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The purpose of this paper is to empirically examine the influence of social capital on competitive advantage through collective learning and absorptive capacity.

The study carries out analyses based on structural equation modeling to measure the main constructs and test the hypothesized relationships among the variables. The primary statistical technique for assessing survey data collected from 358 Taiwan tenants is partial least squares analysis.

Collective learning and absorptive capacity fully mediate the relationship between social capital and competitive advantage. Moreover, social capital has a significant influence on both collective learning and absorptive capacity.

Tenant firms in industrial parks must develop effective management tactics for the nurturing of inter-firm relations to enhance collective learning and their absorptive capacity to acquire and exploit key strategic resources such as tacit and explicit knowledge. For specialized firms, close social interactions in specific contexts, mediated by collective learning and absorptive capacity to make up for their resource constraints, can heighten their competitive advantage.

By demonstrating the impact of social capital on competitive advantage in the specific context of industrial parks, whose artificial environment encourages and promotes close social interactions among tenants, this paper overcomes previous and contradictory findings regarding the relationship between social capital and competitive advantage. A key contingent factor is the mediating role of collective learning and absorptive capacity.

Advances in technology have led to continuous innovations in teaching and learning methods. Ubiquitous-learning (u-learning) practices are still in the development stages. The current lack of effective learning strategy tools means that students often experience difficulty focusing on the learning objectives. Little research has been done on the educational benefits of integrating augmented reality (AR) technology running on tablet PCs (TPCs), either in the classroom or in a u-learning environment. Still, classroom instruction using TPCs has been shown to be attractive to students and able to effectively increase their motivation to learn. The paper aims to discuss these issues.

This paper uses a TPC game (an app called SkyView) to help young students understand the theory and practically implement the astronomy concepts of prograde and retrograde motion. The study design is based on the use of AR technology, and the authors divide students into “tablet PC application” (experimental group) and “astrolabe” (control group) games. The authors investigate whether the experimental group surpasses the control group in terms of learning motivation, flow experience (FE), self-efficacy regarding technology, self-efficacy regarding science, positive feelings about the learning experience, and satisfaction with the learning approach (SL).

The findings show that students in the experimental group performed better in regards to learning achievement. In general, the improved FE helped students enjoy the learning activity to the point that they did not notice the passage of time. In regards to SL, the findings show that the students in the experimental group had an increased willingness to use the TPC to learn.

There is a lack of research investigating the effects of the FE with tangible and AR technology in learning environments. The results of this study show the responses and performance of elementary students who participated in such a learning experience, in terms of their feelings regarding the method and tools, and in terms of their motivation, willingness to learn, and actual learning achievement.