Understanding generation Z consumers' revisit intentions to robotic service restaurants

Purpose: The purpose of this paper is to investigate the influencing factors of generation Z (Gen Z) consumers' revisit intentions to robotic restaurants in the post-pandemic times. Design/methodology/approach: Using a sample of Gen Z consumers with dining experiences in an Indian restaurant using service robots, the study empirically tests a research framework based on stimulus–organism–response theory. Findings: The study explains how Gen Z consumer's perceptions of functional attributes (i.e. perceived usefulness and perceived ease of use), socio-emotional attribute (i.e. perceived safety) and relational attribute (i.e. trust) shape their attitude, which in turn leads to their evaluations of performance outcomes and intention to revisit the robotic restaurants. The findings also indicate that perceived risk reduction of viral infection moderates the impact of performance outcomes on revisit intention. Originality/value: Due to the outbreak of COVID-19 pandemic, the changing preferences of consumers have resulted in an increase in demand for restaurants offering robotic services. To support the long-term viability of service robots in restaurant services, the current study investigates what elements of service robots can determine consumers' intentions to revisit the robotic restaurants during post-pandemic times. © 2023, Emerald Publishing Limited.

Prioritising barriers of online teaching during COVID-19 from teachers' perspective: using the analytic hierarchy process

Online teaching is no longer a choice but is an essential requirement for teachers due to the outbreak of global pandemic COVID-19. In India, lockdown conditions are still in force, and educational institutions are closed until further notice. Teachers are conducting online sessions from their homes, so it is important to identify the barriers encountered by teachers in online teaching. The purpose of this paper is to identify and prioritise the barriers faced by teachers in online teaching during COVID-19 pandemic in the HEIs of India. AHP approach is employed to prioritise the barriers encountered by teachers in online teaching during COVID-19 pandemic. The data was collected from 27 teachers working in various universities of Uttarakhand, India. These findings indicate that 'lack of institutional support' is the main barrier followed by home environment settings, technical issues, teachers' readiness, and students' readiness in online teaching during COVID-19 pandemic in India.