Investigating the relationship between cognitive absorption and ubiquitous learning with the mediation effect of emotional involvement in nursing students

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The role of cognitive and emotional factors in improving student learning, especially in sensitive fields like nursing, is particularly significant. This study aims to examine the causal relationship between cognitive absorption and inclusive learning, emphasizing the mediating role of emotional involvement. Background and Objective : This study investigates the causal relationship between cognitive absorption and inclusive learning, with a focus on the mediating role of emotional involvement among nursing students. Materials and Methods : Conducted in 2023, this research involved 1,600 nursing students from Abadan University of Medical Sciences. Using Cochran's formula, the sample size was determined to be 320 participants, selected through simple random sampling. Data collection tools included the Cognitive Absorption Questionnaire by Agarwal and Karahanna (2000), the Inclusive Learning Scale by Luhmann (2006), and the emotional involvement Scale by Shields et al. (1994). Results : Path analysis was performed using Lisrel and SPSS software. The findings revealed: Cognitive absorption has a direct positive effect on emotional involvement (β = 0.42, p < 0.01). Inclusive learning has a direct positive effect on emotional involvement (β = 0.37, p < 0.01). Cognitive absorption indirectly influences inclusive learning through the mediation of emotional involvement (β = 0.25, p < 0.05). Conclusion : The results indicate that optimizing educational methods not only improves learning outcomes but also enhances emotional involvement and self-awareness among students. These findings highlight the importance of integrating cognitive and emotional dimensions into educational strategies for nursing students. cognitive absorption ubiquitous learning emotional involvement nursing students Introduction In today's era of rapid technological progress, especially in educational technology, the increasing use of smart tools, multimedia, and the Internet has brought significant changes to learning environments and teaching approaches. The advantages of virtual education in overcoming time and place limitations and removing geographic barriers to benefit a larger audience cannot be denied ( 1 ). With the emergence of new educational technologies and communication methods, education has expanded to enable learning processes outside the traditional classroom setting ( 2 ). This new paradigm involves various elements and factors, each influencing learners in distinct ways. Given the importance of learning and its profound role in shaping learners' academic and professional futures, it is essential to study the key factors that affect learning outcomes. As virtual education becomes more widespread, concerns about the quality of academic progress, especially in terms of learning retention across all educational levels particularly among university students have grown. Universities and higher education institutions are increasingly adopting virtual education programs to provide educational opportunities for all eligible individuals. This approach offers learners the flexibility, comfort, and self-discipline needed to engage in teaching and learning ( 1 ). Ubiquitous learning (u-learning) refers to a form of education that transcends formal teaching methods. It includes acquiring knowledge through experiences shared by family members or peers, such as a parent teaching a child to read or a friend imparting practical skills. U-learning is also becoming increasingly relevant in workplace settings. One notable aspect of u-learning is its flexibility, enabling individuals to learn effectively while managing complex tasks ( 1 ). The central feature of technologies like u-learning is their ability to discover innovative methods for high-quality, enduring learning. By integrating traditional learning approaches, u-learning can systematically enhance learning outcomes and help achieve educational goals. A distinguishing feature of u-learning is its independence from specific time and location constraints ( 3 ). This form of learning has the potential to revolutionize education by addressing the physical limitations of traditional methods. It also introduces a level of personalization that considers the individual characteristics of learners. Studies indicate that learners with high cognitive involvement and strong motivation to learn tend to demonstrate better academic progress and a greater ability to generate new knowledge ( 4 ). To promote deep and meaningful learning, motivational mechanisms such as cognitive absorption must be employed ( 5 ). Cognitive absorption has been identified as a powerful motivational force for achieving educational goals ( 5 , 6 ). Cognitive absorption represents an internal motivational factor influencing technology usage behavior. It is a state of full engagement, characterized by a sense of control, enjoyment, and endless curiosity within a virtual learning environment ( 5 , 7 ). Empirical research has consistently highlighted the significant role of cognitive absorption in enhancing learning outcomes ( 5 ). For example, studies have explored its effects in social network-based teaching ( 8 ) and broader learning environments ( 9 ). In this context, cognitive absorption and ubiquitous learning are interconnected variables, with emotional involvement serving as a key mediating factor between them ( 10 ). Learners in u-learning environments often experience a range of emotions that influence their motivation and engagement with educational activities. Emotional involvement plays a pivotal role in driving academic attraction and motivation. Positive emotions, such as interest and enthusiasm, enhance engagement, while negative emotions, like frustration and anxiety, can impede learning ( 11 , 12 ). Emotional involvement is defined as the quality of effort students invest in targeted educational activities to achieve desired outcomes. It can be categorized into positive emotional involvement (e.g., intrinsic interest and enthusiasm) and negative emotional involvement (e.g., disappointment and anxiety) ( 12 ). For nursing students, the integration of ubiquitous learning and cognitive absorption into their education is particularly significant. Nursing education often requires the acquisition of both theoretical knowledge and practical skills, making flexible and innovative learning approaches essential. Ubiquitous learning allows nursing students to access educational resources and engage in learning activities regardless of time and location. Furthermore, emotional involvement and cognitive absorption can enhance their ability to retain complex medical knowledge, develop critical thinking skills, and navigate emotionally demanding clinical situations. As future healthcare providers, nursing students benefit greatly from learning environments that promote motivation, engagement, and resilience, ultimately improving their academic and professional outcomes. This importance highlights the need for continued research and innovation in the application of U-learning and cognitive absorption to enhance nursing education. Material & Methods Design and settings The current research is of a descriptive-correlational design model. This research is in the group of applied research due to its goals that can improve learning in students. Participants and sampling In this research, the statistical population included all nursing students (male and female) of Abadan University of Medical Sciences in 2024. (This number was 1600 people). The sample size of this research was 320 nursing students of Abadan University of Medical Sciences. The sample size in this research was based on the following formula (Cochran), which was selected by simple random sampling. This method is a part of the sampling technique in which each sample has an equal probability of being selected. A randomly selected sample means an unbiased representation of the entire population. The inferential statistics (calculation of Cronbach's alpha coefficients and path analysis) were analyzed by Lisrel and SPSS software. Instruments A questionnaire tool was used to collect data: 1- Cognitive assimilation questionnaire ( 7 ): This scale was invented by Agarwal and Karahana (2000), this scale contains items. The scoring method of this questionnaire is on a five-point Likert scale from completely agree ( 13 ) to completely disagree ( 7 ). Thus, the highest score on this scale in the present study is 90, and the lowest score is 18. Time separation, which refers to the user's inability to record how to spend time interacting with technology, with 5 items, focused immersion, which refers to the user's full involvement experience, with 5 items, infinite pleasure, which pays attention to the desirable aspects of technology. with 4 items, control, which refers to the user's understanding of mutual responsibility in the virtual space, with 3 items, and curiosity, which refers to the experience of personal sensory stimulation and cognitive curiosity, with 2 items from the total items in this data. The measurement scale is assigned by the grading method. The researches ( 23 ) used Cronbach's alpha method to check the reliability of this scale, and this coefficient was found to be 0.85 in the mentioned research. Cronbach's alpha coefficients for subscales of time separation, focused immersion, infinite pleasure, control, and curiosity. In the research of ( 23 ), respectively: 0.97, 0.85, 0.88, 0.76, and 0.82 were reported. The researcher ( 5 ) also calculated Cronbach's alpha coefficient for this variable as 0.79 in his research. The other researchers ( 10 ) also calculated Cronbach's alpha coefficient for this variable as 0.76 in his research. In this study, Cronbach's alpha coefficients for these subscales were 0.87, 0.79, 0.81, 0.70, and 0.75, respectively. Cronbach's alpha coefficient of the whole scale was calculated as 0.85. 2-Ubiquitous Learning Questionnaire (Informal Learning) Lohmann (2006): This questionnaire was designed by ( 24 ). This questionnaire has 12 questions in 3 sections. The questions of this questionnaire are scored based on the Likert scale (completely agree to disagree) and the reliability of this questionnaire is obtained based on Cronbach's alpha above 0.70. This is a single-component questionnaire. In this research, informal learning refers to the score that employees give to the 12-item questions of the informal learning questionnaire. A positive and negative correlation was observed between the subscales of the informal learning questionnaire at the workplace, which indicates the favorable convergent and divergent validity of this questionnaire ( 25 ). The reliability of this questionnaire was calculated using Cronbach's alpha measurement method. Usually, the range of Cronbach's alpha reliability coefficient is from zero (0) which means no stability, to positive one (+ 1) which means full reliability, and the closer the value is to a positive number of one, the more reliable the questionnaire is. The reliability of this questionnaire was obtained based on Cronbach's alpha above 0.70. In this study, Cronbach's alpha for the informal learning questionnaire was 76. The validity of this questionnaire was also confirmed by the opinion of professors and experts. 