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Ảnh hưởng của việc trình bày sản phẩm trực tuyến đến việc gợi nhớ sản phẩm: Vai trò điều chỉnh của loại sản phẩm

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Nghiên cứu này áp dụng lý thuyết xử lý thông tin nhận thức để tìm hiểu tác động của việc trình bày sản phẩm trực tuyến đối với việc gợi nhớ sản phẩm được điều chỉnh theo loại sản phẩm. Thí nghiệm được thiết kế gồm 4 tình huống kết hợp giữa các biến được nghiên cứu được điều chỉnh bao gồm trình bày văn bản so với video và sản phẩm giải trí so với sản phẩm thực dụng. Mời các bạn cùng tham khảo!

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Nội dung Text: Ảnh hưởng của việc trình bày sản phẩm trực tuyến đến việc gợi nhớ sản phẩm: Vai trò điều chỉnh của loại sản phẩm

  1. INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS & BUSINESS 2020 ICYREB 2020 EFFECTS ONLINE PRODUCT PRESENTATION ON PRODUCT RECALL: PRODUCT TYPES AS MODERATOR ẢNH HƯỞNG CỦA VIỆC TRÌNH BÀY SẢN PHẨM TRỰC TUYẾN ĐẾN VIỆC GỢI NHỚ SẢN PHẨM: VAI TRÒ ĐIỀU CHỈNH CỦA LOẠI SẢN PHẨM PhD, Nguyen Thi Huyen Trang University of Economics and Law – Vietnam National University HCM trangnth@uel.edu.vn Abstract Online product presentation is an indispensable feature in online shopping to facilitate the buying process of consumers through the way providing the product information. This study applies the cognitive information processing theory to investigate this effects of online product presentation on product recall that is moderated by product types. An experiment of 2x2 between subjects is de- signed, with the manipulation of text based versus video based for online product presentation and hedonic versus utilitarian product for product types. MANCOVA and ANCOVA analysis will be used to test the hypotheses. The results of this study benefit marketers to develop proper strategies on product presentation and enhance advertising efficacy. Keywords: Online product presentation, Product recall, Product types Tóm tắt Trình bày sản phẩm trực tuyến là một tính năng không thể thiếu trong mua sắm trực tuyến nhằm tạo điều kiện thuận lợi cho quá trình mua hàng của người tiêu dùng thông qua cách cung cấp thông tin sản phẩm. Nghiên cứu này áp dụng lý thuyết xử lý thông tin nhận thức để tìm hiểu tác động của việc trình bày sản phẩm trực tuyến đối với việc gợi nhớ sản phẩm được điều chỉnh theo loại sản phẩm. Thí nghiệm được thiết kế gồm 4 tình huống kết hợp giữa các biến được nghiên cứu được điều chỉnh bao gồm trình bày văn bản so với video và sản phẩm giải trí so với sản phẩm thực dụng. Phân tích MANCOVA và ANCOVA sẽ được sử dụng để kiểm tra các giả thuyết. Kết quả của nghiên cứu này mang lại lợi ích nhà tiếp thị để phát triển các chiến lược phù hợp về trình bày sản phẩm và nâng cao hiệu quả quảng cáo. Từ khóa: Trình bày sản phẩm trực tuyến, Gợi nhớ sản phẩm, Loại sản phẩm 1. Introduction In recent years, online retailing becomes one of the most popular online activities worldwide coming along with different kind of benefits for both customers and sellers (Hasan, 2016; Yoh, Damhorst, Sapp, & Laczniak, 2003). According to report published in Statista, online retail is ac- counted for 10.2 percent of all retail sales worldwide in 2017 which is forecasted to up to 17.5 per- 965
  2. INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS & BUSINESS 2020 ICYREB 2020 cent in 2021. During the same year 2017, the number of people buying products online worldwide are about 1.66 billion and this number is estimated to keep increasing for the years to come. In both online and offline shopping, the way in which a product is displayed influences on consumer shopping experience. In particular, the research of (Turley & Milliman, 2000) indicates that well-presented products brings positive feeling and results in positive shopping behavior in the context of offline retailing. In the case of online shopping, due to the absence of direct experiences the role of product presentation is more crucial to attract consumers as well as to enhance their buy- ing intention. In other words, online product presentation arouses both cognitive and affective action, consequently affecting buying experiences and outcomes. In addition to this, the manner to present a product also contributes to stimulate sensory experience which facilitates consumer decision mak- ing process (Kim & Lennon, 2008; Yoo & Kim, 2012). Intensive competition among various online stores provokes different types of product pre- sentations to appeal consumers. Previously text and pictures are most popular manners of presenting product while vivid multimedia features such as video or 3D display with extra effects are more fa- vorable recently (Coyle & Thorson, 2001), (Suh & Lee, 2005).Accordingly, virtual product expe- rience is enriched in which customers are more