• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.16 no.4
• /
• pp.153-165
• /
• 2021

With the disappearance of boundaries between online and offline, the O2O(online to offline) platform service is rapidly growing. Unlike general products, freshness is an important decision-making factor for agri-food, and there are many limiting factors for growth as an open market among O2O platforms due to the characteristics of difficult refunds and exchanges compared to other items and new transaction methods. In order to overcome these obstacles, consumer innovation must be considered. The purpose of this study was to investigate the influence of O2O(online to offline) platform characteristics perception on agri-food repurchase intentions. And an empirical survey of the hypothesis is made that innovation will show a moderating effect between agri-food O2O platform characteristics and repurchase intention. And an empirical survey of the hypothesis is made that innovation will show a moderating effect between agri-food O2O platform characteristics and repurchase intention. For this purpose, Using a convenience sampling technique, an online survey was conducted through Google survey from April 1 to April 15, 2021. A total of final analysis data were collected from a total of 270 purchase experienced of agri-food O2O(online to offline) platform. The SPSS program was used for analysis, and multiple regression analysis was used for hypothesis verification. The results showed that Economic, Interaction, and Playfulness had a significant positive effect on agri-food repurchase intend. Also, Interactivity × innovation, playfulness × innovation were found to have a significant positive (+) effect on repurchase intention. The results of this study show that innovation reduces the burden on consumers for new systems and mobile transactions. The results of this study suggest that convenient interface design is important for activating O2O transactions of agri-food. In addition, education and support are needed to strengthen the IT competency of farmers. The results of this study will be able to contribute to the establishment of infrastructure for agri-food open market shopping malls. In future studies, the influence of the O2O platform type on the purchase intention should be studied continuously.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.2
• /
• pp.117-134
• /
• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).