3- Based on the study ( 26 ), the emotional conflict scale: this scale of 14 questions was designed. The scale has two subscales of perceived blame and the intensity of emotional conflict, and it was created to measure the number of emotions expressed positively in the family and blames and criticisms made in the family environment. These two subscales are scored separately and the score Higher values in each subscale indicate a high level of "expressed excitement". In this questionnaire, the subscale of emotional involvement with 7 individual questions 1, 3, 5, 7, 9, 11, and 13 and the subscale of perceived criticism with 7 questions Pair 2, 4, 6, 8, 10, 12 and 14 are measured. The results of the research of Shields et al., 1994 showed that the subscale of perceived criticism significantly has a significant relationship with depression and anxiety equal to 0.42 and 30, respectively. It has 0.0 and emotional conflict has no significant relationship with depression and anxiety ( 27 ). In the research of ( 27 ), to determine the concurrent validity of the relationship between the scores of the criticism component and the emotional conflict of the family with the scores obtained from the short version Revised Symptom Review List Questionnaire-90 by Drugatis 1983 was used, and the coefficients were obtained as -0.31 and − 0.37 respectively. In Triveh et al.'s research (2019), Cronbach's alpha of perceived criticism subscale was 0.81, and emotional involvement was 0.77. Also, Cronbach's alpha for the subscales of perceived blame and emotional conflict was obtained as 0.82 and 0. 84 respectively, and the confirmatory factor analysis of the indicators was favorable and all of them were greater and equal to 0.5. In this research, the reliability coefficient with Cronbach's alpha method for the overall score is 0.87, and the subscales of emotional involvement and blame. Data collection method After receiving permission, the researcher sent the subjects the questionnaires virtually in the form of a link to administer the research unit of Abadan University of Medical Sciences’ questionnaires and choose the sample size from among the university’s nursing learners in a straightforward random manner. The researcher invited the volunteers to complete the surveys after outlining the goal of the research and making sure they were doing it ethically. Within a 6 months frame, the participants had a chance to respond to the questions. Following the collection of data, Lisrel, and SPSS software were used to analyze the data. Data Analysis The methods of data analysis in this study were used in two parts descriptive including mean, minimum, maximum, and standard deviation, and inferential statistics including conclusion of Cronbach’s alpha coefficients and path analysis. In this study, Lisrel and SPSS software were used. Results For this purpose, out of all 1,600 nursing students (male and female) of Abadan University of Medical Sciences, who were studying in the academic in 2023, using the Cochran formula, 320 people were selected as the sample size and by simple random sampling method. Descriptive statistics Table 1 Descriptive statistics indicators of research variables Variable Middle Standard deviation Cognitive absorption 73.47 4.17 Emotional involvement 12.66 3.02 Ubiquitous learning 67.93 3.75 Table 1 shows the descriptive statistics of the research variables including: mean and standard deviation for the studied sample (n = 320). Inferential statistics Table 2 skewness and elongation values of research variables Variable Skew ness Standard error kurtosis Standard error Cognitive absorption 0/50 0/119 -0/11 0/238 Emotional involvement -0/56 0/119 0/20 0/238 Ubiquitous learning -0/77 0/119 0/38 0/238 The skewness and elongation indices related to each of the variables used in this research are given in Table 2 , as can be seen in Table 2 , according to the skewness and elongation values obtained for the research variables, which are approximately between 1 - and + 1, the distribution of all variables is normal, so we can use the path analysis model to analyze the research findings. The correlation matrix Table 3 Correlation matrix of research variables Variable 1 2 3 Cognitive absorption 1 Emotional involvement 0/41** 1 Ubiquitous learning 0/30** 0/43** 1 P < 0.01 ** P < 0.05 * According to Table 3 , we see that the correlation coefficient of the exogenous variable of research (cognitive absorption) with ubiquitous learning is equal to 0.30, which is statistically significant at the 0.01 level. The correlation coefficient of the endogenous research variable (emotional involvement) with ubiquitous learning is equal to 0.43, which is statistically significant at the 0.01 level. In the above matrix, the highest correlation coefficient is related to the relationship between emotional involvement and ubiquitous learning (0.43) and the lowest correlation coefficient in this matrix is related to the relationship between cognitive absorption and ubiquitous learning. Direct effects of variables Table 4 Estimates of direct effect coefficients variable The standardized parameter estimates are the standard error t The direct effect of cognitive absorption on: Emotional involvement 0/36 ** 0/03 7/76 Ubiquitous learning 0/02 ** 0/03 0/36 The direct effect of emotional involvement on : Ubiquitous learning 0/22 ** 0/04 4/89 P < 0.01 ** P < 0.05 * Hypothesis 1 Cognitive absorption has a direct and positive effect on emotional involvement. According to the information in Table 4 , the direct effect of cognitive absorption on emotional involvement is equal to 0.36 and according to the value (t = 7.76), it is significant at the level of 0.01. Therefore, the first hypothesis of the research is confirmed about the direct and positive effect of cognitive absorption on emotional involvement. Hypothesis 2 Cognitive absorption has a direct and positive effect on ubiquitous learning. According to the information in Table 4 , the direct effect of cognitive absorption on ubiquitous learning is equal to and according to the value (t = 0.36), it is not statistically significant. Therefore, the second research hypothesis related to the direct and positive effect of cognitive absorption on ubiquitous learning is rejected and not confirmed. Hypothesis 3 Emotional involvement has a direct and positive effect on ubiquitous learning. According to the information in Table 4 , the direct effect of the emotional involvement dimension on ubiquitous learning is equal to 0.22 and according to the value (t = 4.89), it is significant at the level of 0.01. Therefore, the third hypothesis of the research is confirmed in connection with the direct and positive effect of emotional involvement on ubiquitous learning. Indirect effect of variables Table 5 Estimation of indirect effect coefficients Variable The standardized parameter estimates are the standard error t In direct effect of cognitive absorption on: Ubiquitous learning 0/29** 0/03 8/51 Emotional involvement 0/05** 0/01 3/39 P < 0.01 ** P < 0.05 * Hypothesis 4 Cognitive absorption through the mediation of emotional involvement has an indirect and positive effect on ubiquitous learning. According to the information in Table 5 , the indirect effect of the cognitive absorption component on ubiquitous learning is equal to 0.29 and according to (t = 8.51), it is significant at the level of 0.01. At the same time, this indirect effect takes place through the mediating variable of emotional involvement. Therefore, the fourth hypothesis of the research is confirmed about the mediating role of emotional involvement between cognitive absorption and ubiquitous learning. Discussion The purpose of the present research was to present a causal model of the relationship between cognitive absorption and ubiquitous learning, the mediating role of emotional involvement, in nursing students of Abadan University of Medical Sciences in the academic year 2022–2023. In examining the direct effect of cognitive absorption on emotional involvement according to the results, the findings showed that the direct effect of cognitive absorption on emotional involvement is significant. These findings align with the research findings ( 10 , 14 , & 20 ). Cognitive absorption has been introduced as a multidimensional trait of people, a relatively stable description. Researchers have argued that this definition of cognitive attraction is conceptually and empirically useful for distinguishing between individuals ( 7 ). The differentiation and difference in people's level of emotional involvement depends on the pleasure obtained from their cognitive activities ( 21 ). Emotions modulate almost every aspect of cognition. Cognition also moderates, activates, and restrains emotions. This shows that emotions guide and stimulate cognition, which is directed based on a unique goal by guiding the behavior and desires of individuals ( 11 ). Several studies have reported that human cognitive processes are affected by emotions ( 13 ). Factors are very important in educational fields. The results of research ( 10 ) showed that the variables of cognitive absorption and need for cognition directly and indirectly through the mediation of cognitive engagement on perceived usefulness and learning have a significant effect among undergraduate students. The results of the study ( 20 ) showed that the participants of the experimental group obtained significantly higher anxiety and cognitive load scores and lower learning performance scores than the control group in the post-test stage; It seems that in the learning process, negative emotions in the role of an exogenous and endogenous cognitive load factor occupy the capacity of working memory. The results of research ( 14 ), under the title of Emotional Creativity and Self-directed Learning: The Mediating Role of Achievement Motivation, showed that emotional creativity can explain 29% of the variance of achievement motivation and also, the variables of emotional creativity and achievement motivation can simultaneously. To explain, 43% of the variance of learning is self-directed. Also, motivation to progress has a significant mediating role in the relationship between emotional creativity and self-directed learning, hence, expressing positive emotions in the form of motivation leads to progress. Considering the important role and position of emotions in students' learning, it seems that to increase the level of attraction and motivation to their studies, much attention should be paid to the problems related to their emotional involvement. According to the mentioned materials and research findings, the effect of cognitive absorption on emotional involvement is confirmed. In examining the effect of cognitive absorption on ubiquitous