Are your users actively involved? A cognitive absorption perspective in mobile training

Reychav, Iris; Wu, Dezhi

doi:10.1016/j.chb.2014.09.021

Cited by 71 publications

(87 citation statements)

References 52 publications

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“…Otherwise, focused immersion is not important in the configuration of CA. This finding is in significant contrast to other works that have highlighted the importance of focused immersion in technology use, such as mobile multimedia and online learning (Esteban-Millat et al, 2014;Pallud, 2017;Reychav and Wu, 2015a). This difference probably exists because communication in social networks has a community structure that leads the individual to continuously interact with other users during the experience and thus not totally focus on the learning activity.…”

Section: Effect Of Cognitive Absorptioncontrasting

confidence: 85%

The effect of cognitive absorption on marketing learning performance

Guinaliu-Blasco

Ortega

Franco

2019

SJME

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Purpose The purpose of this paper is to analyse the individual’s experience during the use of Pinterest in a marketing learning process. This experience is a fundamental starting point from which to develop marketing learning processes that flow naturally. Thus, it is necessary to examine the components that determine the individual’s experience and to explore consequences such as collaborative learning and marketing learning performance. Design/methodology/approach To conceptualise the individual’s experience, this study focuses on her/his state of cognitive absorption (CA) and establishes a second-order formative structure made up of five components: heightened enjoyment, curiosity, control, temporal dissociation and focused immersion. The model is estimated with partial least squares modelling, using SmartPLS 2.0 software. Findings The results confirm the significant weights of the components, with the exception of focused immersion, and support the influence of overall CA on the proposed outcomes. They also confirm that collaborative learning exerts a positive influence on the individual’s performance. Originality/value This study makes three contributions. First, it holistically examines the individual’s experience during marketing learning and the importance of its constituent components. Second, it establishes what the consequences of the marketing learning experience are, taking into account both social and individual factors, that is, collaborative learning and individual performance. Third, Pinterest is proposed as a social network with great potential in marketing learning. It is a well-known network which includes very interesting features for learning contexts. Nevertheless, it has been little studied in research.

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Section: Effect Of Cognitive Absorptioncontrasting

confidence: 85%

The effect of cognitive absorption on marketing learning performance

Guinaliu-Blasco

Ortega

Franco

2019

SJME

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“…They investigate focused immersion, temporal dissociation, and heightened enjoyment as antecedents of perceived waiting time. One example with a learning environment focuses on CA in mobile training [28]. They examine the different dimensions of CA to a state of deep involvement for learning and find out that CA plays a significant role.…”

Section: Discussionmentioning

confidence: 99%

“…A current study in a virtual environment, here a virtual world, examines CA and learning in collaborative tasks, whereby the effect of CA on perceived learning, learner satisfaction, and task participation is analyzed [11]. Moreover, the study of Reychav and Wu [28] focuses its work on a mobile training scenario. Here, CA and perceived learning are investigated, showing the result that CA significantly impacts the deep involvement of users.…”

Section: Individual Learning Flow Cognitive Absorption and Virtualmentioning

confidence: 99%

“…A couple of studies [31,32] as well as the acceptance of e-learning tools in vocational training [6]. CA, for instance, influences cognitive and affective involvement of a learner in mobile training scenarios [29] as well as learner's satisfaction, performance, and perceived understanding of the learning content [28]. Although, there are already theoretical approaches explaining CA and individual learning, none of them are examining immersive VR-HMD technologies in combination with CA and its meaning for individual learning outcome.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Immersive Virtual Reality in Individual Learning

Kampling¹

2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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“…(e.g., Artino 2009aArtino , 2009bCorbalan et al 2008;Hughes et al 2013;Hung et al 2011;Leen and Lang 2013;Lin et al 2012;Mohammadi 2015;Reychav and Wu 2015;Roca et al 2006;Ting 2013;Yu et al 2007)). These publications consider learner control to be an inclusive concept that describes the degree of control that learners have over the content and activities within the learning environment.…”

Section: Learner Controlmentioning

confidence: 99%

In search of attributes that support self-regulation in blended learning environments

2016

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Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners' selfregulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners' self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

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Are your users actively involved? A cognitive absorption perspective in mobile training

Cited by 71 publications

References 52 publications

The effect of cognitive absorption on marketing learning performance

The effect of cognitive absorption on marketing learning performance

The Role of Immersive Virtual Reality in Individual Learning

In search of attributes that support self-regulation in blended learning environments

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