Abstracts Track 2023

Area 1 - Emerging Areas in FEMIB

Nr: 4

Influence of Investor and Advisor Big Five Personality Congruence on Futures Trading Behavior


Muhammad Z. Tauni

Abstract: This study attempts to assess the influence of investor-advisor personality congruence on the trading behavior of futures investor. This research tested the hypotheses based on the unique data set collected from 408 investor-advisor dyads in the Chinese futures market. Our main data source is the actual trading data of futures investors that we obtained directly from futures brokerage firms in China. We performed Ordered Probit estimation to investigate the influence of investor-advisor personality congruence on trading frequency. Our results provide empirical evidence that investors tend to trade more futures when investor and advisor have congruence on openness, conscientiousness, and agreeableness. In contrast, investor-advisor congruence on neuroticism dampens investor's futures trading. This research postulates that individual investors trade differently if they have personality congruence (incongruence) with their advisors. Therefore, it is recommended that policymakers should consider investor-advisor personality congruence to enhance their business performance in the retail investor services industry.

Area 2 - Disruptive Technologies

Nr: 5

Can the Edtech Shape the Future of Education? The Acceptance of Metaverse


Tony de Vassoigne, Patricia Baudier and Arnaud Delannoy

Abstract: The evolution of digital technologies and internet has profoundly changed social, economic or cultural environments. The shift from an analog process to the digital age then led to a digitization of environments, especially through the abundance of data analysis, which conduct to a digital transformation. Virtual worlds are increasingly enriching the economic and social life of communities in the physical world and the boundaries between the two worlds will blur as issues of identity, trust, reputation, social roles, rules, and interactions are discussed by actors (Basil, 2021). The Covid-19 crisis has largely promoted the development of virtual educational content turning this period into a necessary development of digitization of educational scenes (Dhawan, 2020). The reasons observed were many, it was to respond to a number of problems that emerged in the context of online education: a lack of contextualization, low teacher/learner interactivity or a low sense of participation (Li and Wang, 2022). The Metaverse is part of the answer with a strong development and ability to address these problems of online teaching (Lin et al., 2022).