Purpose Virtual communities are useful sources of travel information for tourists. To better promote the sustainable development of virtual communities and provide theoretical guidance, this study aims to explore how the cognitive load generated by tourists in the information-seeking process facilitates the formation of their continuance intention. Design/methodology/approach Built on the cognitive load theory and flow theory, this study investigates the formation mechanism of virtual community users’ continuance intention to seek travel information. A total of 328 valid questionnaires were collected and used for hypothesis testing. Findings The results show that perceived usefulness, perceived information consistency and prior experience positively affect continuance intention. Concentration and time distortion have significant effects on continuance intention. Moreover, concentration and time distortion mediate between prior experience and continuance intention. Originality/value This study clarifies the formation mechanism of virtual community users’ continuance intention of travel information seeking from a new perspective. The conclusions enrich the research on consumer behavior in the information search field and provide a reference for virtual communities.
PurposeThis study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.Design/methodology/approachThe proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.Findings(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.Originality/valueThis study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.
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