LIST OF ABBREVIATIONS 1 ANOVA Analysis of Variance 2 SPSS Statistical Package for Social Sciences 3 H1-17 Hypothesis 1-17 4 EFA Exploratory Factor Analysis 5 SEM Structural Equation
Rationale
Research objectives
This research investigates the direct and indirect impacts of electronic Word-of-Mouth (eWOM) on Mindful Consumption Behavior (MCB) among Vietnamese youth purchasing online courses Additionally, it explores the mediating role of Consumer Engagement in this relationship.
“Attitude towards Online Courses”, “Perception of Online Courses” and “Trust in Online Courses”
Secondly, the study aims to evaluate barriers through the impact of Perceived
Risk on the relationship between Attitude, Trust, Perception, “Consumer Engagement” and “Mindful Consumption Behavior”
Thirdly, the study also conducts research, evaluates and tests the differences between different subjects including Age, Gender, Income, Education Level on
“Mindful Consumption Behavior” (MCB) of Vietnamese youth
Fourthly, the author proposes solutions and recommendations to promote
Mindful consumption behavior among young people in Vietnam is essential for understanding how to effectively market e-learning courses This article explores the attitudes and habits of this demographic, providing insights that can help 2Target Co., Ltd develop targeted marketing strategies By focusing on the principles of mindful consumption, the company can enhance user engagement and drive sales of its online courses.
Research Subject
This study investigates the factors influencing "Mindful Consumption Behavior" among Vietnamese youth in the context of online courses Key areas of focus include electronic word-of-mouth (eWOM), attitudes toward online courses, trust in these courses, perceptions of their value, and consumer engagement By analyzing these elements, the research aims to provide a comprehensive understanding of how they collectively impact the mindful consumption behavior of young consumers in Vietnam's online education landscape.
Research Scope of the thesis
Spatial scope: The research was conducted using an online survey method among young Vietnamese people
Time scope: Study conducted from February to May 2024.
Research Questions
To address the existing gap in the literature, this study presents a key research question that will be explored and answered throughout the investigation.
Question 1: Is there an influence of the factors: eWOM, "Customer engagement",
"Attitude towards courses" on "Mindful Consumption Behavior" of Vietnamese youth
Question 2: Is there an influence of Demographic factors (Age, Gender, Income,
Education Level), "Perception of Online Courses" and "Trust in Online Course" to
"Mindful consumption behavior" of Vietnamese youth
Question 3: Is there a mediating role of “Attitude towards E-learning courses”,
“Customer engagement”, “Perception of Online Course” and “Trust in Online Course" with the relationship between eWOM and "Mindful Consumption Behavior"
The study investigates the moderating role of perceived risk in the relationship between attitude towards online courses, customer engagement, perception of online courses, trust in online courses, and mindful consumption behavior It explores how perceived risk influences these dynamics, potentially affecting learners' engagement and trust levels Understanding this relationship can enhance the effectiveness of online learning platforms by addressing concerns related to perceived risks and promoting mindful consumption behaviors among students.
Research Methodology
The research uses both qualitative and quantitative methods
Qualitative research involves synthesizing and analyzing previously published articles, research works, and documents from reputable journals and portals in Vietnam and globally This process aims to establish a theoretical foundation, develop a measurement scale, and create a comprehensive research model.
Quantitative research was conducted using an online questionnaire created on Google Forms, with assistance from the internship unit The survey targeted Vietnamese youth and was distributed through various channels, including Facebook, Messenger, Zalo, and Threads After data collection and screening, the results were analyzed using SPSS 26 and SMARTPLS 4 software.
Structure of the thesis
Background
1.1.1 Overview of the Edtech industry a Concept of EdTech
The COVID-19 pandemic significantly accelerated the global shift to online learning, with over 91% of students affected by school and university closures by April 2020 (Drane et al., 2020) Higher education institutions quickly adopted emergency e-learning solutions, utilizing platforms such as Zoom, Canvas, and Blackboard to maintain educational continuity (Murphy, 2020) For instance, Harvard transitioned all classes to online formats within days, while China witnessed over 7 million college students beginning online courses (Li & Lalani).
The abrupt transition to online education during the pandemic exposed significant gaps in both educators' online teaching skills and students' remote learning capabilities, leading to challenges such as limited access to technology, feelings of isolation, and decreased motivation, which ultimately affected learning outcomes However, this crisis also served as an unexpected catalyst for lasting growth and innovation in online education globally.
Online learning, or e-learning, has revolutionized traditional education by facilitating virtual instruction and remote access to resources through internet and computer technologies E-learning platforms enable both online and offline classes, allowing students to engage without physical presence Initiatives like Educ.ar and Eduthek, developed in collaboration with the World Bank, aim to enhance e-learning accessibility However, challenges such as internet availability, device compatibility, adaptation difficulties, and limited instructor responsiveness present obstacles to effective implementation Despite its potential to broaden educational opportunities, e-learning must address these issues to achieve universal success.
Key characteristics of online learning include (Kentnor, 2015):
● Delivery of learning content is electronic via the internet This can include text, images, video, simulations
● Access is self-paced and on-demand, providing flexibility in where and when students learn
● Interaction is facilitated between students, instructors and content through communication technologies
● Instruction is student-centered, allowing learners to take control of their own learning process
● Resources are accessible 24/7 by being stored online in digital repositories and platforms b Current status of the EdTech industry
The educational technology (EdTech) industry has emerged as a significant force, surpassing a market value of 300 billion USD and driving global educational innovation.
2022) This trend is driven by the rise of online learning platforms, the explosion of Edtech startups and the need to train human resources in the digital age (HolonIQ,
In 2021, the integration of technologies like artificial intelligence, big data analytics, and virtual reality is revolutionizing education by offering immersive and personalized learning experiences This transformation is recognized as an essential trend in the evolution of the educational landscape.