learning the results showed that the direct effect of cognitive absorption on ubiquitous learning is not statistically significant. These findings are contrary to the research findings of ( 22 ) and consistent with the research findings of ( 10 ), Massimo Magni, Chiara Paulino, Rossella Captau Luigi (2012), Peter Leung (2010), and most related empirical research. With cognitive absorption, they have focused on the effects of cognitive absorption on learning. What comes from the process of education is learning. Focused immersion in learning refers to the experience of full inclusive involvement in the learning process, the more the learners are interacting and learning, cognitively, their sense of curiosity is aroused and the concepts are more deeply absorbed in the learner's mind. and his learning rate becomes deeper and more effective. Therefore, if the learners are more involved in learning and learning tasks from a cognitive point of view, they can pay great attention to achieving cognitive goals. The results of research ( 10 ), along with the findings of this hypothesis, showed that the variables of cognitive absorption and need for cognition directly and indirectly through the mediation of variables of self-efficacy and cognitive engagement have a significant effect on the learning of undergraduate students. The research results of Massimo Magni, Chiara Paulino, and Rossella Captau Luigi (2012), showed that cognitive absorption provides an inverse effect in predicting participant learning. Group learning behavior has a moderating effect on the relationship between cognitive absorption and participant learning, so behavior Group learning reduces the negative effects of cognitive absorption. The results of Peter Leung's (2010) research, titled the role of social presence and cognitive absorption in online learning environments, showed that students' interest directly affects the role of their social presence and cognitive absorption in online learning environments. "Expression of the relationship between cognitive absorption and ubiquitous learning and perceived usefulness among management students" found that between absorption Cognition has a direct and meaningful relationship with perceived usefulness and ubiquitous learning ( 22 ). In examining the effect of emotional involvement on ubiquitous learning, according to the results, the findings showed that the direct effect of emotional involvement on ubiquitous learning is equal and significant. These findings are in line with the results of Manojhari, Hassanabadi, Agha Brari, and Kavosian (2018), ( 14 , 15 ). Nowadays, educational centers, they should no longer focus on learning as a purely cognitive process. Because emotions and emotions are an integral part of learning and they can be used to improve the interaction, motivation and success of learners. Emotions have a significant effect on human cognitive processes, including attention and learning ( 11 ). In the learning environment, emotions can play a powerful role in supporting or weakening learning. Emotions are inherently related to and affect cognitive skills such as attention, memory, executive function, decision making, critical thinking, problem solving, and regulation, all of which play a key role in learning. Emotions related to positive learning include: interest, curiosity, surprise, enthusiasm, creativity, interaction and joy. These activate the brain's reward system, making the experience pleasant and helping focus and attention. Positive emotional states can enable students to expand their perspective, see alternatives ( 16 ). The effect of emotions on learning can be explained in terms of people's attention, understanding and motivation. Attention strengthens a person's power of perception, the power of understanding also helps to choose and organize information in learning 10). Based on this, it can be said that getting involved in emotions shapes the learning behaviors of learners in the education process and affects their academic achievement ( 17 ). Recent empirical evidence also shows the deep effects of emotions on the learning and progress of learners ( 11 ). Some studies report that students' emotions play a very important role in their learning processes ( 17 ). As positive emotions facilitate students' learning and help their academic progress ( 11 ). The results of research ( 15 ), under the title of educational approaches to social-emotional learning in schools, showed that when schools clarify the essential role of social and emotional skills in learning and successful life and implement comprehensive, coordinated, and detailed programs. The results of the research by Manojhari, Hassanabadi, Agha Brari, and Kavosian (2018) showed that in the learning process, negative emotions in the role of an exogenous and endogenous cognitive load factor occupy the capacity of working memory and hinder deep learning of learners. The results of research ( 14 ) showed that expressing positive emotions in the form of motivation for progress makes people see new connections between ideas, organize information, and create new solutions to problems. The creativity resulting from these types of emotions improves and improves the individual's readiness to engage in various activities and self-directed learning. Considering the important role and position of positive emotional flows, it seems that the educational environment should seek to cultivate positive emotions in its students. According to the research findings and the mentioned materials, emotional involvement affects ubiquitous learning. In examining the indirect and positive effect of cognitive absorption through the mediation of emotional involvement on ubiquitous learning, according to the results, the findings showed that the indirect effect of the component of cognitive absorption on ubiquitous learning is equal and it is significant. These findings are in line with the results of the research ( 14 ), by Peter Leung (2010), Massimo Magni, Chiara Paulino, and Rossella Kaptau Luigi (2012) and are in contrast with the results of Research ( 10 , 22 ). Today, education in its best way and form not only leads to better learning in learners but also helps to attract learners in learning and getting to know them better. Cognitive absorption is determined by two personal characteristics, personal innovation in learning environments and cognitive engagement. Numerous researches have shown that if learners are cognitively more involved in learning and learning tasks, it is possible to pay great attention to achieving cognitive and behavioral goals ( 18 ). Several studies have reported that human cognitive processes are affected by emotions. The inherent exciting state of cognitive attraction leads to people enjoying the activity and willing to spend more effort on it. By motivating learning, emotions play a very important role in learning processes, goal setting, academic motivation ( 19 ). Activating and positive emotions increase internal and external motivation towards learning. Negative and deactivating emotions also affect learning ( 11 ). Therefore, it is necessary to provide the necessary ground for the promotion of these beliefs by enriching the living environment and learning and education environment. ( 14 ), under the title of emotional creativity and self-directed learning: the mediating role of achievement motivation, showed that achievement motivation has a significant mediating role in the relationship between emotional creativity and self-directed learning, therefore, expressing positive emotions in the form of achievement motivation causes People can see new links between ideas, therefore, the creativity resulting from this kind of emotions improves and improves the individual's readiness to engage in various activities and self-directed learning. Research results by Massimo Magni, Chiara Paulino, and Rossella Kaptau Luigi (2012), showed that cognitive absorption provides an inverse effect in predicting participant learning. Group learning behavior has a moderating effect on the relationship between cognitive absorption and participant learning, so group learning behavior reduces the negative effects of cognitive absorption. The results of Peter Leung's (2010) research, titled the role of social presence and cognitive absorption in online learning environments, showed that students' interest directly affects the role of their social presence and cognitive absorption in online learning environments. The research of ( 22 ) is contrary to the findings of this hypothesis, found in his research that there is a direct and significant relationship between cognitive absorption and ubiquitous learning. Therefore, if the learners are cognitively more engaged in learning and learning tasks, they can pay to achieve cognitive goals. Among the limitations of the current research, it can be mentioned that the statistical population is limited and that the statistical population of this research only included all nursing students of Abadan University of Medical Sciences, which reduces the generalizability of the research. Conducting this research (in terms of time) was cross-sectional. Using an electronic questionnaire as the only research tool was another limitation. One of the obstacles to this activity is the non-cooperation of some university officials in following up on the completion of questionnaires by students. The lack of access to some sources outside the country and even some domestic sources regarding the subject of the research also limited the sources and backgrounds. Conclusion The present study demonstrated that cognitive absorption and ubiquitous learning, with emotional involvement as a mediating variable, significantly impact the improvement of learning outcomes and academic performance among students. The findings indicate that cognitive absorption directly influences emotional involvement positively, and this emotional involvement, in turn, mediates the relationship between cognitive absorption and ubiquitous learning. Therefore, designing educational strategies that simultaneously address both cognitive and emotional dimensions can play a vital role in enhancing educational engagement, self-awareness, and active participation of students, particularly in fields like nursing. These results highlight the importance of adopting innovative teaching methods that foster cognitive absorption and emotional involvement to achieve sustainable learning and improved academic outcomes. Declarations Ethical considerations Informed consent, obtained through a written process, was solicited from each individual involved in the study. The participation of subjects in the research was entirely voluntary. The identities of participants were anonymized during the data analysis phase. Ethical principles and guidelines were meticulously adhered to throughout the study. Artificial intelligence utilization for article writing The application of artificial intelligence was not employed in this article's composition, except for linguistic refinement. Acknowledgments I appreciate and thank all the people who helped complete this research. Clinical trial number Not applicable. Authors’ contributions All authors contributed to the preliminary drafting of the manuscript, its subsequent revisions, the articulation of the central concept and initial framework, and the gathering and evaluation of data. Furthermore, all authors acknowledge their accountability for the precision and validity of the material presented in the current manuscript and endorse the conclusive version of the manuscript. Funding This project was not supported by any funding. Ethics approval and consent to participate The study (involving humans) was performed in accordance with the Declaration of Helsinki. Ethical approval was granted by the Research Ethics Committees of Payame Noor University (Reference number: IR.PNU.REC.1402.037). Informed consent to participate in the study was obtained from all the subjects. Consent for publication Not applicable. Competing interests The authors declare no competing interests. Conflict of interest The scholars disclose the absence of any tangible or prospective conflict of interest. Supporting resources Shiraz Payam Noor University of Educational Research has financially supported this study. Data availability statement None References Rostgar, A. Presenting a causal model of the relationship between need for cognition and cognitive engagement with the mediating role of achievement goals and academic emotions. Two scientific-research quarterly journals of social cognition. (2017).11 in a row. Myung, K. L; & Bu K.. 