Purpose: The rise of artificial intelligence (AI) applications has driven enterprises to provide many intelligent services to consumers. For instance, customers can use chatbots to make relevant inquiries and seek solutions to their problems. Despite the development of customer service chatbots years ago, they require significant improvements for market recognition. Many customers have reported negative experiences with customer service chatbots, contributing to resistance toward their use. Therefore, this study adopts the innovation resistance theory (IRT) perspective to understand customers’ resistance to using chatbots. It aims to integrate customers’ negative emotions into a predictive behavior model and examine users’ functional and psychological barriers. Design/methodology/approach: In this study, we collected data from 419 valid individuals and used structural equation modeling to analyze the relationships between resistance factors and negative emotions. Findings: The results confirmed that barrier factors affect negative emotions and amplify chatbot resistance influence. We discovered that value and risk barriers directly influence consumer use. Moreover, both functional and psychological barriers positively impact negative emotions. Originality/value: This study adopts the innovation resistance theory perspective to understand customer resistance to using chatbots, integrates customer negative emotions to construct a predictive behavior model and explores users’ functional and psychological barriers. It can help in developing online customer service chatbots for e-commerce.

This study is to develop a multimodal presentation software integrated with interactive whiteboard (IWB) as a multimodal presentation system (MPS) to support the classroom English learning in the elementary English as second language (ESL) course. It focuses primarily on techniques and tools to enhance the students’ ESL learning achievement and learning satisfaction in the classroom setting. This paper utilizes the MPS, based on Mayer's cognitive theory of multimedia learning (CTML), to present the multimedia instructional materials in auditory and visual modalities. An experimental research designed was conducted. The results revealed that there were statistically significant differences between the students in experimental group and control group on measures of learning effectiveness (i.e., academic achievement and learning satisfaction)