Vietnam ranks among the top 10 countries globally in E-learning growth, with a remarkable increase of 44.3% (Ken, 2019) The online teaching market in Vietnam has surpassed 3 billion USD, attracting numerous corporations and investors eager to capitalize on this lucrative sector (Vietnambiz, 2021) Key innovations like artificial intelligence (AI) and virtual reality (VR) are driving rapid expansion in the Vietnamese EdTech market, presenting both opportunities and challenges regarding project quality and investment Additionally, government initiatives have fostered greater interest in e-learning among parents and students With over 23 million students and a tripling of higher education enrollment since 2000 (World Bank, 2022), Vietnam's substantial student population creates a significant demand for online learning services Furthermore, the need for convenient and effective employee training in Vietnamese businesses is fueling the growth of EdTech solutions.
The EdTech market in Vietnam is still emerging, with current products only addressing a small fraction of customer needs Despite significant growth potential and diverse offerings, product quality and distribution remain inconsistent Customers often express concerns when selecting online courses, with a 2021 EDUVIET survey highlighting fears about inadequate training quality, limited interaction, and technical issues Additionally, many worry about online payment security and the legitimacy of certificates, which undermines trust in service providers The rise of electronic word-of-mouth (eWOM) has led consumers to rely on online reviews from key opinion leaders (KOLs) and key opinion consumers (KOCs), but scandals involving influencers have made them hesitant to base decisions on such endorsements Students from the Banking Academy of Vietnam have reported anxieties regarding the standardization and verification of knowledge from course providers, particularly after experiencing discrepancies between purchased content and that offered by their institutions Addressing these challenges is crucial for the advancement of Vietnam's EdTech sector.
As consumers become increasingly vigilant, companies offering online courses face significant challenges Learners are now proactive in seeking information and making informed decisions rather than relying on promotional claims The fraudulent practices of some companies threaten to undermine the entire Edtech market in Vietnam, leading to a gradual erosion of trust in online education Incidents of cheating and low-quality courses are fostering skepticism among consumers, ultimately impacting the industry's reputation and growth.
2020) These are major obstacles that need to be overcome to promote the development of the online training market in Vietnam
1.1.2 Overview of Mindful Consumption Behavior, Perceived Risk, and eWOM a Mindful consumption Behavior
Mindfulness, a meditative practice with roots in Buddhist and Hindu traditions, fosters focused attention and awareness, gaining popularity in modern society due to the increasing demand for tranquility amidst busy lifestyles This practice aligns with the concept of mindful consumption, which promotes sustainability by prioritizing holistic well-being—environmental, personal, and economic—through conscious and responsible choices that mitigate excessive consumption Mindful consumption reflects a commitment to self, community, and nature, while life satisfaction represents individuals' overall fulfillment with their lives Together, mindfulness and life satisfaction illustrate the shifting values in contemporary consumer behavior.
Consumer mindfulness involves a conscious and focused awareness of one's thoughts and feelings regarding consumption and its effects on oneself, the community, and the environment It emphasizes the alignment of attitudes and actions, promoting self-control in consuming practices Mindful consumption encourages deliberate and restrained actions that nurture the Earth, fostering a mindset of self-care and community concern This approach leads individuals to recognize the implications of their consumption choices, guiding them towards self-sufficiency and harmony with their surroundings The concept of mindful consumption is built on three core elements: awareness of oneself and the environment, caring about the consequences of consumer behaviors, and practicing temperance through self-control and restraint in consumption.
Figure 1.1: Marketing, consumption level and profitability
Figure 1.1 shows the relationship between marketing resource commitment and expected profit outcomes It identifies three zones:
- Under-marketing zone (left): Targeting low-income segments often leads to underconsumption and neglected consumer needs Firms fail to profit from this market
- Optimal marketing zone (middle): The right balance of marketing resources and fulfilling consumer needs enables mutually constructive marketing (MC) and maximizes profits
- Over-marketing zone (right): Escalating consumer wants driven by excessive marketing leads to overconsumption and declining profits
Transitioning to a circular economy can enhance profitability by creating new business opportunities, such as increased demand for maintenance services due to consumers purchasing more durable goods Implementing product-sharing services and replacing ownership with service-based models can help break the cycle of overconsumption Ultimately, finding the right balance between marketing efforts and consumer satisfaction leads to mutually beneficial exchanges and maximized profitability.
MCB is based on the notion of “temperance” and is aimed at optimising consumption in accordance with individuals’ well-being and values (Sheth et al.,
The ideology of temperance is emphasized through three types of consumption behavior: acquisitive, repetitive, and aspirational Acquisitive consumption refers to acquiring more than what consumers need or can utilize, while repetitive consumption involves a cycle of purchasing, discarding, and repurchasing items Aspirational consumption is linked to conspicuous consumption This study defines mindful consumer behavior (MCB) as consumers' efforts to make optimal purchasing decisions regarding online courses, highlighting the importance of perceived risk in their choices.
Perceived risk is the uncertainty and potential negative outcomes consumers associate with their purchasing decisions, as defined by Peter and Ryan (1976) This concept includes multiple dimensions, such as financial, performance, physical, psychological, social, and time risks When consumers perceive a high level of risk related to a product or service, they are more likely to engage in careful information processing and thoughtful consumption behaviors (Mitchell, 1999).
In the realm of sustainability, consumers' awareness of the environmental and social implications of their purchases fosters more intentional decision-making When individuals perceive that certain products or brands conflict with their ethical values or commitment to green practices, they become more diligent in assessing alternatives that resonate with their principles This heightened vigilance leads consumers to thoroughly research manufacturing processes, scrutinize ingredients, and investigate certifications, ultimately promoting mindful consumption habits and reducing the risk of making irresponsible choices.
