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The purpose of this paper is to examine the extent to which cultural differences and slogan meaning type affect the role of comprehension in attitude toward the ad (A_ad) and attitude toward the brand (A_brand) formation.

In an online experiment, a total of 256 adult participants from the USA (ranged in age from 19 to 26 years old) and 184 participants from France (ranged in age from 18 to 28) were randomly assigned to one of the two conditions (slogan: single meaning vs polysemous) in a between-subjects experimental design. After getting exposed to the ad, participants responded to questions related to their A_ad, A_brand, comprehension, uncertainty avoidance and demographics.

Results from this research demonstrate the moderating effect of uncertainty avoidance and slogan type (single meaning vs polysemous) on the relationship between comprehension and A_ad. The authors show that for polysemous (and not single meaning) slogans, comprehension results in more favorable A_ad for low uncertainty avoidance individuals than for high uncertainty avoidance individuals. In addition, the authors demonstrate the mediating effect of A_ad in the relationship between comprehension and A_brand.

The authors used nationality as a proxy for culture. Future research should include other cultural dimensions in the development of conceptual models and analysis of data. Another limitation is that the authors used a college student sample for this research. A more representative sample should be used in future research to examine cultural differences in interpreting adverting messages. One other limitation concerns the measurement tool the authors used to measure objective versus subjective comprehension in this research. While the theoretical foundations of the two modes of comprehension are clear and robust, improved measurement tools can enhance the validity and reliability of future research. Finally, the authors suggest that future research examine the effect of such variables as figure-ground contrast, figure attractiveness, stimulus repetition, prototypicality, symmetry and semantic or visual priming that may impact the processing of brand slogans.

This study argues that the processing of brand slogans in advertising is impacted by culture. Individuals from different cultures perceive and comprehend brand slogans differently. This study contributes to the research stream that examines the influence of cultural dimensions on the effectiveness of advertising by focusing more precisely on the impact of uncertainty avoidance (one of Hofstede’s cultural dimensions). In the case of single meaning slogans, advertisers might diminish the use of objective comprehension advertising strategies to influence both individuals with high and low uncertainty avoidance. In the case of polysemous slogans, advertisers should consider that consumers with high uncertainty avoidance (vs low uncertainty avoidance) are impacted more by subjective comprehension (vs objective comprehension) when forming A_ad and A_brand.

This research contributes meaningfully to the marketing literature by examining previous work on ad slogan processing through subjective vs objective comprehension and extending the analysis by incorporating culture as an important factor.

The purpose of this study is to examine the mechanisms of absorptive capacity (ACAP) in the specific context of digital product development teams. More precisely, it explores the process of internalizing and utilizing external knowledge from sources outside the team to promote the development of innovative ambidexterity.

The study employs the ACAP framework and directs specific attention to the concept of knowledge assimilation, encompassing comprehension, documentation and dissemination. Seventy-five employees of one of Indonesia’s largest commercial banks were surveyed about two initiatives they participated in. To this end, 12 research hypotheses are formulated, tested and analyzed using structural equation modeling.

Knowledge comprehension, documentation and dissemination are found to mediate between knowledge acquisition and knowledge exploitation. At the same time, the relationship between knowledge acquisition and knowledge transformation is mediated by knowledge comprehension and dissemination, but not documentation. The authors also found that knowledge transformation positively mediates between knowledge comprehension and dissemination on the one hand and ambidexterity on the other hand. Importantly, knowledge exploitation negatively mediates between knowledge comprehension and documentation on the one hand and ambidexterity on the other hand.

This study contributes to the existing body of knowledge by offering nuanced insights into the interplay of knowledge assimilation processes within ACAP, particularly in the context of digital product development. The identification of mediating factors and their impacts on ambidexterity provides valuable implications for both theory and practice in this domain.

This study investigates user preferences for motivational features aligned with self-determination theory (SDT), emphasizing autonomy, relatedness, and competency. The study seeks to identify the most appealing and effective motivational features in AI-driven mobile apps for fostering autonomy, promoting relatedness, and enhancing feelings of competency in the context of reading comprehension.

Employing a mixed-methods research design based on the self-determination theory, the study used triangulation of methods to enhance the research findings' quality, completeness, validity, and understanding.

Both qualitative and quantitative findings showed similarities in the emphasis on personalization, progress tracking, social interaction, gamification, differences in specific feature preferences, and nuanced recommendations, highlighting the importance of a comprehensive and user-centric development approach.

The study design and sample size might constrain the statistical power and generalizability of the results. The study used a convenience sample of students from one school.

