Examining the Effectiveness of the Approach of Visual Metaphor Instructional Design for Management Education: A Multi‐Aspect Theoretical View of Flow Experience and Perceived Task Value.
Background: Visual metaphors (VMs) have gained significant attention from cognitive linguists for their ability to help learners understand linguistic structure. However, few studies have explored how incorporating a VM‐supported instructional design can help instructors elucidate the abstract conce...
| Published in: | Journal of Computer Assisted Learning Vol. 41; no. 6; pp. 1 - 22 |
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| Main Authors: | , , |
| Format: | clinical trial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189524192&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189524192 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2025 vid: 41 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 189524192 189524192 189524192 10.1111/jcal.70122 189524192 ppf: 1 ppct: 21 formats: tig: atl: Examining the Effectiveness of the Approach of Visual Metaphor Instructional Design for Management Education: A Multi‐Aspect Theoretical View of Flow Experience and Perceived Task Value. aug: au: Lin, Ying‐Lien Wang, Wei‐Tsong Kuang, Shih‐Ying affil: Department of Industrial and Information Management, National Cheng Kung University, Tainan City, Taiwan sug: subj: Management Education Metaphor Visual Perception Learning Methods Outcomes of Education Students, Undergraduate Business Education Audiovisuals Utilization Motion Pictures Drawing Text Messaging Human Quasi-Experimental Studies Pretest-Posttest Design Clinical Trials Teaching Methods Educational Theory Surveys Self-Efficacy Task Performance and Analysis Conceptual Framework Cues Narratives Autonomy Attention Happiness Memory Academic Performance Knowledge Male Female Adult Scales Descriptive Statistics Data Analysis Software Taiwan Funding Source Adult: 19-44 years Male Female ab: Background: Visual metaphors (VMs) have gained significant attention from cognitive linguists for their ability to help learners understand linguistic structure. However, few studies have explored how incorporating a VM‐supported instructional design can help instructors elucidate the abstract concepts of the business model canvas (BMC) to enhance student learning. Objectives: This study aimed to investigate undergraduate students' learning of the BMC via the use of instructional videos that incorporate VM procedures, animations, texts and drawings. Methods: This study applies flow theory to the development of the proposed research framework, and a quasi‐experimental design was employed with 185 student participants. Data collected from the participants via a survey, as well as pretest and posttest were analysed via partial least squares. Results and Conclusions: The results indicated that VM‐supported instructional design significantly impacted students' self‐efficacy, flow experience, perceived task value and perceived learning performance. However, those variables had no significant impact on actual learning performance (i.e., actual knowledge gain). Implications: The implications for theory and practice are discussed to offer valuable suggestions to instructors and researchers regarding the application of VM‐based tools/procedures to the teaching tasks of the BMC or other management‐related learning subjects. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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