Higher perceived risk leads to more thorough information searches and careful decision-making, key aspects of mindful consumption When consumers identify potential drawbacks of purchases that conflict with their values, they invest additional effort in researching and assessing options before making a commitment In the context of e-learning, perceived risks may encompass worries about course content quality, certificate credibility, the effectiveness of online learning versus traditional classrooms, and the security of payment transactions.
1.1.3 Theoretical background
Literature Review
In both Vietnam and globally, numerous research projects in the Edtech sector are underway, particularly focusing on "Online Courses." These initiatives are being approached from various perspectives and methodologies, showcasing the diverse ways in which online education is being explored and utilized.
1.2.1 Approach from the perspective of businesses:
Experimental research offers insights into how EdTech providers can mitigate perceived risks to promote responsible online course consumption Barbera et al (2020) examined the relationship between perceived risk and trust in e-learning, identifying effective strategies for companies These include implementing trial periods, showcasing user testimonials, establishing clear policies, and providing responsive support, all aimed at fostering student trust and reducing risk-related concerns that hinder informed purchasing decisions.
A study conducted in 2021 assessed an Indian EdTech platform, revealing perceived risks that adversely affect student loyalty, such as performance, financial, and data privacy concerns The researchers recommended that these platforms prioritize high-quality instructors, financial assistance, and strong cybersecurity measures to promote responsible usage Additionally, Wilson and Narayan (2020) conducted qualitative interviews with eight administrators from a full-time US virtual high school, identifying benefits like flexibility and personalized learning, while also noting risks such as student isolation and reduced social interaction However, the limited sample size of this case study restricts the generalizability of the findings, suggesting a need for further quantitative research to evaluate administrator perceptions across different virtual school models.
In Vietnam, various studies have investigated mindful consumption and perceived risks within the EdTech sector from a business standpoint Notably, Nguyen (2022) conducted research titled “Understanding Learner Motivations,” which provides valuable insights into this area.
A recent study on EdTech companies in Vietnam involved interviews with five major industry players to explore their approaches to fostering mindful online learning Despite the small sample size, the research yielded valuable qualitative insights, revealing that these companies prioritize building learner trust through enhanced course quality, provision of free trials, and active responsiveness to user concerns However, the study highlights the necessity for further research into consumer motivations and risk perceptions, as it faced limitations due to its narrow sample and absence of consumer data.
1.2.2 Approach from the customer's perspective:
A study by Raza et al (2021) involving 200 undergraduate business students from two Pakistani universities explored the impact of perceived risks on the intention to use MOOCs The research identified cybersecurity risks, financial costs, and performance-related concerns as significant factors influencing students' willingness to engage with MOOCs Regression analysis revealed that higher perceptions of these risks correlated with a decreased intention to adopt MOOCs The authors suggested that MOOC providers should enhance data protection, improve course quality, and facilitate knowledge transfer to mitigate these concerns However, the study's limited sample size may restrict the generalizability of its findings across different populations and academic disciplines.
A 2021 study surveyed 450 university students across five countries— the US, Mexico, China, United Arab Emirates, and Botswana— to assess their perceptions of online cheating risks in EdTech environments The findings revealed significant differences in attitudes between individualist cultures, such as the US, and collectivist cultures, like China Chinese students showed heightened concern about the consequences of cheating, fearing the shame it could bring to their families, while American students appeared more indifferent to the risks Although the study offers valuable comparative insights, it is important to note that it relied on self-reported cheating attitudes, which may not accurately reflect actual behaviors.
In Vietnam, a study by Pham (2020) involving semi-structured interviews with 12 parents highlighted significant concerns regarding online K-12 education during the COVID-19 pandemic Parents questioned the effectiveness of online learning for younger children, expressed fears of technology addiction from prolonged device usage, and worried about the potential for cyberbullying in online interactions Pham emphasized the importance of addressing these parental concerns to enhance the acceptance of online learning However, the small sample size and urban focus limited the generalizability of the findings Similarly, Mai and Tam (2021) surveyed 270 Vietnamese learners aged 18-35 about their perceptions of privacy and security risks in EdTech Participants reported concerns over unauthorized data collection and potential hacking incidents The authors suggested that EdTech platforms could foster mindful usage by improving data governance, enhancing security measures, and ensuring transparent communication with users, although the findings were primarily relevant to younger urban university graduates.
1.2.3 Approach from the customer's and business's perspective:
A study by Zhu and Liu (2020) involving 302 Chinese online learners revealed that higher perceived risks negatively impacted the intention to purchase online courses To enhance adoption, they recommended online education platforms improve their reputation through reviews, strengthen security measures, and enhance website usability However, the research focused solely on purchase intent rather than actual buying behaviors, indicating a need for further investigation, especially since the sample consisted of adult professionals aged 24-40, which may not represent other age groups Building on this, Wu and Chen (2022) utilized protection motivation theory to develop an EdTech adoption model that addresses perceived risk, based on a survey of 514 US business students Their findings suggested that companies could foster ethical EdTech usage by addressing risk factors through quality assurance, security features, and online community support, although the study was limited to self-reported intentions of business students.
A study by Tran and Ngo (2021) involving 389 undergraduate students at a public university in Ho Chi Minh City, Vietnam, examined perceptions of risks associated with massive open online courses (MOOCs) The statistical analysis revealed that higher perceived risks negatively impacted students' intentions to adopt and actively engage with MOOCs To address these concerns, the authors suggested that EdTech platforms enhance identity verification through proctored exams, integrate social features like forums and messaging to build connections, and implement gamification techniques to boost participation and discipline However, the research was limited to a single university and a student sample with relatively high digital literacy.
