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Internet use has a high environmental footprint that is often overlooked by end users. This paper contributes to limiting the negative environmental footprint of Information Technology (IT) use by understanding the relationship between environmental concerns and use of IT amongst users who are aware of the environmental footprint of IT use. Second, the paper argues that taking environmental concerns into account in technology acceptance studies is relevant, even in studies concerning ordinary IT (i.e. IT not commonly classified as “green” technology).

The authors conduct two vignette-based surveys in two different countries: the USA and Belgium. Partial least squares structural equation modeling (PLS-SEM) is used to analyse the effect of environmental concerns on the intention to use the webcam during online meetings and binary logistic regression is used to analyse the relationship between environmental concerns and reported actual use of webcams.

The higher the respondents' environmental concerns, the higher their intention to use internet systems in a more environmentally responsible way, provided the respondents are aware of the environmental footprint of internet system use. Moreover, the higher the respondents’ environmental concerns, the more likely they are to use internet systems in a more environmentally responsible way.

This study is the first to distinguish “Greening of IT Use” from “Greening of IT” and “Greening by IT” and to show that environmental concerns has an impact on the way end users (intend to) use internet systems, provided the users are aware of the environmental footprint of that use.

The advent of extreme automation from new technologies such as artificial intelligence portends a massive increase in unemployment. The psychological impact of this threat on the workforce is critically important. This paper aims to examine the functioning of individuals' anxiety buffers in response to this threat.

A two-stage mixed-methods design is used. In stage 1, qualitative data are gathered through semi-structured interviews. In stage 2, quantitative data are collected through two experiments to assess the psychological impact of exposure to the threat.

Exposure to the threat of extreme automation reduces self-esteem, faith in the worldview and attachment security. When self-esteem and attachment security are under attack, they are ineffective as anxiety buffers, and anxiety levels increase. Additionally, there is a distal effect such that during a period of distraction, the threatened anxiety buffers are reinforced and return to their normal levels.

This study is limited to a homogenous culture in which work is highly salient. Future research should include other cultures, other methods of exposure and further examine the distal effects.

The study examines the previously underexplored issue of individuals' psychological response to the impending changes in the workforce because of technological advancements.

Most students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and other online services, combined with remote work has increased students' reliance on information and communications technologies (ICTs) for all purposes, which may be overwhelming. We examine how technology overload strains the ability of online learning to meet students' basic psychological needs (BPNs), which can decrease positive outcomes such as academic enjoyment and personal performance.

Data was collected via an online survey of 542 university students and the proposed model was tested using partial least squares (PLS) regression.

We find that technology overload can diminish the positive relationship between online learning intensity and BPNs satisfaction, which is alarming because BPNs satisfaction is critical to students' positive experiences. Moreover, we find that technology overload and lack of technology experience can directly drive BPNs frustration, which decreases positive outcomes and increases academic anxiety.

We extend a theoretical framework for telecommuting to examine online learning. Additionally, we consider the role of technology overload and experience both as drivers and as moderators of students' BPNs satisfaction and frustration in online learning. Our results provide valuable insights that can inform efforts to rebalance the deployment of ICTs to facilitate online educational experiences.

Due to its technical focus, the introductory accounting course has a hierarchical knowledge structure that requires students to master and integrate abstract knowledge which builds on itself over time. The purpose of this paper is to explore the relationship between engagement and examination performance for students enrolled in a hierarchically structured course.

This research involves a retrospective study of an introduction to accounting course examining the relationship between increased engagement and examination performance. Students are provided opportunities for engagement through assigned homework and optional ungraded assignments. Performance is measured by scores on each of three examinations conducted throughout the semester.

The study finds that additional engagement in assignments has no significant impact on mid-semester examination performance; however, sustained engagement throughout the semester has a cumulative impact on final examination performance. Moreover, students that perform well on mid-semester examinations do not benefit from additional engagement, whereas students that perform poorly on the mid-semester examinations exhibit substantially higher final examination scores from sustained engagement.

This study illustrates the complex interplay between engagement and performance and the timing of performance gains. The implication for educators is that increased sustained engagement is likely to result in increased but delayed student performance gains in disciplines with hierarchical knowledge structures.

This study contributes to the literature in its examination of the timing of performance benefits gained from increased engagement in courses with a cumulative knowledge base.