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Cite Share Download PDF Status: Published Journal Publication published 17 Apr, 2026 Read the published version in BMC Medical Education → Version 1 posted Reviewers agreed at journal 04 Dec, 2025 Reviewers invited by journal 03 Dec, 2025 Editor invited by journal 11 Nov, 2025 Editor assigned by journal 10 Nov, 2025 Submission checks completed at journal 10 Nov, 2025 First submitted to journal 29 Oct, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7982649","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":555115561,"identity":"765e7296-bcf8-44bb-8123-67e850b37bb3","order_by":0,"name":"Mohammad Hassan Seif","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAv0lEQVRIiWNgGAWjYDACCTApJwfj8xCrxdiYdC2JDUS7S3d2A/OHj20G6dvFzhgw/KhhkDEnpNnszgE2yZltBrk7Z+cYMPYcY+CROUBIy40ENmbetj+5G27nGDDwNjDwSBByGFAL8+e/QIcZALUw/iVSC4M0Y5tBAkgLM7G2sEn2nDMw3Dk7reCwzDEJ4hz24UeZgby5dPLGh29qbOwJamFg4P/AwMjGwGAAZB6ARRMR4A9EyygYBaNgFIwCrAAA3WM4Qk7cveMAAAAASUVORK5CYII=","orcid":"","institution":"Payam Noor University","correspondingAuthor":true,"prefix":"","firstName":"Mohammad","middleName":"Hassan","lastName":"Seif","suffix":""},{"id":555115562,"identity":"a9e6905c-bac2-48b4-8203-ebe6431f230f","order_by":1,"name":"Somayeh Negahdari","email":"","orcid":"","institution":"Payam Noor University","correspondingAuthor":false,"prefix":"","firstName":"Somayeh","middleName":"","lastName":"Negahdari","suffix":""},{"id":555115563,"identity":"f845a6b5-ab4a-497b-b042-65b31de6ab19","order_by":2,"name":"Narges 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09:38:51","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":87343,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7982649/v1/8efaad1be43281d051c414ee.html"},{"id":107351025,"identity":"5ebaede9-4cb2-44c9-8731-16e4be0ff435","added_by":"auto","created_at":"2026-04-20 16:07:53","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":542730,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7982649/v1/0aa114f1-7627-4d55-8a3f-24e09ff279f0.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Investigating the relationship between cognitive absorption and ubiquitous learning with the mediation effect of emotional involvement in nursing students","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn today's era of rapid technological progress, especially in educational technology, the increasing use of smart tools, multimedia, and the Internet has brought significant changes to learning environments and teaching approaches. The advantages of virtual education in overcoming time and place limitations and removing geographic barriers to benefit a larger audience cannot be denied (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). With the emergence of new educational technologies and communication methods, education has expanded to enable learning processes outside the traditional classroom setting (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). This new paradigm involves various elements and factors, each influencing learners in distinct ways. Given the importance of learning and its profound role in shaping learners' academic and professional futures, it is essential to study the key factors that affect learning outcomes.\u003c/p\u003e\u003cp\u003eAs virtual education becomes more widespread, concerns about the quality of academic progress, especially in terms of learning retention across all educational levels particularly among university students have grown. Universities and higher education institutions are increasingly adopting virtual education programs to provide educational opportunities for all eligible individuals. This approach offers learners the flexibility, comfort, and self-discipline needed to engage in teaching and learning (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eUbiquitous learning (u-learning) refers to a form of education that transcends formal teaching methods. It includes acquiring knowledge through experiences shared by family members or peers, such as a parent teaching a child to read or a friend imparting practical skills. U-learning is also becoming increasingly relevant in workplace settings. One notable aspect of u-learning is its flexibility, enabling individuals to learn effectively while managing complex tasks (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). The central feature of technologies like u-learning is their ability to discover innovative methods for high-quality, enduring learning. By integrating traditional learning approaches, u-learning can systematically enhance learning outcomes and help achieve educational goals. A distinguishing feature of u-learning is its independence from specific time and location constraints (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis form of learning has the potential to revolutionize education by addressing the physical limitations of traditional methods. It also introduces a level of personalization that considers the individual characteristics of learners. Studies indicate that learners with high cognitive involvement and strong motivation to learn tend to demonstrate better academic progress and a greater ability to generate new knowledge (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). To promote deep and meaningful learning, motivational mechanisms such as cognitive absorption must be employed (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). Cognitive absorption has been identified as a powerful motivational force for achieving educational goals (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eCognitive absorption represents an internal motivational factor influencing technology usage behavior. It is a state of full engagement, characterized by a sense of control, enjoyment, and endless curiosity within a virtual learning environment (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Empirical research has consistently highlighted the significant role of cognitive absorption in enhancing learning outcomes (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). For example, studies have explored its effects in social network-based teaching (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e) and broader learning environments (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). In this context, cognitive absorption and ubiquitous learning are interconnected variables, with emotional involvement serving as a key mediating factor between them (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eLearners in u-learning environments often experience a range of emotions that influence their motivation and engagement with educational activities. Emotional involvement plays a pivotal role in driving academic attraction and motivation. Positive emotions, such as interest and enthusiasm, enhance engagement, while negative emotions, like frustration and anxiety, can impede learning (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). Emotional involvement is defined as the quality of effort students invest in targeted educational activities to achieve desired outcomes. It can be categorized into positive emotional involvement (e.g., intrinsic interest and enthusiasm) and negative emotional involvement (e.g., disappointment and anxiety) (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFor nursing students, the integration of ubiquitous learning and cognitive absorption into their education is particularly significant. Nursing education often requires the acquisition of both theoretical knowledge and practical skills, making flexible and innovative learning approaches essential. Ubiquitous learning allows nursing students to access educational resources and engage in learning activities regardless of time and location. Furthermore, emotional involvement and cognitive absorption can enhance their ability to retain complex medical knowledge, develop critical thinking skills, and navigate emotionally demanding clinical situations. As future healthcare providers, nursing students benefit greatly from learning environments that promote motivation, engagement, and resilience, ultimately improving their academic and professional outcomes. This importance highlights the need for continued research and innovation in the application of U-learning and cognitive absorption to enhance nursing education.\u003c/p\u003e"},{"header":"Material \u0026 Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eDesign and settings\u003c/h2\u003e\u003cp\u003eThe current research is of a descriptive-correlational design model. This research is in the group of applied research due to its goals that can improve learning in students.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eParticipants and sampling\u003c/h3\u003e\n\u003cp\u003eIn this research, the statistical population included all nursing students (male and female) of Abadan University of Medical Sciences in 2024. (This number was 1600 people). The sample size of this research was 320 nursing students of Abadan University of Medical Sciences. The sample size in this research was based on the following formula (Cochran), which was selected by simple random sampling. This method is a part of the sampling technique in which each sample has an equal probability of being selected. A randomly selected sample means an unbiased representation of the entire population. The inferential statistics (calculation of Cronbach's alpha coefficients and path analysis) were analyzed by Lisrel and SPSS software.