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Abstract
The retail industry has been dramatically changed by the combination of many technological platforms. The emergence of digital twins in Industry 4.0 highlights the development of digital copies resembling physical stores, alongside advancements in virtual reality technology. This concept has attracted significant attention within the manufacturing sector, prompting ongoing discussions about its practical application. However, despite the extensive exploration of the digital twin concept in manufacturing and supply chain management, there has been a lack of research on its adoption as a shopping platform from consumers’ perspectives. Therefore, the main purpose of this dissertation is to explore the potential of digital twin stores from consumers’ perspectives by replicating a major physical store (Target) in a digital environment.The dissertation consists of two studies. In study 1, the extended technology acceptance model serves as the theoretical framework to explore how consumers perceive digital twin stores differently according to different shopping tasks. Additionally, virtual reality shopping anxiety is extensively discussed in this dissertation as a key psychological factor influencing consumers' perceptions, attitudes, and behavioral intentions toward digital twin stores. To this end, this study examines the moderating effect of pre-existing virtual shopping anxiety on the processes by which consumers adopt a digital twin store as a shopping platform. In study 2, the research examines whether consumers' pre-existing VR shopping anxiety is reduced through the experience of shopping in a digital twin store and identifies specific elements within the digital twin store that help alleviate VR shopping anxiety. Lastly, this study explores the potential of digital twin stores to enhance consumers' shopping well-being. The findings presented in this dissertation offer valuable insights for both retailers and developers engaged in the development of digital twin store technologies, as well as for consumer educators.