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Mobile financial services (MFS) have the potential to impact developing countries by making financial services more accessible. To realize this potential, it is imperative to illuminate why and how people use these new platforms to accomplish their goals. Using affordance theory as a guiding tool, this study aims to uncover the underlying goal directed affordances and actualization techniques used by MFS users in Bangladesh. The data are collected through in‐depth interviews with MFS users and analyzed using thematic analysis to uncover affordances along with actualization techniques that are embedded in everyday social contexts of the users. The study finds that users in their attempts to accomplish specific goals uncover various latent affordances of MFS platforms such as financial services accessibility, self‐controlling ability, spatial and temporal mobility, disintermediation ability, self‐sustainability, secrecy maintainability, and networkability, and employ several techniques to actualize those affordances. These results have implications for utilizing MFS platforms to promote ICT4D goals.

Purpose While online classes have enabled many universities to carry out their regular academic activities, they have also given rise to new and unanticipated ethical concerns. We focus on the “dark side” of online class settings and attempt to illuminate the ethical problems associated with them. The purpose of this study is to investigate the affordances stemming from the technology-user interaction that can result in negative outcomes. We also attempt to understand the context in which these deleterious affordances are actualized. Design/methodology/approach We obtain the data from narratives written by students at a top private university in Bangladesh about their experiences of online classes and exams and from focus group discussions with them. We use the lens of affordance theory to identify the abilities that goal-oriented actors – primarily students – obtain from the technology-user interactions, which result in negative outcomes. We also attempt to understand the contextual actualization of those affordances through the lens of Routine Activity Theory (RAT). Findings We find three deleterious affordances and three associated deviant outcomes. Non-monitorability which results in academic dishonesty, disguiseability which results in cyber-truancy, and intrudeability which results in embarrassment and harassment. Our findings reveal a deeper underlying problem with the existing educational approach in the universities of Bangladesh and suggest that there is a need to introduce more modern teaching techniques focused on issues such as student engagement and interactive learning. Originality/value To the best of our knowledge, this is the first paper that combines affordance theory with RAT to identify unethical practices observed in online class settings in the context of a least developed country like Bangladesh and to examine the environmental components that give rise to the pre-conditions for the unethical practices to surface.

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