\u003c/p\u003e\n\u003ch3\u003eInstruments\u003c/h3\u003e\n\u003cp\u003eA questionnaire tool was used to collect data:\u003c/p\u003e\u003cp\u003e1- Cognitive assimilation questionnaire (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e): This scale was invented by Agarwal and Karahana (2000), this scale contains items. The scoring method of this questionnaire is on a five-point Likert scale from completely agree (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e) to completely disagree (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Thus, the highest score on this scale in the present study is 90, and the lowest score is 18. Time separation, which refers to the user's inability to record how to spend time interacting with technology, with 5 items, focused immersion, which refers to the user's full involvement experience, with 5 items, infinite pleasure, which pays attention to the desirable aspects of technology. with 4 items, control, which refers to the user's understanding of mutual responsibility in the virtual space, with 3 items, and curiosity, which refers to the experience of personal sensory stimulation and cognitive curiosity, with 2 items from the total items in this data. The measurement scale is assigned by the grading method. The researches (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e) used Cronbach's alpha method to check the reliability of this scale, and this coefficient was found to be 0.85 in the mentioned research. Cronbach's alpha coefficients for subscales of time separation, focused immersion, infinite pleasure, control, and curiosity. In the research of (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e), respectively: 0.97, 0.85, 0.88, 0.76, and 0.82 were reported. The researcher (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e) also calculated Cronbach's alpha coefficient for this variable as 0.79 in his research. The other researchers (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e) also calculated Cronbach's alpha coefficient for this variable as 0.76 in his research. In this study, Cronbach's alpha coefficients for these subscales were 0.87, 0.79, 0.81, 0.70, and 0.75, respectively. Cronbach's alpha coefficient of the whole scale was calculated as 0.85.\u003c/p\u003e\u003cp\u003e2-Ubiquitous Learning Questionnaire (Informal Learning) Lohmann (2006): This questionnaire was designed by (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). This questionnaire has 12 questions in 3 sections. The questions of this questionnaire are scored based on the Likert scale (completely agree to disagree) and the reliability of this questionnaire is obtained based on Cronbach's alpha above 0.70. This is a single-component questionnaire. In this research, informal learning refers to the score that employees give to the 12-item questions of the informal learning questionnaire. A positive and negative correlation was observed between the subscales of the informal learning questionnaire at the workplace, which indicates the favorable convergent and divergent validity of this questionnaire (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e). The reliability of this questionnaire was calculated using Cronbach's alpha measurement method. Usually, the range of Cronbach's alpha reliability coefficient is from zero (0) which means no stability, to positive one (+\u0026thinsp;1) which means full reliability, and the closer the value is to a positive number of one, the more reliable the questionnaire is. The reliability of this questionnaire was obtained based on Cronbach's alpha above 0.70. In this study, Cronbach's alpha for the informal learning questionnaire was 76. The validity of this questionnaire was also confirmed by the opinion of professors and experts.\u003c/p\u003e\u003cp\u003e3- Based on the study (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e), the emotional conflict scale: this scale of 14 questions was designed. The scale has two subscales of perceived blame and the intensity of emotional conflict, and it was created to measure the number of emotions expressed positively in the family and blames and criticisms made in the family environment. These two subscales are scored separately and the score Higher values in each subscale indicate a high level of \"expressed excitement\". In this questionnaire, the subscale of emotional involvement with 7 individual questions 1, 3, 5, 7, 9, 11, and 13 and the subscale of perceived criticism with 7 questions Pair 2, 4, 6, 8, 10, 12 and 14 are measured. The results of the research of Shields et al., 1994 showed that the subscale of perceived criticism significantly has a significant relationship with depression and anxiety equal to 0.42 and 30, respectively. It has 0.0 and emotional conflict has no significant relationship with depression and anxiety (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). In the research of (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e), to determine the concurrent validity of the relationship between the scores of the criticism component and the emotional conflict of the family with the scores obtained from the short version Revised Symptom Review List Questionnaire-90 by Drugatis 1983 was used, and the coefficients were obtained as -0.31 and \u0026minus;\u0026thinsp;0.37 respectively. In Triveh et al.'s research (2019), Cronbach's alpha of perceived criticism subscale was 0.81, and emotional involvement was 0.77. Also, Cronbach's alpha for the subscales of perceived blame and emotional conflict was obtained as 0.82 and 0. 84 respectively, and the confirmatory factor analysis of the indicators was favorable and all of them were greater and equal to 0.5. In this research, the reliability coefficient with Cronbach's alpha method for the overall score is 0.87, and the subscales of emotional involvement and blame.\u003c/p\u003e\n\u003ch3\u003eData collection method\u003c/h3\u003e\n\u003cp\u003eAfter receiving permission, the researcher sent the subjects the questionnaires virtually in the form of a link to administer the research unit of Abadan University of Medical Sciences\u0026rsquo; questionnaires and choose the sample size from among the university\u0026rsquo;s nursing learners in a straightforward random manner. The researcher invited the volunteers to complete the surveys after outlining the goal of the research and making sure they were doing it ethically. Within a 6 months frame, the participants had a chance to respond to the questions. Following the collection of data, Lisrel, and SPSS software were used to analyze the data.\u003c/p\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eThe methods of data analysis in this study were used in two parts descriptive including mean, minimum, maximum, and standard deviation, and inferential statistics including conclusion of Cronbach\u0026rsquo;s alpha coefficients and path analysis. In this study, Lisrel and SPSS software were used.\u003c/p\u003e\u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eFor this purpose, out of all 1,600 nursing students (male and female) of Abadan University of Medical Sciences, who were studying in the academic in 2023, using the Cochran formula, 320 people were selected as the sample size and by simple random sampling method.\u003c/p\u003e\n\u003ch3\u003eDescriptive statistics\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDescriptive statistics indicators of research variables\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMiddle\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStandard deviation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eCognitive absorption\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e73.47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.17\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eEmotional involvement\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e12.66\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.02\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eUbiquitous learning\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e67.93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.75\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows the descriptive statistics of the research variables including: mean and standard deviation for the studied sample (n\u0026thinsp;=\u0026thinsp;320).\u003c/p\u003e\n\u003ch3\u003eInferential statistics\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eskewness and elongation values of research variables\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSkew ness\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStandard error\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ekurtosis\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandard error\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eCognitive absorption\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0/50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/119\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-0/11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0/238\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eEmotional involvement\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-0/56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/119\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0/20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0/238\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eUbiquitous learning\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-0/77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/119\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0/38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0/238\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe skewness and elongation indices related to each of the variables used in this research are given in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, as can be seen in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, according to the skewness and elongation values obtained for the research variables, which are approximately between 1 - and +\u0026thinsp;1, the distribution of all variables is normal, so we can use the path analysis model to analyze the research findings.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eThe correlation matrix\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCorrelation matrix of research variables\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eCognitive absorption\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eEmotional involvement\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0/41**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eUbiquitous learning\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0/30**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/43**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eP\u0026thinsp;\u0026lt;\u0026thinsp;0.01 ** P\u0026thinsp;\u0026lt;\u0026thinsp;0.05 *\u003c/h2\u003e\u003cp\u003eAccording to Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, we see that the correlation coefficient of the exogenous variable of research (cognitive absorption) with ubiquitous learning is equal to 0.30, which is statistically significant at the 0.01 level. The correlation coefficient of the endogenous research variable (emotional involvement) with ubiquitous learning is equal to 0.43, which is statistically significant at the 0.01 level. In the above matrix, the highest correlation coefficient is related to the relationship between emotional involvement and ubiquitous learning (0.43) and the lowest correlation coefficient in this matrix is related to the relationship between cognitive absorption and ubiquitous learning.