573

Abstract

Purpose

The purpose of this study is to propose a synthetic post-adoption model based on the expectation-confirmation model (ECM) and flow theory to examine whether the fit factor, network factors and psychological factors as antecedents to end-users’ beliefs can affect their continuance intention of the robo-advisor.

Design/methodology/approach

This study used the research model based on ECM and flow theory to examine the effects of the fit factor, network factors and psychological factors on end-users’ beliefs and continuance intention of the robo-advisor. Sample data were collected from end-users at three financial services companies in Taiwan. A total of 450 questionnaires were distributed and 360 (80.0%) usable questionnaires were analyzed using structural equation modeling.

Findings

This study proposes a solid research model that based on ECM and flow theory, three types of factors, namely, fit factor, network factors and psychological factors, as antecedents to end-users’ continuance intention of the robo-advisor have been examined and this study’s results strongly support the research model with all hypothesized links being significant.

Originality/value

It is particularly worth mentioning that a synthetic post-adoption model can be proposed in this study by introducing the fit factor extracted from task-technology fit model, network factors originated from the theory of network externalities and psychological factors derived from uses and gratifications theory as antecedents to perceived usefulness, confirmation, satisfaction and continuance intention referred in ECM and flow experience derived from flow theory. Thus, this study’s research model and findings can reveal deep insights into the evaluation of determinants in the field of end-users’ continuance intention of the robo-advisor.

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Article
Publication date: 13 May 2024

Yung-Ming Cheng

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…

131

Abstract

Purpose

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).

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

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Article
Publication date: 1 September 2023

Yung-Ming Cheng

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to test whether network externality, gamification and media richness…

374

Abstract

Purpose

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to test whether network externality, gamification and media richness as environmental feature antecedents to learners' learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs).

Design/methodology/approach

Sample data for this study were collected from learners who had experience in taking the gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 315 usable questionnaires were analyzed using structural equation modeling in this study.

Findings

This study verified that learners' perceived network externality, gamification and media richness in MOOCs positively influenced their behavioral LE, emotional LE and social LE elicited by MOOCs, which collectively caused their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 75.6% of the variance in learners' continuance intention of MOOCs.

Originality/value

This study uses the S-O-R model as a theoretical groundwork to construct learners' continuance intention of MOOCs as a series of the internal process, which is influenced by network externality, gamification and media richness. Noteworthily, three psychological constructs, behavioral LE, emotional LE and social LE, are employed to represent learners' organisms of MOOCs usage. To date, the concepts of network externality, gamification and media richness are rarely together adopted as environmental stimuli, and psychological constructs as organisms have received lesser attention in prior MOOCs studies using the S-O-R model. Hence, this study's contribution on the application of capturing psychological constructs for completely expounding three types of environmental features as antecedents to learners' continuance intention of MOOCs is well documented.

Details

The International Journal of Information and Learning Technology, vol. 40 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

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Article
Publication date: 3 August 2015

Shou-Lin Yang, Yung-Ming Shiu and Tsung-Chi Liu

The purpose of this paper is to re-examine the statement of Peloza (2006) that enterprise corporate social responsibility (CSR) investment provides a protection efficacy similar…

662

Abstract

Purpose

The purpose of this paper is to re-examine the statement of Peloza (2006) that enterprise corporate social responsibility (CSR) investment provides a protection efficacy similar to insurance.

Design/methodology/approach

This study uses the event study method and data from the 2008-2010 China listed company social responsibility report and the Taiwan Economic Journal.

Findings

The authors find that the insurance-like effect of CSR investment also exists in China. Both short- and long-term CSR investments of Chinese companies provide this efficacy to corporate stock prices. The authors also find diminishing marginal insurance-like effects in China market.

Originality/value

The CSR investment of firms in China can reduce company stock-price loss when negative events occur. The authors therefore obtain a better understanding of the value of enterprise CSR investment.

Details

Chinese Management Studies, vol. 9 no. 3
Type: Research Article
ISSN: 1750-614X

Keywords

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Article
Publication date: 31 May 2022

Yung-Ming Cheng

The purpose of this study is to propose the research model integrating the expectation-confirmation model with the views of learning engagement (LE) and extending DeLone and…

1400

Abstract

Purpose

The purpose of this study is to propose the research model integrating the expectation-confirmation model with the views of learning engagement (LE) and extending DeLone and McLean information systems (IS) success model to examine whether quality determinants as antecedents to students' beliefs can influence students' continuance intention of massive open online courses (MOOCs).

Design/methodology/approach

Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed, and 363 (60.5%) useable questionnaires were analyzed using structural equation modeling in this study.