likely to feel, touch and try out various product’s functions (Jiang & Benbasat, 2004). Most studies in online product presentation have only been carried out on the conventional forms of exposure which are textual and visual (i.e., still image) (M. Li, Tan, Teo, & Wei, 2012). Studying on this topic, the impacts of these two types of information on shopping performance is investigated (Kelton, Pennington, & Tuttle, 2010). Following that, the researchers have begun to compare the role of each type of product presentation to shopping outcomes. According to (Blanco, Sarasa, & Sanclemente, 2010) visual product information is more likely to facilitate shopping ex- perience in comparison with textual presentation. Other scholars (Chandler & Sweller, 1991; Sweller, 1994) showed that nonverbal product information cues (video based) outperforms text based information in attracting consumer concentration which positively affects cognitive encoding of product information (Rose, Khoo, & Straub, 1999) and also improve retailing revenue (Koppius, Van Heck, & Wolters, 2004). In contrast, other researchers have identified that visual display does not outweigh textual form in terms of enhancing shopping performance in which text-based infor- mation cues facilitated consumers from obtaining and remembering desired information (Furnham, Gunter, & Green, 1990; Kacmar & Hochwarter, 1996). This cognitive process of mental encoding is reflected by recall capacity which represents for the load of active information in brain and readily available state (Kim & Lennon, 2008), (Jiang & Benbasat, 2007; Zhao, Hoeffler, & Dahl, 2009). To date, the debate on what type of product pres- entation raises more information encoded in consumer’s memory is still controversial in e-commerce researches (Jiang & Benbasat, 2007; Zhao et al., 2009). In addition to this, there is lack of research integrating the types of product as moderators to examine the interplay of product presentation and product recall. This study hence seeks to answer the following question: What are the impacts of product presentation (text-based and video-based) on the product information recall of consumers? and How does product type influence the effects of online product presentation on the recall of con- sumers? 966
  3. INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS & BUSINESS 2020 ICYREB 2020 Drawing on Cognitive information processing, this research will examine the effects of two different types of product presentation on consumer’s recall capacity which are denoted by the depth and breadth of recall. Therefore, theoretically, the current study contributes to extending the under- standing of product presentation strategies and product literature. Practically, this study is expected to contribute to practitioners on how to provide effective advertisings and enhance users’ ability to remember them. 2. Theoretical Background and Hypothesis Development 2.1. Cognitive Information Processing According to cognitive information processing theory, there are two paradigms called expe- riential and analytical processing system in which different types of external stimuli are stored and retrieved (Epstein, 1991, 1994). In this study, the external stimuli coming from vernal and nonverbal types of product presentation. In particular, nonverbal form refers to nonlinguistic expression such as picture, video, narration (Clark & Paivio, 1991) while verbal form associates with linguistic de- scription, such as text, number and symbol (Clark & Paivio, 1991) .Considering cognitive informa- tion processing approach, nonverbal information cues such as video, narration or animation are believed to invoke experiential processing mode since those types of cues transfer better overall impression of a product (Epstein, 1994). The experiential processing mode could help consumers capture the general information of product which refers to the breadth of recall in this research con- text. Previous studies found that nonverbal product information (video-based) affects recall ability of consumers and in turn increase learning capability (Kagie, van Wezel, & Groenen, 2008; MacInnis & Price, 1987). Relating to information processing paradigm, video based product presentation could evoke experiential status in which consumers are under consuming simulation context, thus increase the amount of information obtained by consumers (Chandler and Sweller (1991), Hu, Ma, and Chau (1999), Park, Lennon, and Stoel (2005), Sweller (1994)). In particular, video-based prod- uct presentation with animation, narration presenting actual consumption could deliver consumer’s sensory experience strengthening consumer’s memory of a product (Epstein, 1994),(H. Li, Daugh- erty, & Biocca, 2003; Petrova & Cialdini, 2005). On the other hand, verbal based product presen- tation is able to stimulate analytical processing mechanism and increase in- depth understanding about a product (M. J. Lee & Tedder, 2003). The research (Kacmar & Hochwarter, 1996)argues that under the text based product presentation consumers are more likely to focus on desired product information and easier in remembering about a product (Smith, 1991) which could lead to the greater in depth of recall. 