The effect of cognitive absorption on marketing learning performance

Abstract

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.

Exploring EFL learners’ acceptance and cognitive absorption at VR-Based language learning: A survey and experimental study

“…As such, participants’ learning outcomes were examined in Study 2. The results indicated that CA led to different learning outcomes for EFL learners, which echoed previous research that reported better learning outcomes resulting from VR technology [ 59 , 60 ]. Specifically, participants showcased better learning outcomes with VR-based language learning, and this finding is in line with recent research of [ 61 ] and that of [ 62 ].…”

How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory

“…In the e-learning and social network context, Cheng (2022) found that CA positively influences cloud-based e-learning continuance intention and performance outcomes. Guinaliu-Blasco et al (2019) also confirmed that CA has a positive effect on collaborative learning and marketing learning performance in social networks.…”

“…After the rise of multimedia, CA efficacy has been widely applied in technology media acceptance research and has been found to be a key antecedent for acquiring a deeper understanding of the formation of user beliefs and IS/IT usage intention. Examples include e-learning and mobile learning (Reychav and Wu, 2015a, 2015b; Shah and Soror, 2019; Cheng, 2022), mobile instant messaging (Hou and Shang, 2018; Hou et al , 2019) and social networking site (Hsu et al , 2016; Hsu and Lin, 2017; Guinaliu-Blasco et al , 2019). In the e-learning and social network context, Cheng (2022) found that CA positively influences cloud-based e-learning continuance intention and performance outcomes.…”

Designing for curiosity enhances absorption and continued intention to use MOOCs

“…Islam et al [11] argue that well-designed interfaces re ect a positive experience, ultimately evoking a sense of exploration and motivating the users to use the technologies. It drives the users to enter a state of absorption by satisfying their informational needs [12]. Agarwal and Karahanna [13] conceptualized technological experiences as cognitive absorption.…”