Findings

This study proved that students' perceived knowledge quality, system quality, interface design quality, learner–instructor interaction quality, and collaboration quality all positively caused students' perceived usefulness, confirmation and LE in MOOCs, which jointly explained students' satisfaction with MOOCs and subsequently resulted in students' continuance intention of MOOCs.

Originality/value

This study fully evaluates IS-related and interaction-related quality determinants via an understanding of students' state of LE in explaining students' continuance intention of MOOCs that is difficult to expound with only their utilitarian perception of MOOCs. Hence, this study contributes to deep insights into an all-round quality evaluation in the field of MOOCs continuance intention and takes extrinsic and intrinsic motivators into account in the theoretical development of MOOCs continuance intention to acquire a more comprehensive and robust analysis.

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Article
Publication date: 7 September 2020

Yung-Ming Cheng

The purpose of this study is to propose a research model based on expectation-confirmation model (ECM) to examine whether interactivity and course quality factors (i.e. course…

2693

Abstract

Purpose

The purpose of this study is to propose a research model based on expectation-confirmation model (ECM) to examine whether interactivity and course quality factors (i.e. course content quality, course design quality) as antecedents to student beliefs can influence students' satisfaction and continuance intention of the cloud-based electronic learning (e-learning) system within the educational institution.

Design/methodology/approach

Sample data were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 515 (85.8%) useable questionnaires were analyzed using structural equation modeling.

Findings

Findings showed that students' perceptions of interactivity, course content quality and course design quality positively significantly contributed to their perceived usefulness, confirmation and satisfaction with the cloud-based e-learning system, which in turn directly or indirectly led to their continuance intention of the system. Thus, the results strongly supported the research model based on ECM via positioning key constructs as the drivers with all hypothesized links being significant.

Originality/value

This study identifies three factors (i.e. interactivity, course content quality, course design quality) as drivers from the learner perspective within the cloud-based e-learning environment, and links these factors to students' satisfaction and continuance intention of the cloud-based e-learning system based on ECM. It is particularly worth mentioning that the three drivers can serve as precursors for recognizing the determinants that are crucial to understand students' satisfaction and continuance intention of the cloud-based e-learning system. Hence, this study may provide new insights in nourishing the cloud-based e-learning continuance literature in the future.

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Article
Publication date: 26 April 2023

Yung-Ming Cheng

This study's purpose is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether gamification and social interaction as environmental…

602

Abstract

Purpose

This study's purpose is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether gamification and social interaction as environmental stimulus antecedents to learners' perceptions of presence can affect their continuance intention of massive open online courses (MOOCs).

Design/methodology/approach

Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 353 usable questionnaires were analyzed using structural equation modeling (SEM).

Findings

This study demonstrated that learners' perceived gamification, learner–instructor interaction and learner–learner interaction in MOOCs positively affected their cognitive presence, teaching presence and social presence elicited by MOOCs, which jointly expounded their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 72.6% of the variance in learners' MOOCs continuance intention.

Originality/value

This study employs the S-O-R model as a theoretical umbrella to frame learners' MOOCs continuance intention as a series of the internal process, which is influenced by gamification and social interaction. Noteworthily, three psychological constructs of the community of inquiry model (i.e. cognitive presence, teaching presence and social presence) are adopted to represent learners' internal experiences of MOOCs usage. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies based on the S-O-R model, whereas psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context.

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Article
Publication date: 3 November 2023

Yung-Ming Cheng

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether media richness and social interaction as…

197

Abstract

Purpose

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether media richness and social interaction as environmental feature antecedents to nurses’ learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs) and task performance.

Design/methodology/approach

Sample data for this study were collected from nurses at five university-/medical university-affiliated hospitals in Taiwan. A total of 500 questionnaires were distributed, and 303 (60.6%) usable questionnaires were analyzed using structural equation modeling in this study.

Findings

This study proved that nurses’ perceived media richness and social interaction in MOOCs positively influenced their behavioral LE and psychological LE elicited by MOOCs, which jointly caused their continuance intention of MOOCs and, in turn, enhance their task performance. The results support all proposed hypotheses and the research model, respectively, explains 84.3% and 63.7% of the variance in nurses’ continuance intention of MOOCs and task performance.

Originality/value

This study uses the S-O-R model as a theoretical base to frame nurses’ continuance intention of MOOCs and task performance as a series of the internal process, which is affected by environmental stimuli (i.e. media richness and social interaction) and organismic states. Noteworthily, while the S-O-R model has been extensively used in prior literature, little research uses this paradigm to expound nurses’ continuance intention of MOOCs in the work settings. Besides, there is a dearth of evidence on the antecedents of nurses’ task performance in the context of MOOCs. Hence, this study’s empirical evidence contributes significantly to the existing literature on bridging the gap of limited evaluation for the research on the impact of nurses’ MOOCs learning on their task performance in the work settings, which is very scarce in the S-O-R view.

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