The synthesis of findings suggests the need for a comprehensive development strategy that incorporates both the commonalities and nuanced recommendations from qualitative and quantitative data. Combining the strengths of both findings, a holistic user-centric approach that integrates personalization, progress tracking, social interaction, and gamification is crucial for effective app development. Recognizing that individual preferences may vary, developers should consider tailoring features to accommodate a range of user needs, as indicated by qualitative and quantitative insights.

This comprehensive approach contributes to advancing knowledge in AI-driven mobile applications and their impact on student motivation and reading comprehension in the Philippine context. Also, it provides valuable insights for designers and developers, contributing to creating engaging and user-friendly platforms that enhance reading comprehension skills.

Given the perceived weak corporate governance systems in Ghana, corporate governance education curriculum requires empirical investigations to ascertain factors that can enhance student knowledge in governance systems based on their career interests and programme of study. Therefore, we investigate whether students with a career interest in corporate governance exhibit a significantly different level of comprehension compared to those without such an interest. Furthermore, we explore whether the comprehension of course concepts differs across various business-related programmes, investigating potential variations in understanding among students from diverse programme backgrounds.

Using a descriptive design, we adopt a quantitative approach and survey method to collect cross-sectional data from 1,050 undergraduate students in selected Ghanaian public universities. We analyse the data using t-test and Analysis of Variance (ANOVA).

We establish no statistically significant difference in comprehension levels of corporate governance concepts between students with a career interest in corporate governance and those with no career interest. However, we find statistically significant differences in the comprehension of corporate governance concepts among students pursuing different business-related programmes.

Our findings imply that the corporate governance course should be taught practically, giving students insights into what the course entails from an industrial viewpoint. This may entail engaging experts from industry as visiting lecturers at intervals to bridge the gap between theory and practice. Students could also benefit from mentorship programmes from industry, internships and related placements to ensure an understanding of theoretical concepts from practical perspectives.

Our study is novel and contributes to extant literature because it is the first empirical study on corporation governance education that emphasizes on students career interests and programme of study from a developing country perspective.

Product color names related to a consumption setting are commonly used in advertising to persuade. This study aims to use consumption imagery fluency as an underlying mechanism for assessing how such a naming tactic impacts product evaluation.

Three between-subjects experiments examine how product evaluation, in response to the use of color names containing consumption situation information, varies as a function of their accessibility (Study 1), and also test the role of a naming explanation (Study 2). How readily a consumer takes in consumption imagery is evaluated as a mediator. The studies further check if color attribute serves as a moderator of such color naming effect and that the naming factor contributes to consumption imagery fluency directly or indirectly alters such through their impact on comprehension fluency (Study 3).

Marketing products with color names related to the consumption setting is more effective than using generic names. Consumption imagery fluency mediates the results. This positive outcome is reduced when color names are less accessible. Fortunately, including an explanation to facilitate reasoning for product color names is helpful to reverse this disadvantage. The same patterns are not evident for highly accessible names. In addition, the effectiveness of consumption situation-related color names is restricted to the circumstance of color attribute as secondary, as opposed to primary. Furthermore, naming factors influence the ease of consumption of imagery whether or not facilitated by comprehension fluency.

This research provides evidence of consumers’ responses to product color naming that involves consumption situations and identifies consumption imagery fluency as a potential means for mediating the studied effect.

Naming a product color in consumption situation-related terms triggers consumption imagery, driving evaluation when color is the secondary attribute of a product.

This research contributes to understanding the influence of naming a product’s color in promotional communication and correlates to productive tactics for advertising messages.

Metacognitive strategies are learning strategies that involve planning, self-monitoring, and self-evaluation. Metacognition is characterised as a build that alludes to considering one’s reasoning or the human capacity to be aware of one’s mental processes. According to Flavell (1976) metacognitive learning is ‘one’s learning concerning one’s own particular intellectual procedures and items or anything identified with them, e.g., the learning-applicable properties of data or information’. The purpose of the study is to investigate to what extent the university English as a Foreign Language (EFL) learners employ metacognitive reading strategies in reading comprehension. Further, it aims to research the most used strategy of MARSI inventory subscale: reading performance in reading EFL. Statistical analysis has been calculated by using ANOVA, correlation, and metacognitive awareness reading strategy inventory (MARSI), which in fact is the self-report instrument. The study has identified that EFL students of Kosovo universities possess considerable amount of awareness over metacognitive strategies in reading comprehension.

