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Virtual reality (VR) tourism e-commerce platforms (VRTEPs) can provide trial experience for tourists, which is easy to trigger irrational impulse buying. Based on cognitive emotion theory and S-O-R model, this study innovatively explores the impact of the multi cue-interaction stimulation (the interactivity of VR display and the empathy of text display) of VRTEPs on consumers' impulse buying intention through the mediating effect of new cognitive and emotional responses, namely, interactive pleasure (perceived usefulness and immersion). The results reveal that: (1) The interactivity of VR display stimulates interactive pleasure, then positively affects impulse buying intention. (2) The empathy of text display only stimulates perceived usefulness to positively affect impulse buying intention. This study also finds that the interactive comparison has a negative moderating effect on the relationship between immersion and impulse buying intention. These findings contribute to developing the new theory for effectively marketing using highly interactive new technology on VRTEPs. [ABSTRACT FROM AUTHOR]

This research explored the identities and agency of Asian international TESOL doctoral students at a large Australian university, employing a sociocultural perspective and collaborative autoethnography with qualitative content analysis. The study revealed that these doctoral students navigated complex, co-evolving identities – including learner, early-career researcher, and academic – shaped by their prior professional and research experiences. It highlighted significant identity tensions influenced by the temporal dimensions of their experiences, where past and current identities, as well as imagined future selves, informed their academic decisions and coping strategies. This temporal interplay was conceptualised through Vygotsky’s concept of perezhivanie, reflecting how personal and situational factors coalesced to impact their academic trajectories. A conceptual model, informed by these findings, illustrated how identity and agency were mediated by personal experiences and situationally catalysed tensions. This study highlighted identities as significant and formative episodes in the doctoral learning experience, offering insights into the challenges and developmental trajectories of international doctoral students. It further substantiates the value of a sociocultural perspective for understanding and supporting the academic and professional growth of this cohort. [ABSTRACT FROM AUTHOR]