While on-line shopping is considered as a special type of e-service, the adoption rate of this service in Taiwan has been paid attention recently. The initial adoption of on-line shopping is the important driving force to further influence the use and continued use of this service. The model of Trust and technology acceptance model (TAM) in Gefen et al. [1] has been well studied in on-line shopping and showed that understanding both the Internet technology and trust issue is important in determining behavioral intention to use. The model of Trust in Wu and Chen [2] has been well discussed the consumer intention in on-lion tax. An extension of Trust and Attitude with TAM model would be in more comprehensive manner to understand behavioral intention to use online shopping. Furthermore, a large sample survey is used to empirically examine this framework.

Purpose -This study aims to investigate CSR-related practices implemented by small and medium-sized enterprises (SMEs), including their distinct opinions on CSR education. Design/methodology/approach -A questionnaire survey was sent to 50 industrial participants from Kaohsiung, Taiwan, including large businesses and SMEs. Factor and ANOVA analyses were adopted in this study. Findings -The results reveal that large enterprises place more emphasis on the importance of CSR education than SMEs, based on the number of employees, the amount of capital, and business volume. Interestingly, it was also found that there is a positive significant influence on concern for CSR issues, teaching approaches and courses, if a firm sets up a CSR department, has annual CSR reporting, implements CSR, and evaluates its performance. Originality/value -Despite the critical role of SMEs in national economies, the existing literature on CSR has traditionally focused on large enterprises. This study provides an empirical, valuable step towards an investigation into CSR education for SMEs on three dimensions: CSR issues, CSR teaching approaches, and CSR courses. The findings also highlight individual strategies in shaping CSR programs in Taiwan.

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This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of game-based learning versus classroom instruction on the student learning effect. Analyses of 14 journal papers with 21 studies on 946 students were conducted according to how media were used to support game-based learning. The results indicate that the effect sizes for synchronous game-based learning for the students' study were consistent and significantly different from zero. The highest effect size is the learning performance (case 1), and the lowest effect size the learning outcome (case 1), although all the studies were the significance. Follow-up analysis of game-based learning findings was framed in terms of some patterns of interaction with the learning effect including learning performance, learning outcome, and knowledge test and so on.