Reading Between the Lines: Understanding Customer Experience With Disruptive Technology Through Online Reviews
Bibliographic record
Abstract
A customer’s experience with a brand, as evidenced in online customer reviews, has attracted multidisciplinary scholarly attention. Customer experience plays an important role as an antecedent to brand engagement, brand adoption, and eventual brand loyalty. Thus, it is important for businesses to understand their customers’ experiences so that they can make changes as necessary. The COVID-19 pandemic has brought unprecedented changes to the business landscape, forcing businesses to move online, with many utilizing enterprise video conferencing (EVC) to maintain daily operations. To ensure efficient digitization, many turned to the online reviews of others’ experiences with EVC before engaging with it themselves. This research examined how the customer experience is portrayed through emotional tone and word choice in online reviews for the EVC platform Zoom. Using computerized text analysis, key differences were found in the emotional tone and word choice for low- and high-rated reviews. The complexity and emotionality expressed in reviews have implications on the usability of the review for others. The results from this study suggest that online customer reviews with a high rating express a higher level of expertise and confidence than low-rated reviews. Given the potential dissemination and impact, digital marketers may be well advised to first and foremost respond to online reviews that are high in emotional tone.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".