• Journal of the Korean Society of Clothing and Textiles
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• v.42 no.6
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• pp.977-987
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• 2018

This study tests the effect of recommended product presentation on consumers' usage intentions of a website, mediated by mental simulation. Mental simulation refers to perceptual experience, a more automatic form of mental imagery, initiated by exposure to the representations of objects. This study expects that when compliments of clothes (coordination items) are vertically presented online, consumers are likely to feel as if they wear the outfits due to the activation of mental simulation. The survey was conducted on 147 women in an age group between 20 and 40 years in a panel of an online survey firm. Data are analyzed using exploratory factor analysis and bootstrapping analysis by SPSS 20.0. The results show that when compliments (vs. substitutes) of clothes are presented, participants perceive a greater mental simulation. When compliments of clothes are vertically presented (vs. horizontally presented), mental simulation is also highly driven. In addition, mental simulation mediates the effects of online product presentation on consumers' usage intentions of a website. The findings of this study contribute to marketing strategies of online retailers in terms of how product recommendation can be offered to consumers with more psychological benefits.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.335-343
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• 2021

The study aimed to elucidate how to design a learning environment on the premise of micro-learning (ML) and investigate its impact on website designing skills and achievement motivation among secondary school students. Adopting the experimental approach, data were collected through an achievement test, a product evaluation form, and a test to gauge motivation for achievement. The sample was divided into two experimental groups. Results revealed statistically significant differences at 0.05≥α between the mean scores of the two groups that experienced ML, irrespective of the two modes of presenting the video in the pre-test and post-test, as for the test of websites design skills, product evaluation form, and achievement motivation test. Besides, there have been statistically significant differences at 0.05≥α between the mean scores of the first experimental group that had exposure to ML using the split-video presentation style and the scores of the second experimental group that underwent ML using continuous video presentation style in the post cognitive test of website design and management skills in favor of the group that had segmented-video-presentation ML. Another salient finding is the nonexistence of significant differences at 0.05≥α between the mean scores of the first experimental group that underwent segmented-video-presentation ML and the grades of the second experimental group that received ML with continuous video presentation style in the post-application of the product scorecard of websites designing skills and the motivation test. In light of these salient findings, the study recommended using ML in teaching computer courses at different educational stages in Saudi Arabia, training computer and information technology teachers to harness ML in their teaching and using ML in designing courses at all levels of education.