Recent new product development (NPD) teams apply various generative AI (GenAI) tools in the development process, yet it is not fully understood about the factors affecting teams’ adoption of these tools. This research identifies factors driving the use and attitudes toward GenAI in NPD tasks based on the Unified Theory of Acceptance and Use of Technology (UTAUT). We interviewed nine GenAI users in NPD teams and conducted a survey study with 309 participants. By exploratory factor analysis and hierarchical regressions, we identified a composite factor of performance expectancy and anthropomorphism as the strongest positive predictor of attitudes, and task-tool fitness as the strongest positive predictor of behavioral intention. Besides, we also identified significant predictors including several other factors in UTAUT and individual differences in AI self-efficacy. The findings can be used for developing UTAUT models and designing GenAI tools specific to NPD purposes.

Social media is convenient for older adults to obtain and share information (i.e., informational use). However, a major barrier to using social media for older adults is their relatively low social media self-efficacy. The effects of this on informational use and mental well-being have not been well studied. Therefore, this study surveyed 276 older Chinese adults aged 60–90 and constructed a structural equation model. We found that higher social media self-efficacy was strongly and directly associated with more informational use, less loneliness, and higher self-esteem. It also positively affected happiness, mediated by loneliness and self-esteem. Informational use decreased loneliness but did not significantly affect self-esteem. We explained these results by the moderation effects of age and social media self-efficacy. This study confirmed the urgency of increasing older adults’ social media self-efficacy for their mental well-being and successful aging. We also outlined design implications for increasing social media self-efficacy.

Post-purchase trust is formed after an online transaction is completed and the product or service is experienced. It influences consumers’ repurchase intention and the reputation of vendors. The aim of the current study was to deepen our understanding of post-purchase trust in e-Commerce and to develop a text mining-based assessment method by mining consumers’ online comments. By combining the expectancy-confirmation theory and product evaluation theory, this study proposes a comprehensive model of post-purchase trust encompassing consumers’ evaluation of product, delivery, service, and website. The model was verified by a survey involving 249 consumers. The results indicate that both product evaluation factors and transaction supporting factors have positive impacts on post-purchase trust. Based on this theoretical model, we proposed a text mining-based method to measure these factors through text-mining of consumers’ comments. To demonstrate the feasibility and benefits of the method, the method was applied to analyze 1,015,484 consumers’ comments on personal computer products from jd.com, a major Chinese e-Commerce website. The results suggest that the proposed method can provide practitioners with diagnostic suggestions to promote post-purchase trust and understand consumers better. HIGHLIGHTSIntegration of the consumers’ product evaluation model and expectation-confirmation theory is proposed to investigate post-purchase trust in e-commerce.The confirmation of delivery, service, website, and perceived value of products affect consumer satisfaction, thereby affect post-purchase trust.Perceived value is positively affected by perceived price and perceived quality, which can be increased by consumers’ evaluation of the appearance, authenticity, and brand reputation of the product.The proposed model can be used to design text mining-based tools to monitor important factors of post-purchase trust via text mining.

Many video sites or learning platforms allow real-time chatting or asynchronous commenting on specific time points during video lectures. Comments, as user-generated knowledge, facilitate social interaction but also affect cognitive learning. The visual layout of these comments can affect learners’ attention and learning, but the effect has rarely been studied. This study compares two common layouts (embedded vs. separated) and considers the content depth of comments through a laboratory eye-tracking experiment involving 40 participants. The results suggest that, with both layouts, learners switched attention to the comments every 10 seconds and stayed focused for 1.3 seconds on average before returning attention to the video. With an embedded layout, learners switched attention more frequently to the comments and remembered more surface-level comments. With a separate layout presenting deep-level comments, learners searched for information faster and performed better on open-book quizzes. We outline the design implications of using timeline-anchored comments to promote online learning.

In massive open online courses (MOOCs), learners have diverse types of motivation. Learners with different motivations have different interaction behaviours, presence, and learning outcomes. However, scant research has investigated the moderating role of learner motivations in the associations between presence and learning outcomes. This study examined MOOC learner motivation and its moderating role by surveying 646 MOOC learners. By exploratory factor analysis, this study identified four types of motivation: interest in knowledge, curiosity and expansion, connection and recognition, and professional relevance. Based on motivation, the study clustered learners into high-motivation, low-motivation, and asocial learners. Both high-motivation and asocial learners reported strong interest in knowledge and professional relevance, but asocial learners reported the lowest level of connection and recognition among the three groups of learners. Despite the low social presence, the asocial learners still had high levels of cognitive and teaching presence and learning outcomes. In addition, learners with higher presence generally perceived higher cognitive learning, but asocial learners with higher social presence were less satisfied. The results highlight the impacts of specific types of motivation to enrol in MOOCs and suggest designing different environments for learners with different motivation types.

Interaction is central to any learning experience. Currently, Massive Open Online Courses (MOOCs) rely on discussion forums as a primary means of interaction among learners and instructors. Threaded discussions of such forums help learners to hold an ongoing and recursive discussion over an extended period, but the lack of temporal and spatial contiguity makes it insufficient to deliver a smooth interaction experience. To facilitate such interaction, this study designed DanMOOC, a commenting tool that facilitates timeline-anchored discussion among MOOC learners and instructors. DanMOOC was the first to combine threaded discussions with Danmaku commenting, a video commenting feature that allows viewers of the same video to share comments at the top of the video screen. The design process followed an iterative process of user-centered design. The impact of the new design on learning was assessed empirically through a laboratory experiment comparing DanMOOC with the current MOOC system (video-based learning + forum). The results show that DanMOOC increases learners’ perceptions of social, teaching, and cognitive presence, engages learners more in discussion, and improves learners’ satisfaction with both the course and the platform.

By overlaying timeline-synchronized user comments on videos, Danmaku commenting creates a unique co-viewing experience of online videos. This study aims to understand the reasons for watching or not watching Danmaku videos. From a review of the literature and a pilot study, an initial pool of motivations and hindrances to Danmaku video viewing was gathered. Then, a survey involving 248 participants to identify the underlying factor structures of motivations and hindrances was conducted. Their influences on users’ attitude and behaviors with Danmaku videos were also examined. The results showed that people viewed Danmaku videos to obtain information, entertainment, and social connectedness. Introverted young men with high openness to new experience are more likely to view Danmaku videos. Infrequent viewers refused to watch Danmaku videos mainly because of the visual clutter that resulted from Danmaku comments.