2.2. Impact on The Breadth of Recall The breadth of recall refers to how many product attributes are remembered by consumers. L. A. Kirkpatrick and S. Epstein (Kirkpatrick & Epstein, 1992) proposed that video based presen- tation could activate experiential processing mode by creating a primary, illustrative and conceptual processing. In comparison with text based presentation, video based is able to transfer physical visual change with voices. Basing on cognitive information processing paradigm, product presen- tation with video based could present richer available information. The paper of D. V. Thompson, and R. W. Hamilton (Thompson & Hamilton, 2006) also indicated that video based presentation with physical visual change and voices is more likely to generate favorable association on memory 967
  4. INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS & BUSINESS 2020 ICYREB 2020 compared with text only. With the support of temporal visual change and audio narration, consumers are easier to capture product information and they could remember more product attributes. Thus we posit the following: H1. Compared with the text based product presentation, consumers with a narration and video- based product presentation will yield a better performance on the breadth of recall. 2.3. Impact on The Depth of Recall Unlike breath of recall, depth of recall refers to how consumers know about product. Accord- ing to (Kacmar & Hochwarter, 1996), nonverbal cues (video based product presentation) could not help consumers to understand product information precisely. On the contrary, the text based pres- entation facilitates the analytical processing mode more effectively and generates more information in the depth of recall comparing with video based product information (Grosslight & Kale, 1955). Thus we posit the following: H2. Compared with the video-based product presentation, text based product presentation will yield a better performance on the depth of recall. 2.4. Product Types According to (Hirschman & Holbrook, 1982), the shopping purposes is classified into ‘‘util- itarian” and ‘‘hedonic.” Utilitarian approach describes the shopping behavior based on critical mis- sion, goal oriented and rational consideration (Batra & Ahtola, 1991; Hirschman & Holbrook, 1982; Wolfinbarger & Gilly, 2001). Hedonic approach refers to enjoyment oriented without intentional buying purposes (Babin, Darden, & Griffin, 1994), (Hirschman & Holbrook, 1982). This division emerges from the dual information processing in which includes rational and experiential ways (Ep- stein, 2003). Moreover, in other researches, the shopping purpose is also divided into functional vs. nonfunctional motivations (Sheth, 1983), shopping as work vs. shopping as fun (Babin et al., 1994), economic vs. recreational (Brown, Pope, & Voges, 2003), and goal-oriented vs. experiential con- sumers (Novak, Hoffman, & Duhachek, 2003). Hence, the classification of utilitarian and hedonic purposes is reliable and applied in this research. Consumers who are shopping for utilitarian purpose tend to search for product information in advance before making buying decision. They take serious consideration for different features of product such as product quality, price, service and finish the shopping time at particular deadline. This approach of seeking information is called directed search behavior (Hoffman & Novak, 1996) which can be considered as goal oriented with in-depth deliberation (Janiszewski, 1998). On the other hand, shopping for hedonic purpose, customers are more likely to shop with fun and no intention (Babin et al., 1994). Unlike utilitarian oriented, hedonic shoppers pay attention to experiences rather than the shopping outcomes (Babin et al., 1994). Because they do not have any shopping plans, the process of seeking information could be called as non-directed search behavior or exploratory search behavior (Bloch, Sherrell, & Ridgway, 1986). Under exploratory search be- havior, consumers surf for product information with less attention and consideration (Hoffman & Novak, 1996; Janiszewski, 1998; Novak et al., 2003). Therefore, dissimilar with hedonic shopping, utilitarian approach requires more information for cognitive information processing (B. K. Lee & Lee, 2004; Tam & Ho, 2006) which relates to the semantic information encoding level. 968