This study aims to promote transdisciplinary integration in applied linguistics research by exploring the potential contribution of electrophysiology to enhancing listening comprehension skills. Specifically, it examines the effectiveness of dynamic auto-adjustment of speech rate based on heart rate in mitigating listening stress. The study also discusses the implications and future directions of interdisciplinary efforts in applied linguistics.

This study combines literature review, theoretical analysis, and practical application. It begins with a review of existing literature on transdisciplinary integration in applied linguistics and electrophysiology research. Theoretical frameworks are then synthesized to inform the development of an innovative approach to mitigate listening stress through dynamic auto-adjustment of speech rate based on heart rate.

The analysis suggests that transdisciplinary integration in applied linguistics research, particularly through the incorporation of electrophysiology, holds significant promise for enhancing listening comprehension skills. The dynamic auto-adjustment of speech rate based on heart rate emerges as a promising strategy for mitigating listening stress, calling for empirical research into this topic.

This study contributes to the field of applied linguistics by advocating for transdisciplinary integration and exploring innovative approaches to address challenges in language learning. Incorporating electrophysiology and dynamic auto-adjustment of speech rate based on heart rate offers novel research directions for practical strategies for enhancing listening comprehension skills. This research has the potential to advance theoretical understanding as well as offering practical implications for educators and policymakers seeking to improve language learning outcomes in diverse educational settings.

The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.

For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).

It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.

One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.

Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.

Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.

This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

This study holistically and systematically consolidates the available research on digital reading to reveal the research trends of the past 20 years. Moreover, it explores the thematic evolution, hotspots and developmental characteristics of digital reading. This study, therefore, has the potential to serve as a research guide to researchers and educators in relevant fields.

The authors applied a bibliometric approach using Derwent Data Analyzer and VOSviewer to retrieve 2,456 publications for 2003–2022 from the Web of Science (WoS) database.

The results revealed that most studies' participants were university students and the experimental methods and questionnaires were preferred in digital reading researches. Among the influential countries or regions, institutions, journals and authors, the United States of America, University of London, Electronic Library and Chen, respectively, accounted for the greatest number of publications. Moreover, the authors identified the developmental characteristics and research trends in the field of digital reading by analyzing the evolution of keywords from 2003–2017 to 2018–2022 and the most frequently cited papers by year. “E-books,” “reading comprehension” and “literacy” were the primary research topics. In addition, “attention,” “motivation,” “cognitive load,” “dyslexia,” “engagement,” “eye-tracking,” “eye movement,” “systematic analysis,” “meta-analysis,” “smartphone” and “mobile reading/learning” were potential new research hotspots.

This study provides valuable insights into the current status, research direction, thematic evolution and developmental characteristics in the field of digital reading. Therefore, it has implications for publishers, researchers, librarians, educators and teachers in the digital reading field.

Sustainable consumption has far-reaching implications globally, with promotion of sustainable consumption also identified as one of the sustainable development goals (SDGs). Hence, there is a need for relevant information to guide consumer buying decisions. Eco-labels have been created to serve as one of the key communication platforms for this purpose, but studies indicate low levels of comprehension. Hence this paper proposes a conceptual framework using established neuroscience theories and principles to address this topic of significance.

The “Simplicity Principle” propagates that simpler explanations find place over complex ones. Also, the Dual System Theory focuses on the two systems, intuitive System 1 and cognitive System 2, used by the brain to process information. We spotted a research gap here and leveraged these theories and drew from several earlier studies to propose a framework that presenting information in a “simple” manner on eco-labels would accelerate sustainable consumption.

System 1 works to reduce cognitive process and load on System 2, influencing overall choice and purchase decision. System 2 capacity requires the need to minimize cognitive load through processing simpler messages. Quick processing of information by System 1 generates impressions, attention and attitude. Once accepted by System 2, these often remain unchanged unless necessary and invariably turn into beliefs and voluntary action. Simplicity leverages speed and effortless processing ability of System 1, reducing effort of cognition by System 2 and enabling a decision (to purchase “green”).

Sustainability and sustainable consumption are matters of social and environmental concern and significance. This framework proposes the need for policymakers and businesses to consider adopting the “simplicity” approach in promoting sustainable consumption through bridging the vital gap in the understanding of eco-labels by consumers. There are implications and opportunities for researchers to conduct empirical research across different categories to validate this framework.

While several methods have been explored and implemented, given the significance of sustainability and sustainable consumption, eco-labels suffer from lack of comprehension, thus affecting adoption by consumers. Applying fundamental neuroscience principles of “simplicity” seems to have been overlooked so far toward addressing this gap. This framework proposes that applying “simplicity” to stimuli such as eco-labels and communications be considered to address and correct the situation and help to accelerate sustainable consumption.