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eDirect effects of variables\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eEstimates of direct effect coefficients\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003evariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe standardized parameter\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eestimates are the standard error\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eThe direct effect of cognitive absorption on:\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEmotional involvement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0/36\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e7/76\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUbiquitous learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0/02\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0/36\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003e\u003cb\u003eThe direct effect of emotional involvement on\u003c/b\u003e:\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUbiquitous learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0/22\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4/89\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003eP\u0026thinsp;\u0026lt;\u0026thinsp;0.01 ** P\u0026thinsp;\u0026lt;\u0026thinsp;0.05 *\u003c/h2\u003e\u003cp\u003e\u003cstrong\u003eHypothesis 1\u003c/strong\u003e\u003cp\u003eCognitive absorption has a direct and positive effect on emotional involvement.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eAccording to the information in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the direct effect of cognitive absorption on emotional involvement is equal to 0.36 and according to the value (t\u0026thinsp;=\u0026thinsp;7.76), it is significant at the level of 0.01. Therefore, the first hypothesis of the research is confirmed about the direct and positive effect of cognitive absorption on emotional involvement.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eHypothesis 2\u003c/strong\u003e\u003cp\u003eCognitive absorption has a direct and positive effect on ubiquitous learning.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eAccording to the information in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the direct effect of cognitive absorption on ubiquitous learning is equal to and according to the value (t\u0026thinsp;=\u0026thinsp;0.36), it is not statistically significant. Therefore, the second research hypothesis related to the direct and positive effect of cognitive absorption on ubiquitous learning is rejected and not confirmed.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eHypothesis 3\u003c/strong\u003e\u003cp\u003eEmotional involvement has a direct and positive effect on ubiquitous learning.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eAccording to the information in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the direct effect of the emotional involvement dimension on ubiquitous learning is equal to 0.22 and according to the value (t\u0026thinsp;=\u0026thinsp;4.89), it is significant at the level of 0.01. Therefore, the third hypothesis of the research is confirmed in connection with the direct and positive effect of emotional involvement on ubiquitous learning.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eIndirect effect of variables\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eEstimation of indirect effect coefficients\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe standardized parameter\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eestimates are the standard error\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e\u003cp\u003eIn direct effect of cognitive absorption on:\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUbiquitous learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0/29**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e8/51\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEmotional involvement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0/05**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0/01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3/39\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eP\u0026thinsp;\u0026lt;\u0026thinsp;0.01 ** P\u0026thinsp;\u0026lt;\u0026thinsp;0.05 *\u003c/h2\u003e\u003cp\u003e\u003cstrong\u003eHypothesis 4\u003c/strong\u003e\u003cp\u003eCognitive absorption through the mediation of emotional involvement has an indirect and positive effect on ubiquitous learning.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eAccording to the information in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, the indirect effect of the cognitive absorption component on ubiquitous learning is equal to 0.29 and according to (t\u0026thinsp;=\u0026thinsp;8.51), it is significant at the level of 0.01. At the same time, this indirect effect takes place through the mediating variable of emotional involvement. Therefore, the fourth hypothesis of the research is confirmed about the mediating role of emotional involvement between cognitive absorption and ubiquitous learning.\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe purpose of the present research was to present a causal model of the relationship between cognitive absorption and ubiquitous learning, the mediating role of emotional involvement, in nursing students of Abadan University of Medical Sciences in the academic year 2022\u0026ndash;2023.\u003c/p\u003e\u003cp\u003eIn examining the direct effect of cognitive absorption on emotional involvement according to the results, the findings showed that the direct effect of cognitive absorption on emotional involvement is significant. These findings align with the research findings (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u0026amp; \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). Cognitive absorption has been introduced as a multidimensional trait of people, a relatively stable description. Researchers have argued that this definition of cognitive attraction is conceptually and empirically useful for distinguishing between individuals (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). The differentiation and difference in people's level of emotional involvement depends on the pleasure obtained from their cognitive activities (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). Emotions modulate almost every aspect of cognition. Cognition also moderates, activates, and restrains emotions. This shows that emotions guide and stimulate cognition, which is directed based on a unique goal by guiding the behavior and desires of individuals (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). Several studies have reported that human cognitive processes are affected by emotions (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). Factors are very important in educational fields. The results of research (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e) showed that the variables of cognitive absorption and need for cognition directly and indirectly through the mediation of cognitive engagement on perceived usefulness and learning have a significant effect among undergraduate students. The results of the study (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e) showed that the participants of the experimental group obtained significantly higher anxiety and cognitive load scores and lower learning performance scores than the control group in the post-test stage; It seems that in the learning process, negative emotions in the role of an exogenous and endogenous cognitive load factor occupy the capacity of working memory. The results of research (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e), under the title of Emotional Creativity and Self-directed Learning: The Mediating Role of Achievement Motivation, showed that emotional creativity can explain 29% of the variance of achievement motivation and also, the variables of emotional creativity and achievement motivation can simultaneously. To explain, 43% of the variance of learning is self-directed. Also, motivation to progress has a significant mediating role in the relationship between emotional creativity and self-directed learning, hence, expressing positive emotions in the form of motivation leads to progress. Considering the important role and position of emotions in students' learning, it seems that to increase the level of attraction and motivation to their studies, much attention should be paid to the problems related to their emotional involvement. According to the mentioned materials and research findings, the effect of cognitive absorption on emotional involvement is confirmed. In examining the effect of cognitive absorption on ubiquitous learning the results showed that the direct effect of cognitive absorption on ubiquitous learning is not statistically significant. These findings are contrary to the research findings of (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e) and consistent with the research findings of (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e), Massimo Magni, Chiara Paulino, Rossella Captau Luigi (2012), Peter Leung (2010), and most related empirical research. With cognitive absorption, they have focused on the effects of cognitive absorption on learning. What comes from the process of education is learning. Focused immersion in learning refers to the experience of full inclusive involvement in the learning process, the more the learners are interacting and learning, cognitively, their sense of curiosity is aroused and the concepts are more deeply absorbed in the learner's mind. and his learning rate becomes deeper and more effective. Therefore, if the learners are more involved in learning and learning tasks from a cognitive point of view, they can pay great attention to achieving cognitive goals. The results of research (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e), along with the findings of this hypothesis, showed that the variables of cognitive absorption and need for cognition directly and indirectly through the mediation of variables of self-efficacy and cognitive engagement have a significant effect on the learning of undergraduate students. The research results of Massimo Magni, Chiara Paulino, and Rossella Captau Luigi (2012), showed that cognitive absorption provides an inverse effect in predicting participant learning. Group learning behavior has a moderating effect on the relationship between cognitive absorption and participant learning, so behavior Group learning reduces the negative effects of cognitive absorption. The results of Peter Leung's (2010) research, titled the role of social presence and cognitive absorption in online learning environments, showed that students' interest directly affects the role of their social presence and cognitive absorption in online learning environments. \"Expression of the relationship between cognitive absorption and ubiquitous learning and perceived usefulness among management students\" found that between absorption Cognition has a direct and meaningful relationship with perceived usefulness and ubiquitous learning (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). In examining the effect of emotional involvement on ubiquitous learning, according to the results, the findings showed that the direct effect of emotional involvement on ubiquitous learning is equal and significant. These findings are in line with the results of Manojhari, Hassanabadi, Agha Brari, and Kavosian (2018), (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). Nowadays, educational centers, they should no longer focus on learning as a purely cognitive process. Because emotions and emotions are an integral part of learning and they can be used to improve the interaction, motivation and success of learners. Emotions have a significant effect on human cognitive processes, including attention and learning (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). In the learning environment, emotions can play a powerful role in supporting or weakening learning. Emotions are inherently related to and affect cognitive skills such as attention, memory, executive function, decision making, critical thinking, problem solving, and regulation, all of which play a key role in learning. Emotions related to positive learning include: interest, curiosity, surprise, enthusiasm, creativity, interaction and joy. These activate the brain's reward system, making the experience pleasant and helping focus and attention. Positive emotional states can enable students to expand their perspective, see alternatives (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). The effect of emotions on learning can be explained in terms of people's attention, understanding and motivation. Attention strengthens a person's power of perception, the power of understanding also helps to choose and organize information in learning 10). Based on this, it can be said that getting involved in emotions shapes the learning behaviors of learners in the education process and affects their academic achievement (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Recent empirical evidence also shows the deep effects of emotions on the learning and progress of learners (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). Some studies report that students' emotions play a very important role in their learning processes (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). As positive emotions facilitate students' learning and help their academic progress (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). The results of research (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e), under the title of educational approaches to social-emotional learning in schools, showed that when schools clarify the essential role of social and emotional skills in learning and successful life and implement comprehensive, coordinated, and detailed programs. The results of the research by Manojhari, Hassanabadi, Agha Brari, and Kavosian (2018) showed that in the learning process, negative emotions in the role of an exogenous and endogenous cognitive load factor occupy the capacity of working memory and hinder deep learning of learners. The results of research (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e) showed that expressing positive emotions in the form of motivation for progress makes people see new connections between ideas, organize information, and create new solutions to problems. The creativity resulting from these types of emotions improves and improves the individual's readiness to engage in various activities and self-directed learning. Considering the important role and position of positive emotional flows, it seems that the educational environment should seek to cultivate positive emotions in its students. According to the research findings and the mentioned materials, emotional involvement affects ubiquitous learning. In examining the indirect and positive effect of cognitive absorption through the mediation of emotional involvement on ubiquitous learning, according to the results, the findings showed that the indirect effect of the component of cognitive absorption on ubiquitous learning is equal and it is significant. These findings are in line with the results of the research (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e), by Peter Leung (2010), Massimo Magni, Chiara Paulino, and Rossella Kaptau Luigi (2012) and are in contrast with the results of Research (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). Today, education in its best way and form not only leads to better learning in learners but also helps to attract learners in learning and getting to know them better. Cognitive absorption is determined by two personal characteristics, personal innovation in learning environments and cognitive engagement. Numerous researches have shown that if learners are cognitively more involved in learning and learning tasks, it is possible to pay great attention to achieving cognitive and behavioral goals (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Several studies have reported that human cognitive processes are affected by emotions. The inherent exciting state of cognitive attraction leads to people enjoying the activity and willing to spend more effort on it. By motivating learning, emotions play a very important role in learning processes, goal setting, academic motivation (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). Activating and positive emotions increase internal and external motivation towards learning. Negative and deactivating emotions also affect learning (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). Therefore, it is necessary to provide the necessary ground for the promotion of these beliefs by enriching the living environment and learning and education environment. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e), under the title of emotional creativity and self-directed learning: the mediating role of achievement motivation, showed that achievement motivation has a significant mediating role in the relationship between emotional creativity and self-directed learning, therefore, expressing positive emotions in the form of achievement motivation causes People can see new links between ideas, therefore, the creativity resulting from this kind of emotions improves and improves the individual's readiness to engage in various activities and self-directed learning. Research results by Massimo Magni, Chiara Paulino, and Rossella Kaptau Luigi (2012), showed that cognitive absorption provides an inverse effect in predicting participant learning. Group learning behavior has a moderating effect on the relationship between cognitive absorption and participant learning, so group learning behavior reduces the negative effects of cognitive absorption. The results of Peter Leung's (2010) research, titled the role of social presence and cognitive absorption in online learning environments, showed that students' interest directly affects the role of their social presence and cognitive absorption in online learning environments. The research of (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e) is contrary to the findings of this hypothesis, found in his research that there is a direct and significant relationship between cognitive absorption and ubiquitous learning. Therefore, if the learners are cognitively more engaged in learning and learning tasks, they can pay to achieve cognitive goals.\u003c/p\u003e\u003cp\u003eAmong the limitations of the current research, it can be mentioned that the statistical population is limited and that the statistical population of this research only included all nursing students of Abadan University of Medical Sciences, which reduces the generalizability of the research. Conducting this research (in terms of time) was cross-sectional. Using an electronic questionnaire as the only research tool was another limitation. One of the obstacles to this activity is the non-cooperation of some university officials in following up on the completion of questionnaires by students. The lack of access to some sources outside the country and even some domestic sources regarding the subject of the research also limited the sources and backgrounds.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe present study demonstrated that cognitive absorption and ubiquitous learning, with emotional involvement as a mediating variable, significantly impact the improvement of learning outcomes and academic performance among students. The findings indicate that cognitive absorption directly influences emotional involvement positively, and this emotional involvement, in turn, mediates the relationship between cognitive absorption and ubiquitous learning.\u003c/p\u003e\u003cp\u003eTherefore, designing educational strategies that simultaneously address both cognitive and emotional dimensions can play a vital role in enhancing educational engagement, self-awareness, and active participation of students, particularly in fields like nursing. These results highlight the importance of adopting innovative teaching methods that foster cognitive absorption and emotional involvement to achieve sustainable learning and improved academic outcomes.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent, obtained through a written process, was solicited from each individual involved in the study. The participation of subjects in the research was entirely voluntary. The identities of participants were anonymized during the data analysis phase. Ethical principles and guidelines were meticulously adhered to throughout the study.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eArtificial intelligence utilization for article writing\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe application of artificial intelligence was not employed in this article\u0026apos;s composition, except for linguistic refinement.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI appreciate and thank all the people who helped complete this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors contributed to the preliminary drafting of the manuscript, its subsequent revisions, the articulation of the central concept and initial framework, and the gathering and evaluation of data. Furthermore, all authors acknowledge their accountability for the precision and validity of the material presented in the current manuscript and endorse the conclusive version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis project was not supported by any funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study (involving humans) was performed in accordance with the Declaration of Helsinki. Ethical approval was granted by the Research Ethics Committees of Payame Noor University (Reference number: IR.PNU.REC.1402.037). Informed consent to participate in the study was obtained from all the subjects.