Exploring Consumer Reviews: A Content Analysis of Online Shopping Behavior of Teachers
DOI:
https://doi.org/10.67167/vertex.660Keywords:
online consumer reviews, sentiment analysis, teacher purchasing behavior, AI-driven review moderation, E-commerce trustAbstract
The surge in e-commerce has established consumer-generated reviews as a primary driver of purchasing decisions. This study investigates the online shopping behavior of teachers, specifically examining sentiment trends, credibility factors, and purchasing motivations. By focusing on this specific professional demographic, the research aims to understand how educators navigate digital marketplaces and the factors that influence their brand loyalty.Using a descriptive phenomenological research design rooted in Edmund Husserl’s transcendental phenomenology content analysis, the study evaluated a diverse dataset of online reviews and moderation patterns. The research identifies critical recurring themes that shape educator perceptions, including product reliability, review authenticity, and institutional trust. Key findings reveal that teachers prioritize high-utility information and are significantly influenced by AI-driven review moderation, which impacts their overall consumer confidence. Data suggests that transparent review systems and ethical AI intervention are the strongest predictors of long-term purchasing behavior within this group.Furthermore, the results highlight a distinct need for enhanced consumer education to help educators distinguish between authentic feedback and manipulated content. By isolating the unique preferences and concerns of teachers, this study provides actionable insights for e-commerce platforms to improve credibility. Ultimately, the research offers a framework for fostering more secure, informed shopping environments through robust verification and transparent sentiment analysis.
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