Existing research on perceived risk and mindful EdTech consumption in Vietnam primarily examines student perceptions and purchase intentions, as highlighted by Nguyen (2022), Tran & Ngo (2021), and Le (2019), who focused on concerns such as cheating, social isolation, quality, and unclear provider policies These studies are limited to perceived risks and intentions rather than actual consumer behavior In contrast, international studies, like those by Wu & Chen (2022) and Zhu & Liu (2020), adopt a broader perspective by integrating both learner and provider viewpoints and proposing mitigation strategies Gupta & Gautam (2021) evaluated provider practices and their effects on consumer loyalty, while qualitative research by Wilson & Narayan (2020) explored administrator insights on virtual schooling risks and benefits Barbera et al (2020) synthesized international literature to identify best practices for building trust and reducing risk While current research in Vietnam offers valuable insights into student risk perceptions, further studies that include provider perspectives, actual consumer behaviors, diverse demographics like K-12 learners, and direct evaluations of platforms could enhance understanding and support evidence-based risk mitigation strategies for mindful EdTech adoption in Vietnam.
Gap of the previous researches
The EdTech industry in Vietnam is experiencing rapid growth, with prior research primarily concentrating on learners' acceptance of online courses (Dang et al., 2022) However, as global trends shift towards mindful consumption, Vietnamese consumers are increasingly adopting a more thoughtful approach in selecting online learning services Despite this shift, there is a lack of specific research focusing on mindful consumption behavior within the EdTech sector.
Secondly, the relationships between eWOM and attitude (Mohammad et al.,
Recent research highlights the significant role of electronic word-of-mouth (eWOM) in shaping consumer trust and perceptions of product and service quality across various industries However, there is a lack of focused studies on these dynamics within the edtech sector Given the critical influence of eWOM on consumer attitudes towards online courses and learning platforms, this study aims to explore the relationships between eWOM, consumer engagement, trust, and perceptions of online educational services Understanding how eWOM affects these key factors will offer valuable insights for marketing strategies in the edtech industry.
Previous research on perceived risk and mindful consumption has primarily concentrated on developed nations and non-technology sectors, leaving a gap in understanding the risk perceptions of Vietnamese parents and students regarding educational technology (edtech) Existing studies on technology adoption have failed to explore the various dimensions of risk—such as financial, functional, and psychological—specific to the edtech industry Consequently, the insights gained from these studies may not be applicable to emerging edtech markets like Vietnam.
The author identifies a need for further research into the barriers that hinder Vietnamese consumers from engaging in mindful consumption within the edtech industry, particularly focusing on factors like Perceived Risk By examining the relationships between these factors and mindful edtech usage, we can gain insights into what encourages or obstructs mindful consumption in Vietnam To create a comprehensive contextual model, both qualitative and quantitative data will be essential.
The first chapter provides an overview of the global and Vietnamese EdTech industry, reviewing prior studies on EdTech and mindful consumption behavior from both local and international perspectives It discusses the theoretical foundations of the EdTech sector and key factors influencing mindful consumption, including eWOM, consumer engagement, and attitudes toward online courses, while introducing additional factors such as perception, trust, and perceived risk to create a comprehensive model A conceptual framework is proposed to explore the drivers of EdTech adoption, identifying gaps in existing literature that inform the research objectives and questions aimed at understanding the needs and acceptance of online courses among young citizens in Hanoi This framework, along with four key research questions, serves as a foundation for EdTech startups to customize their offerings to meet customer demands, ultimately justifying the focus on "Factors Affecting Mindful Consumption Behavior in the EdTech Industry: Experience for 2Target Co., Ltd."
CHAPTER TWO: RESEARCH HYPOTHESES AND MODEL
Theoretical framework
The topic was developed from the research of Mohammad et al., (2020) on
This study investigates the impact of electronic word of mouth (eWOM) on mindful consumption behavior (MCB) in the context of sustainable clothing purchases It highlights the mediating roles of consumer engagement and attitudes towards second-hand clothing, revealing that both eWOM and consumer engagement positively influence MCB The findings support the direct effect of eWOM on consumers' attitudes towards second-hand clothing, consumer engagement, and MCB, aligning with the model proposed by Mohammad et al.
Model and research hypotheses
The research model by Mohammad et al (2020) serves as an adaptable framework for exploring mindful consumption behavior within Vietnam's edtech industry, particularly regarding online learning services Their findings on the relationships between electronic word-of-mouth (eWOM), consumer attitude, and purchase intention are pertinent, as eWOM influences consumer attitudes, which subsequently affect purchase intentions This proposed research aims to investigate how perceived risk impacts mindful consumption behavior for online courses, given that online learning platforms significantly depend on eWOM and that consumer attitudes are shaped by risk perceptions To enhance the model's applicability, it will be expanded to include additional variables such as perceived risk, brand trust, and knowledge, reflecting Vietnam's unique sociocultural context Utilizing Mohammad et al.'s model as a foundation, while incorporating the S-O-R Source Theory Model, will provide insights into how stimuli like eWOM and demographics influence consumer assessments and lead to mindful consumption behavior.
Perceived risk significantly deters online purchase intentions and technology adoption across various sectors, including the edtech industry Research by Marett et al (2021) highlights that higher financial risk perceptions diminish purchase intentions, while Kim et al (2009) identify privacy concerns as a barrier to mobile payment adoption, showcasing the multi-dimensional nature of risk perceptions In edtech, Tran and Tran (2021) found that Vietnamese parents expressed worries about data security and excessive technology use by children, indicating crucial perceived risks that could impede mindful edtech adoption According to the Theory of Planned Behavior, factors such as attitudes, engagement, perceptions, and trust positively influence intentions and mindful behaviors (Ajzen, 2020), yet high perceived risk can moderate these relationships in online education Even learners with favorable attitudes may hesitate to invest in online courses when concerns about wasting time or money arise Conversely, low perceived risk fosters confidence, enabling learners to critically assess their needs and the course's value Studies across various domains reveal that high uncertainty diminishes the effectiveness of positive consumer evaluations in decision-making (Cheng, 2019; Rodrigues et al., 2019; Eroglu et al., 2001; Han et al., 2019; Hong & Cho, 2011; Han et al., 2018) Therefore, edtech providers should focus on enhancing positive learner assessments while actively addressing perceived risks.