  5. INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS & BUSINESS 2020 ICYREB 2020 Since text based information presentation could provide more specific information and help consumers to understand better about product which increases the performance on product recall in comparison with video based presentation. Hence, we propose two hypotheses as follows: H3a. The positive effect of video-based product presentation on the breadth of recall is stronger for hedonic product than for utilitarian product H3b. The positive effect of text based product presentation on the depth of recall is stronger for utilitarian product than for hedonic product Figure 1: Research model 3. Research Methodology 3.1. Research Design To address the research questions, a scenario-based experiment with 2 (Online product pres- entation: text based vs. video based) x 2 (Product type: hedonic vs. utilitarian) is conducted as shown in table below. 3.2. Participants and Procedures The number of sample size is collected for the study is 120, corresponding 30 for each treat- ment group. Because of the popularity of online shopping, the recruited respondents should not be limited to any nationality. The participants are local and international students from different schools in Tainan city, Taiwan who are required to own at least a smartphone and not limited to any educa- tional background. Participants will be recruited online through the invitation with briefly introduction of the study purpose and randomly assigned into four scenarios which they will exposure to different ver- sions of online product presentation modes. 3.3. Manipulation In this experiment, we manipulate online product presentation in two types. For text based presentation, the text description of products will be provided. While in the case of video based presentation, a video with introduction of products will be presented to participants. 969
  6. INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS & BUSINESS 2020 ICYREB 2020 In the scenario of utilitarian purpose, the participants are instructed to buy the target product for a very important reason and hence have to make a high-quality purchase decision. Meanwhile, in the scenario of hedonic purpose, participants are instructed to browse the given website for fun in their leisure time, with the chance of finding some products that highly interested them. 3.4. Dependent Variables The dependent variables will be measured with open-ended questions adapted from (M. Li et al., 2012). The breadth of recall is measured relying on the number of product attributes which are recalled by participants. Whereas the depth of recall is referred to how they compare the product attributes to make buying decisions. 3.4. Data Analysis To test our hypotheses, we relied on general linear modeling (GLM), multivariate analyses of covariance (MANCOVA), and analyses of covariance (ANCOVA). Both MANCOVA and AN- COVA are widely used in experimental studies that require controlling for covariates; they are also effective for testing interaction effects (Brod). For the MANCOVA analysis, we integrate presenta- tion modes (text based, video based) as factors. Product types (utilitarian product, hedonic product) as covariates. The breadth of recall and the depth of recall are the dependent variables. REFRENCES Babin, B. J., Darden, W. R., & Griffin, M. (1994). Work and/or fun: measuring hedonic and utilitarian shopping value. Journal of consumer research, 20(4), 644-656. Batra, R., & Ahtola, O. T. (1991). Measuring the hedonic and utilitarian sources of consumer attitudes. Marketing letters, 2(2), 159-170. Blanco, C. F., Sarasa, R. G., & Sanclemente, C. O. (2010). Effects of visual and textual in- formation in online product presentations: looking for the best combination in website design. Eu- ropean Journal of Information Systems, 19(6), 668-686. Bloch, P. H., Sherrell, D. L., & Ridgway, N. M. (1986). Consumer search: An extended frame- work. Journal of Consumer Research, 13(1), 119-126. Brod, C. (1984). Technostress: The human cost of the computer revolution. The University of Michigan: Addison Wesley Publishing Company. Brown, M., Pope, N., & Voges, K. (2003). Buying or browsing? An exploration of shopping orientations and online purchase intention. European Journal of Marketing, 37(11/12), 1666-1684. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cog- nition and instruction, 8(4), 293-332. Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational psychology review, 3(3), 149-210. Coyle, J. R., & Thorson, E. (2001). The effects of progressive levels of interactivity and vivid- ness in web marketing sites. Journal of Advertising, 30(3), 65-77. Epstein, S. (1991). Cognitive-experiential self-theory: An integrative theory of personality. The relational self: Theoretical convergences in psychoanalysis and social psychology, 111-137. 970
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