A list of TACT-based studies
| References | Context | Affordance for users | Constraints on users |
|---|---|---|---|
| Au (2025) | Cyberbullying against business | Dissemination, Collective actions, Anonymity, Flexibility | Mental health status, Rationale business decisions |
| Benbunan-Fich (2019) | Wearable device | Wearing and interacting, Self-effecter | Wearing discomfort, Interaction failures, Data accuracy conflicts |
| Cohen and Dishon (2025) | Computer-assisted learning | Connections, Engagement with others | Reliance on stereotypes |
| Hacker et al. (2020) | Web-conferencing systems | Communications with social groups, Social activities engagement with family and friends, Event attendance, Hobbies, Con-recreational services consumption | Lack of features and competencies, Fear of being on camera, “always-on” requirement, Private living space exposure, Lack of security |
| Maragno et al. (2023) | AI applications in the public sector | Faster data analysis, Task automation, Enhanced collaboration | Technological difficulties and complexity, Lack of trust, resources and awareness |
| Mettler and Wulf (2019) | Wearables at the workplace | Security, Work environment adaptiveness, Awareness and cognition, Adherence to norms | Privacy, Personal freedom, Technology independence, Individuality |
| Park (2024) | Generative AI | Content generation, Data analysis, and Information dissemination | Over-reliance on tools |
| Safadi (2024) | Enterprise social media for knowledge work | Meta-knowledge learning, Social interaction | Digital interruptions, Privacy and accountability concerns |
| Yang et al. (2024) | AI applications in financial auditing | Data-led decision-making, Resource allocation to higher level tasks | Information bombardment, Black-box decision making, Task displacement |
| Zhong et al. (2025) | ChatGPT applications in education | Personalized learning, Classroom instruction, Provision of educational resources, Curriculum changes, Assessment | Academic dishonesty, Polarized policies on ChatGPT |
| References | Context | Affordance for users | Constraints on users |
|---|---|---|---|
| Cyberbullying against business | Dissemination, Collective actions, Anonymity, Flexibility | Mental health status, Rationale business decisions | |
| Wearable device | Wearing and interacting, Self-effecter | Wearing discomfort, Interaction failures, Data accuracy conflicts | |
| Computer-assisted learning | Connections, Engagement with others | Reliance on stereotypes | |
| Web-conferencing systems | Communications with social groups, Social activities engagement with family and friends, Event attendance, Hobbies, Con-recreational services consumption | Lack of features and competencies, Fear of being on camera, “always-on” requirement, Private living space exposure, Lack of security | |
| AI applications in the public sector | Faster data analysis, Task automation, Enhanced collaboration | Technological difficulties and complexity, Lack of trust, resources and awareness | |
| Wearables at the workplace | Security, Work environment adaptiveness, Awareness and cognition, Adherence to norms | Privacy, Personal freedom, Technology independence, Individuality | |
| Generative AI | Content generation, Data analysis, and Information dissemination | Over-reliance on tools | |
| Enterprise social media for knowledge work | Meta-knowledge learning, Social interaction | Digital interruptions, Privacy and accountability concerns | |
| AI applications in financial auditing | Data-led decision-making, Resource allocation to higher level tasks | Information bombardment, Black-box decision making, Task displacement | |
| ChatGPT applications in education | Personalized learning, Classroom instruction, Provision of educational resources, Curriculum changes, Assessment | Academic dishonesty, Polarized policies on ChatGPT |
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