Trust is a crucial factor affecting online purchase intentions and technology adoption, as evidenced by Lee and Shin (2014), who found that electronic word-of-mouth enhances consumer trust and purchase intentions in online retail Similarly, Nguyen et al (2019) demonstrated that higher brand trust in platforms like Coursera increases users' intentions to continue utilizing these platforms for online learning Their research underscores the necessity of assessing both general and context-specific trust towards individual platforms Integrating trust metrics into models of mindful edtech consumption can yield valuable insights, with potential survey measures evaluating competence, integrity, and benevolence at both general and platform-specific levels Additionally, qualitative studies could investigate how trust in edtech brands develops over time through reviews and reputation Comparing trust effects between mindful and mindless consumer segments could provide further clarity, while incorporating multidimensional trust constructs into research frameworks can guide strategies for fostering trust and promoting mindful edtech usage through reliable provider relationships.
Consumer perceptions regarding quality, value, and functionality are crucial for the selection and adoption of products across various industries, including edtech Research by You et al (2015) demonstrates that positive electronic word-of-mouth enhances perceived usefulness and product quality, thereby influencing purchase intentions In the edtech sector, Dang et al (2021) found that favorable perceptions of online learning's ease of use significantly boost adoption intentions among Vietnamese students This underscores the necessity of incorporating multi-faceted measures of perceptions such as perceived quality, value, reliability, and ease of use for edtech platforms Qualitative research can offer deeper insights into how consumers evaluate attributes like program quality and interface design, while surveys can quantify perceptions of usefulness and accessibility Additionally, comparing the perceptions of mindful versus mindless edtech consumers may identify critical gaps to address Ultimately, understanding perception variables is essential for comprehending how educational technology products are viewed and which barriers need to be overcome to promote mindful consumption.
Completing editing and adding new factors to the reference model, the author determined that the model includes 5 dependent variables including: "eWOM",
The study explores the relationship between attitudes toward online courses, trust in online courses, perceptions of online courses, and consumer engagement, with a focus on mindful consumption behavior as the dependent variable It also considers perceived risk as a moderating variable while controlling for age, sex, income, and education The proposed research model aims to uncover how these factors interact to influence consumer behavior in the context of online education.
Figure 2.2 The proposed model with hypothese
● eWOM and Attitude towards Online courses
eWOM, as defined by Hennig-Thurau et al (2004), encompasses online comments made by customers regarding a company or product that are accessible to others In the realm of online courses, eWOM manifests through student reviews, ratings, forum discussions, social media interactions, and various other shared opinions.
Attitude refers to a psychological tendency that reflects an individual's approval or disapproval of a particular entity (Eagly & Chaiken, 1998) The Elaboration Likelihood Model suggests that electronic word-of-mouth (eWOM) serves as an informational cue, impacting consumer attitudes via the peripheral route of persuasion (Cheung &).
Positive electronic word-of-mouth (eWOM) significantly enhances consumer attitudes toward products and brands (Thadani, 2012; Lee & Shin, 2014; Park & Kim, 2008) In the context of online courses, favorable eWOM—such as reviews and ratings—improves learner perceptions by indicating quality, credibility, and value (Casaló et al., 2020).
The effectiveness of electronic word-of-mouth (eWOM) is influenced by factors such as source credibility, argument quality, and consumer involvement (Cheung & Thadani, 2012) Research indicates that learners assess eWOM from various sources differently when developing their attitudes Empirical evidence demonstrates that eWOM plays a significant role in shaping consumer attitudes and intentions in the context of online learning (Casaló et al., 2020; Filieri et al., 2018) Consequently, we propose the following hypothesis based on these findings.
H1: eWOM positively affects Attitude toward Online Courses
● eWOM and Trust in Online courses
In the realm of educational technology, trust is defined as a consumer's confidence in the reliability, integrity, and quality of online learning platforms (Nguyen et al., 2019) Social exchange theory suggests that third-party opinions expressed through electronic word-of-mouth (eWOM) play a crucial role in building trust by offering credible information and assurances (Hajli et al., 2017) Positive eWOM, such as reviews and testimonials, signals a provider's competence, benevolence, and integrity to consumers who may not have direct experience (Casaló et al., 2010) Empirical studies demonstrate that eWOM significantly impacts trust in various contexts, including edtech; for instance, Lien et al (2015) found that student endorsements on Facebook bolstered trust in online universities, while Nguyen et al (2019) revealed that eWOM positively influenced perceived trust in MOOC platforms like Coursera Therefore, we propose the following hypothesis:
H2: eWOM positively affects Trust in Online courses
Mindful consumption involves making conscious purchasing decisions that consider the effects on oneself, society, and the environment Mindful consumers assess their genuine needs and evaluate products ethically prior to buying Positive electronic word-of-mouth (eWOM) that emphasizes course quality, flexibility, and student outcomes can influence perceptions of value and encourage reflection on true educational needs Research indicates that eWOM offering diverse information on sustainability and social impacts fosters mindful reasoning and ethical consumerism Moreover, insightful eWOM can transition learners from uncritical assumptions to thoughtful questioning and needs-based evaluations.
Based on this discussion, we propose the following hypothesis:
● eWOM and Perception towards Online Courses
In the realm of EdTech, perception encompasses how consumers assess essential attributes of online learning platforms and courses, including quality, value, usefulness, and user-friendliness (Tan et al., 2022) The Elaboration Likelihood Model suggests that electronic word-of-mouth (eWOM) influences these perceptions by serving as an informational cue through the peripheral route of persuasion (Cheung & Thadani).