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe scholars disclose the absence of any tangible or prospective conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eSupporting resources\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eShiraz Payam Noor University of Educational Research has financially supported this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability statement\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNone\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eRostgar, A. Presenting a causal model of the relationship between need for cognition and cognitive engagement with the mediating role of achievement goals and academic emotions. Two scientific-research quarterly journals of social cognition. (2017).11 in a row.\u003c/li\u003e\n\u003cli\u003eMyung, K. L; \u0026amp; Bu K.. Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial, Healthc Inform Res, P (2018), 24(1). 69-78.\u003c/li\u003e\n\u003cli\u003eIsmaili Gujar, pp. Mobile learning, Roshd educational technology journal, 36th volume, number (2020).8.\u003c/li\u003e\n\u003cli\u003eBabai Amiri, N.; Kajbaf, M.B.; Mazaheri, M.M.; Origin, G; Talebi, H. The relationship between metacognitive cognitive strategies and demographic characteristics with students\u0026apos; academic performance, Journal of Knowledge and Research in Applied Psychology. (2015). 16 (2), 24-33.\u003c/li\u003e\n\u003cli\u003eSaif, M. H. Presenting the causal relationship model of cognitive absorption and perceived learning: the mediating role of cognitive engagement of perceived ease and usefulness, two scientific research quarterly of social cognition, 7th year, 2nd issue. (2018). (consecutive \u0026not;14).\u003c/li\u003e\n\u003cli\u003eLim, J. S.; AI-Aali, A.; Heinrichs, J. H. \u0026amp; Lim, K. S. \u0026quot;Testing alternative models of individuals\u0026rsquo; social media involvement\u0026quot;. Computers in HumanBehavior, (2013). 29, 2816\u0026ndash;2828.\u003c/li\u003e\n\u003cli\u003eAgarwal, R. \u0026amp; Karahanna, E. \u0026quot;Time Flies When You\u0026apos;re Having Fun : Cognitive Absorption and Beliefs about Information Technology Usage \u0026quot;. MISQuarterly (2000)., 24(4), 665-694\u003c/li\u003e\n\u003cli\u003eHsu, Ya. Hui. Chien-Kuo, Li.; Chien-Ming, Li. and Na-Ting, Liu\u0026quot;The effect of website quality features and cognitive absorption on social network site usage: A cross-national study\u0026quot;. International Journal of Electronic Commerce Studies, . (2016). Vol.7, No.2, pp.156-188.\u003c/li\u003e\n\u003cli\u003eReychav, I. and Wu, D. \u0026quot;Are your users actively involved? A cognitive absorption perspective in mobile training\u0026quot;. Computers in Human Behavior. (2015). 44, 335\u0026ndash; 346.\u003c/li\u003e\n\u003cli\u003eDarvishi, M.; Saif, M.H.; Sarmadi, M.R.; Farajollahi, M. Presenting the causal model of the relationship between cognitive absorption, need for cognition and the perceived usefulness of learning in augmented reality: the mediating role of self-efficacy and cognitive engagement, Scientific Journal of Research in Educational and Virtual Learning, 8th year, 4th issue. (2020). (series 32), (p. 53) - 66).\u003c/li\u003e\n\u003cli\u003ePekrun, R. \u0026amp; Linnenbrink-Garcia, LIn International handbook of emotions in education. New York : Routledge. (2014)..\u003c/li\u003e\n\u003cli\u003eReeve, J., \u0026amp; Tseng, M. Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology. (2011). 36(4), 257-267.\u003c/li\u003e\n\u003cli\u003eEisenberg, N., Fabes, R. A., Guthrie, I. K., \u0026amp;Reiser, M. Dispositional emotionality and regulation : Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, (2000). 78, 136 \u0026ndash;157.\u003c/li\u003e\n\u003cli\u003eZarei, H. A. Emotional creativity and self-directed learning: the mediating role of achievement motivation, Journal of Psychology.(2019). 92 / Year 23, Number 4.\u003c/li\u003e\n\u003cli\u003eEbrahimi, S. Educational approaches to social-emotional learning in schools, Roish Psychology Journal, year 8, number 7, serial number. (2019). 40.\u003c/li\u003e\n\u003cli\u003eGhanbarpour, S. Needs assessment and feasibility of using augmented reality technology in academic libraries: the view of specialists working in the central libraries of Tehran state universities, Master\u0026apos;s thesis, Al-Zahra University.(2014).(S).\u003c/li\u003e\n\u003cli\u003eGoetz, T.; Sticca, F.; Pekrun, R.; Murayama, K. \u0026amp; Elliot, A. J. Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction. 41(February), (2016). 115-12.\u003c/li\u003e\n\u003cli\u003eWang, M. T.; Brinkworth, M. E. \u0026amp; Eccles, J. S\u0026quot;The moderation effect of Motivation as Predictors of Academic Performance\u0026quot;. Anthropologist, (2013). 20(3): 553- 561.\u003c/li\u003e\n\u003cli\u003eGlaser-zikuda, M., Stuchikova, I; \u0026amp; Janik, T. Emotional aspects of learning and teaching: reviewing the field \u0026minus; discussing the issues, Orbis Scholae, (2013). 7 (2): 7\u0026minus;22.\u003c/li\u003e\n\u003cli\u003eManoujahri, K.; Hassanabadi, H.R.; Agha Barari, M.; Kavousian, J. The link between cognitive load theory and academic emotions: The effect of emotion induction on anxiety, cognitive load, and learning of nursing students. Bi-Quarterly Journal of Contemporary Psychology\u003cem\u003e, \u003c/em\u003e(2019).91(2):9-14.\u003c/li\u003e\n\u003cli\u003eCacioppo, J. T., \u0026amp; Petty, R. E. The need for cognition. Journal of personality and social psychology (1982). \u003cem\u003e42\u003c/em\u003e(1): 116.\u003c/li\u003e\n\u003cli\u003eLin, Y. S. Teacher and pupil responses to a creative pedagogy -Case studies of two primary classes in Taiwan. Unpublished Master\u0026rsquo;s Thesis, (2009). University of Exeter.\u003c/li\u003e\n\u003cli\u003eReychav, I. and Wu, D. \u0026quot;Are your users actively involved? A cognitive absorption perspective in mobile training\u0026quot;, (2015). Computers in Human Behavior\u003cem\u003e \u003c/em\u003e44: 335\u0026ndash; 346.\u003c/li\u003e\n\u003cli\u003eLohman, M.C. Factors influencing teachers\u0026apos; engagement in informal learning Activities. Journal of Workplace Learning, (2006). 18(3): 141-156.\u003c/li\u003e\n\u003cli\u003eMomivand, R. Analyzing the role of open learning environments in non-formal education and lifelong learning by presenting a proposed model, Teacher Training University, Tehran - Faculty of Educational Sciences and Psychology, Master\u0026apos;s thesis, (2013).\u003c/li\u003e\n\u003cli\u003eShields, C. G., Franks, P., Harp, J. J., Campbell, T. L., \u0026amp; McDaniel, S. H. Family Emotional Involvement and Criticism Scale (FEICS): II. Reliability and validity studies. \u003cem\u003eFamily Systems Medicine\u003c/em\u003e, (1994). \u003cem\u003e12\u003c/em\u003e(4):361.\u003c/li\u003e\n\u003cli\u003eBahri, L.; Mohammadi, N. Confirmatory factor analysis of the family criticism and emotional involvement scale. Journal of Family Studies, (2015). 11 (41): 87-101.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"cognitive absorption, ubiquitous learning, emotional involvement, nursing students","lastPublishedDoi":"10.21203/rs.3.rs-7982649/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7982649/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn today's world, inclusive learning is recognized as one of the key tools for enhancing educational processes. The role of cognitive and emotional factors in improving student learning, especially in sensitive fields like nursing, is particularly significant. This study aims to examine the causal relationship between cognitive absorption and inclusive learning, emphasizing the mediating role of emotional involvement.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBackground and Objective\u003c/strong\u003e: This study investigates the causal relationship between cognitive absorption and inclusive learning, with a focus on the mediating role of emotional involvement among nursing students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials and Methods\u003c/strong\u003e: Conducted in 2023, this research involved 1,600 nursing students from Abadan University of Medical Sciences. Using Cochran's formula, the sample size was determined to be 320 participants, selected through simple random sampling. Data collection tools included the Cognitive Absorption Questionnaire by Agarwal and Karahanna (2000), the Inclusive Learning Scale by Luhmann (2006), and the emotional involvement Scale by Shields et al. (1994).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: Path analysis was performed using Lisrel and SPSS software. The findings revealed:\u003c/p\u003e\n\u003cp\u003eCognitive absorption has a direct positive effect on emotional involvement (β = 0.42, p \u0026lt; 0.01).\u003c/p\u003e\n\u003cp\u003eInclusive learning has a direct positive effect on emotional involvement (β = 0.37, p \u0026lt; 0.01).\u003c/p\u003e\n\u003cp\u003eCognitive absorption indirectly influences inclusive learning through the mediation of emotional involvement (β = 0.25, p \u0026lt; 0.05).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e: The results indicate that optimizing educational methods not only improves learning outcomes but also enhances emotional involvement and self-awareness among students. These findings highlight the importance of integrating cognitive and emotional dimensions into educational strategies for nursing students.\u003c/p\u003e","manuscriptTitle":"Investigating the relationship between cognitive absorption and ubiquitous learning with the mediation effect of emotional involvement in nursing students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-06 00:57:29","doi":"10.21203/rs.3.rs-7982649/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"311397536469266770565374153551083635708","date":"2025-12-04T08:39:22+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-12-03T22:51:20+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-11-11T14:44:50+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-11T03:11:44+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-11-11T03:10:34+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-10-29T18:30:51+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"eecbd9d4-24e3-42b0-be0e-52674ba5df0e","owner":[],"postedDate":"December 6th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-04-20T16:05:31+00:00","versionOfRecord":{"articleIdentity":"rs-7982649","link":"https://doi.org/10.1186/s12909-026-09000-5","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2026-04-17 15:57:26","publishedOnDateReadable":"April 17th, 2026"},"versionCreatedAt":"2025-12-06 00:57:29","video":"","vorDoi":"10.1186/s12909-026-09000-5","vorDoiUrl":"https://doi.org/10.1186/s12909-026-09000-5","workflowStages":[]},"version":"v1","identity":"rs-7982649","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7982649","identity":"rs-7982649","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}