Positive electronic word-of-mouth (eWOM) that emphasizes the advantages of online learning can enhance perceptions of quality and value (Casaló et al., 2020) Research shows that eWOM plays a crucial role in shaping consumer perceptions and driving adoption in various fields, including educational technology (Lien et al., 2015; Tan et al., 2022) For instance, testimonials shared on social media have been found to elevate the perceived quality of open online courses (Veletsianos).
& Shepherdson, 2016) Based on this discussion, we propose the following hypothesis:
H4: eWOM positively affects Perception toward Online courses
In the realm of education technology, consumer engagement is defined as a learner's cognitive, emotional, and behavioral connection to online course platforms (Wu, 2017) Social exchange theory suggests that electronic word-of-mouth (eWOM) enhances this engagement by offering social benefits such as interaction, knowledge acquisition, and a sense of community (Cheung & Lee, 2012) Positive eWOM in online forums and reviews promotes active learning and participation within edtech platforms (Casaló et al., 2010) Research indicates that eWOM significantly boosts consumer engagement in various contexts, including online education, as evidenced by increased student participation in university Facebook pages through social recommendations (Lien et al., 2015) and enhanced engagement with massive open online courses via learner testimonials (Veletsianos & Shepherdson, 2016) Thus, we propose the following hypothesis:
H5: eWOM positively affects Consumer Engagement
● Attitude towards Online courses and MCB
The Theory of Planned Behavior highlights that a positive attitude significantly influences mindful behavior, particularly in the context of online courses, as it affects learners' intentions to enroll and their thoughtful selection process (Casaló et al., 2020) Students with favorable attitudes tend to consider the relevance of programs to their career aspirations more deeply Furthermore, research indicates that the impact of attitude on mindful purchasing behavior differs across various contexts; for instance, Wang et al (2018) discovered that attitudes only forecast eco-friendly consumption when individuals possess high self-efficacy.
In edtech, Casaló et al (2020) showed positive online course attitudes increased mindful site navigation and needs-match Based on this discussion, we propose the following hypothesis:
H6: Attitude towards Online courses positively affects MCB
● Trust in Online Courses and MCB
Questionnaires and scales
The authors developed the questionnaire and survey by carefully selecting an original English scale from prior research, utilizing the Reliability Scale founded on Ohanian's (1990) concept of source reliability.
Table 2.1: Questionnaires and scales of eWOM
Variables Content Sources eWOM General persuasiveness
GP1 Online product reviews on e-learning courses have an impact on my purchase decisions
GP2 Before making important purchase decisions,
I go to online product review sites (e.g., retailers’ websites or sellers’ pages, Google reviews or social media like Facebook, Instagram, TikTok, etc.) to learn about other consumers’ opinions
GC1 I think that online product reviews on e- learning courses are credible
GC2 I trust product reviews on e-learning courses provided by other consumers
SOR1 I often read other consumers' online product reviews on e-learning courses to know what brands or retailers make good impressions on others
SOR2 To make sure I buy the right e-learning courses, I often read other consumers' online product reviews
SOR2 I often consult with other consumers' online product reviews to help choose the right e- learning courses
SOR4 I frequently gather information from online consumer product reviews before I buy e- learning courses
Note The statements are rated on a 5-point Likert scale, from Strongly disagree (1) > Strongly agree (5)
eWOM is evaluated as a multidimensional construct comprising three key dimensions: General Persuasiveness, assessed through two items; General Credibility, also measured by two items; and Susceptibility to Online Reviews, which is evaluated using four items, as adapted from Bambauer-Sachse et al (2011).
Table 2.2: Questionnaires and scales of Perceived Risk
Perceived Risk (PR) PR1 I believe that online courses are risky because it may fail to meet my expectations
PR2 I believe that purchasing online courses is risky because they may be available at a lower price elsewhere
PR3 I believe that online purchases are risky because they may cause others to think less highly of me
PR4 I believe that purchasing online courses is risky because they may not fit well with my personal image or self-concept
PR5 I believe that online courses purchases are risky in terms of time because the products/services activated may not be activated within the expected time frame
Note The statements are rated on a 5-point Likert scale, from Strongly disagree (1) > Strongly agree (5)
Perceived Risk was measured by a five-item scale adapted from Corbitt et al.,
Table 2.3: Questionnaires and scales of Perception toward Online courses
PtO1 In my opinion, e-learning courses have better quality and are more convenient than traditional learning.
PtO2 To me, e-learning courses will partly help to protect the environment.
Note The statements are rated on a 5-point Likert scale, from Strongly disagree (1) > Strongly agree (5)
“Perception toward Online Courses” was measured by a two-item scale adapted from Mishra et al (2015) (Table 2.3)
Table 2.4: Questionnaires and scales of Trust in Online courses
TiO1 The e-learning courses are trustworthy
TiO2 I would rely on the content of the e- learning courses TiO3 I would trust the e-learning courses
Note The statements are rated on a 5-point Likert scale, from Strongly disagree (1) > Strongly agree (5)
The scale for “Trust in Online Courses” was adapted from Lau and Lee’s
(1999), Delgado-Ballester et al (2003), and Chaudhuri and Holbrook’s (2001)
Table 2.5: Questionnaires and scales of Attitude toward Online Courses
AtO1 I am positive towards buying e- learning courses
Van der Heijden and Verhagen
AtO2 The thought of buying e-learning courses is appealing to me
AtO3 I think it is a good idea to buy e- learning courses
Note The statements are rated on a 5-point Likert scale, from Strongly disagree (1) > Strongly agree (5)
“Attitude towards Online Courses” was measured by a three-item scale adapted from Van der Heijden and Verhagen (2004)
Consumer engagement is a multidimensional construct that encompasses conscious attention, enthusiastic participation, and social connection This framework is assessed through six items measuring conscious attention, six items evaluating enthusiastic participation, and three items reflecting social connection, as adapted from Vivek et al (2014).
Table 2.6: Questionnaires and scales of Consumer Engagement
CA1 I like to know more about e-learning courses Vivek et al
CA2 I like events that are related to e-learning courses
(fashion events, warehouse sales, etc.)
CA3 I like to learn more about e-learning courses
CA4 I pay a lot of attention to information related to e-learning courses
CA5 I keep myself updated with things related to e- learning courses
CA6 Anything related to e-learning courses grabs my attention
EP1 I spend a lot of my leisure/spare time in searching for e-learning courses
EP2 I search diligently for e-learning courses
EP3 I try to fit my search for e-learning courses into my schedule
EP4 I am passionate about searching for e-learning courses
EP5 I search for e-learning courses at least once a week EP6 I enjoy spending time searching for e-learning courses
SC1 I love shopping and buying e-learning courses with my friends
SC2 I enjoy shopping and buying e-learning courses more when I am with others
SC3 Shopping and buying e-learning courses is more fun when other people around me do it too
Note The statements are rated on a 5-point Likert scale, from Strongly disagree (1) > Strongly agree (5)
Table 2.7: Questionnaires and scales of Mindful Consumption Behavior
MCB1 I do not purchase e-learning courses on impulse when buying (acquisitive consumption)
MCB2 I prefer to buy reusable products/services over disposable products/services
MCB3 I don't upgrade to a new version of a product/service if my current product/service is working
MCB4 I don't compare my purchases with those of those whose income is many times more than mine
MCB5 For some products/services, I would prefer to share rather than own if given a choice
MCB6 Sharing a product or service is better than owning it for individual use
MCB7 Social benefits of sharing a product/service are higher than that of owning it individually
MCB8 If a product/service has no use for me,
I give it to someone free rather than throwing
Note The statements are rated on a 5-point Likert scale, from Strongly disagree (1) > Strongly agree (5)
The study assessed "Mindful Consumption Behavior" using a seven-item scale adapted from Gupta & Verma (2018), rated on a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree) To establish content validity, the questionnaire was reviewed by three academicians from a reputable public university Following revisions, the questionnaire was distributed to ten postgraduate students for further validation, accompanied by brief interviews to gather feedback on the adequacy and representation of the constructs Both content and face validity were confirmed, ensuring the items effectively measured their intended constructs Additionally, Zaichkowsky's (1985) adjustment scale was employed to minimize differences in overall opinions among test groups regarding the product category.
Procedure
Hair et al., (2014) in their book A Primer on Partial Least Squares Structural Equation Modeling proposed the 10 times rule to determine minimum sample size in PLS-SEM
According to this, the minimum sample size for the model would be: 10*number of arrows pointing to MCB = 10*4 = 40
For research utilizing a model with numerous indicator variables, a sample size of 40 is insufficient to yield valuable insights Drawing from both local and international studies, it is recommended that a minimum sample size of 100 is necessary when employing SMARTPLS, with an ideal target of 150 participants for more robust results.
To participate in this study, individuals must be residents of Vietnam, aged between 18 and 30, and possess at least one social media account The study aims to gather insights from a diverse group of young adults, emphasizing the importance of social networking in their lives.
This study employed a self-administered online survey to gather data from young individuals in Vietnam The questionnaires were distributed through popular social media platforms, including Facebook, Instagram, Zalo, and Thread Out of 403 responses collected, 345 valid samples remained after excluding incomplete and anomalous data.
This study utilizes the Structural Equation Modeling (SEM) approach to examine the proposed relationships within the research model, following the methodologies of Anderson & Gerbing (1988) and Han (2021) For data entry and processing, SPSS 26 is utilized, while SmartPLS is chosen for evaluating both the measurement and structural models.
In marketing research, PLS-SEM offers significant advantages over CB-SEM, particularly when addressing small sample sizes and non-normally distributed data It effectively estimates complex research models that include multiple mediators, latent, and indicator variables, making it ideal for structural models This paper utilizes PLS-SEM to explore the factors influencing Mindful Consumption Behavior towards Online Courses in Vietnam.
When utilizing PLS-SEM, the research model is evaluated in two main steps: the measurement model and the structural model The measurement model focuses on reliability, convergent validity, and discriminant validity of the concepts involved Following this, the structural model is assessed by testing for multicollinearity, evaluating path coefficients, determining the coefficient of determination (R-square), examining effect size (f-square), and assessing predictive relevance (Q2), as recommended by Hair et al (2016).
In PLS-SEM models, it is not possible for analysts to conduct statistical significance testing of model parameters using only a single dataset To address this limitation, PLS-SEM utilizes the bootstrap resampling method, a technique developed by researchers Tibshirani, Davison, and Hinkley (Nguyen & Vu, 2020).
In the second chapter, the author outlines the research methods and data collection sources, building on prior studies A questionnaire is presented, along with a description of the study's data sample From 345 collected samples, the author formulates 17 research hypotheses that correspond to the influence of the seven factors identified in the model.
To enhance comprehension of the research findings presented in Chapter 3, this chapter outlines the research process and methodologies employed The author utilized a survey method with questionnaires to ensure objectivity and accuracy, followed by data analysis and processing using SPSS 26 and SmartPLS 4 software.
CHAPTER THREE: DATA ANALYSIS AND RESULTS
Sample Description (N = 345)
The study focuses on Vietnamese youth, gathering a total of 403 survey responses After screening, 58 invalid questionnaires were discarded, resulting in 345 valid responses for formal analysis Detailed demographic information is presented in Table 3.1.
Regarding gender, there were 149 male participants (43.2%), 179 female participants (50.4%) Besides, there were 22 participants of other genders (6.4%) Overall, the survey results regarding gender structure were relatively balanced
Regarding age, most participants were aged 18-25, accounting for 78.3% (274 people) This was followed by the 25-35 age group, comprising 75 people (21.8%)
It is evident that consumers participating in the survey were mainly young people, aligning with the research topic and requirements
In a recent survey, students represented a significant majority at 79.4% of participants, followed by office workers at 11.9%, and both business professionals and freelancers at 4.3% These findings align well with the research objective, highlighting students as the primary customer segment in the Edtech industry Nonetheless, it is important to acknowledge that individuals from various other occupations also engage in learning to expand their knowledge.
Regarding education level, 232 participants held university degrees (67.2%)
The survey revealed that 22% of participants held high school or college degrees, while 10.7% possessed postgraduate degrees These findings align with our expectations, as individuals interested in education and MCB typically exhibit higher levels of educational attainment.
Occupation High School/University studentss 274 79,4
3.1.2 Income level and amount willing to pay description
Table 3.2 Income level and amount willing to pay description
Willing to pay 1 course ( VND)
Regarding Income, the income level of survey participants was quite high
Nearly half of the participants reported an income between 5-7 million VND, accounting for 44.1%, while a significant portion, 38.8%, fell into the upper-middle-income category Additionally, 13.9% of participants earned between 3-5 million VND, and 3.2% had low incomes ranging from 1-3 million VND per month These findings reflect the reality that low-income earners are primarily high school students without stable employment.
Despite having relatively high incomes, survey participants showed a low willingness to pay for online courses Only 25 individuals were ready to invest over 5 million VND, while 48 people (13.9%) indicated they would spend between 3-5 million VND The majority of respondents preferred to spend less, with 149 individuals willing to pay under 1 million VND and 123 people open to spending between 1-3 million VND for an online course.
Results of testing the factors
3.2.1 Testing the reliability of Cronbach's Alpha scale
This statistical method assesses the interrelatedness of a group of items and gauges the reliability of the scale they form A Cronbach's alpha coefficient greater than 0.7 typically signifies strong internal consistency, while each item should have Corrected Item-Total Correlations above 0.3.
This study yielded strong results, with all scales recording Cronbach’s Alpha values above 0.8 (Table 3.3) Specifically, “General Persuasiveness” scored 0.740;
“General Credibility” scored 0.806; “Susceptibility to Online Review” scored 0.742;
The study revealed significant metrics regarding online courses, with "Enthused Participation" achieving the highest score of 0.896, followed closely by "Social Connection" at 0.903 Other noteworthy scores include "Trust in Online Courses" at 0.821, "Mindful Consumption Behavior" at 0.880, and "Conscious Attention" at 0.824 Additionally, "Perceived Risk" scored 0.818, "Perception Toward Online Courses" reached 0.777, and "Attitude Toward Online Courses" recorded a score of 0.768, highlighting the varying levels of engagement and sentiment towards online learning environments.
All measurement scales exhibit high reliability, meeting the necessary criteria for further analysis The items are strongly correlated and effectively represent their intended constructs, ensuring the robustness of the survey instrument.
Table 3.3: Exploratory Factor Analysis Result (EFA) and Cronbach’s Alpha
SOR Susceptibility to Online review 0.742
AtO Attitude toward Online Courses 0.768
PtO Perception toward Online courses 0.777
TiO Trust in Online courses 0.821
3.2.2 Exploratory Factor Analysis Result (EFA)
The proposed research model consists of 11 factors and 43 measurement items, which underwent Cronbach's alpha reliability analysis to evaluate their alignment with the survey questions and the consistency among the variables The findings from the KMO and Bartlett's tests were also assessed to ensure the validity of the model.
Table 3.4: KMO vs Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy 0.832
Bartlett's Test of Sphericity Chi-Square 6441.721 df 903
The exploratory factor analysis (EFA) results for the independent variables, utilizing PCA extraction and Promax rotation, revealed a KMO value of 0.878, exceeding the threshold of 0.5, and a significant Bartlett's test result with a p-value of 0.000, which is less than 0.05 These findings confirm that the observed variables are adequately correlated for conducting exploratory factor analysis.
Based on an Eigenvalue criterion greater than 1, specifically 1.006, eleven factors were identified, accounting for a cumulative variance of 66.585%, which exceeds the 50% threshold (see Appendix 3) This indicates a significant interrelationship among the observed variables and clarifies 66.585% of the variance in the 43 items analyzed during the exploratory factor analysis (EFA).
The post-rotation factor matrix from the initial Exploratory Factor Analysis (EFA) identified 43 observed variables categorized into 11 distinct factors Each item demonstrated Factor Loadings greater than 0.5, with no cross-loadings present, thereby confirming convergent validity This indicates that every item effectively contributes to its designated latent construct (see Appendix 4).
Measurement model evaluation results
3.3.1 Results of testing the reliability and convergence of the scale
Assessing the reliability and validity of a measurement model involves evaluating internal consistency, convergent validity, and discriminant validity (Hair et al., 2016) Reliability is measured by the outer loadings of indicators, which should exceed 0.7 (Nguyen & Vu, 2020), and composite reliability (CR) must also be 0.7 or higher (Hulland, 1999) Convergent validity is confirmed when the average variance extracted (AVE) is at least 0.5 (Fornell & Larcker, 1981).
The study's findings indicate that all measurement scales exhibit strong internal consistency, with outer loadings and composite reliability both exceeding the 0.7 threshold Furthermore, the Average Variance Extracted (AVE) for each scale is above 0.5, demonstrating adequate reliability and convergent validity These results assure that the items accurately reflect their intended latent constructs within the research model Adhering to these stringent quantitative criteria underscores the methodological rigor applied in the development and analysis of the survey tools, which assess the careful use of EdTech.
In assessing discriminant validity, traditional studies have relied on the Fornell-Larcker criterion; however, Henseler et al (2015) introduced the Heterotrait-Monotrait (HTMT) ratio as a more effective measure through simulation studies This research adopts the HTMT index to evaluate discriminant validity between scales, with a threshold of 0.85 (